Escolar Documentos
Profissional Documentos
Cultura Documentos
Essential
Developing communication and expression allows us to represent and interpret our understandings of the world in multiple ways.
Understanding
Guiding How can I express my feelings and stories How can I express my ideas and stories How can we experience and develop How can we explore artistic choice to How can we examine and apply artistic
Question through art experiences? through art experiences? expression and communication of ideas and develop expression and communication of choice to develop expression and
stories through art? ideas and stories? communication of ideas and stories?
Learning Children explore and create art that Students explore and create art that Students explore and create art that Students examine artistic preferences that Students examine and create art that
Outcome expresses feelings and stories. expresses ideas and stories. develops expression of ideas and stories. develop expression of ideas and stories. develops expression of ideas, stories, and
artistic preferences.
Conceptual • art begins with exploring and creating • art processes are ongoing and involve • art processes are ongoing and involve • art processes are ongoing and involve • art processes are ongoing and involve
Knowledge (processes) exploring and creating exploring, creating, and practising exploring, creating, practising, and exploring, creating, practising, and
• imagination can be a starting point (source • curiosity can be a starting point (source of • personal experiences can be a starting reflecting reflecting
of inspiration) for creating art inspiration) for creating art point (source of inspiration) to create art • art genres (including landscape, portrait, • criteria for feedback, created
• art can express (represent) imagination, • art can express ideas and stories • First Nations, Métis, and Inuit art still life) and movements (including folk, collaboratively, promotes respectful sharing
feelings, and stories • creating objects with a purpose can express communicates ideas, stories, and abstract, pop, modern) can influence • personal preferences and artistic choice can
• building objects can express creativity ideas experiences personal preferences and artistic choice be applied to create interest in design
• art can make us think and feel • responses to art can be holistic, including • art can communicate ideas, stories, and (source of inspiration) • First Nations, Métis, and Inuit artists are
• people respond differently to art emotional, intellectual, spiritual, or physical experiences • design (creating with a purpose) can show inspired and influenced by their culture
• art can be created in response to • art can be created in response to ideas and • design (creating something with a message evidence of personal preferences • artistic preferences, opinions, and
imagination, feelings, and stories stories or purpose) is another way to express • First Nations, Métis, and Inuit artworks can experiences are shared through the process
creativity provide inspiration for artistic choice of feedback
• responses in art are related to our • artistic choice and refinement can alter
preferences (source of inspiration) and expression in art
experiences
• artistic choice can alter expression of ideas
and stories
Procedural • sharing responses to a variety of art • expressing feelings, thoughts, and • creating art that communicates ideas, • examining a variety of art genres and • creating art that demonstrates personal
Knowledge • observing feelings in response to First experiences about art stories, and experiences movements to explore personal artistic preferences and artistic choice
Nations, Métis, and Inuit art • observing creative processes • creating art that communicates ideas, preferences • creating art that expresses and
• creating art in response to feelings • responding to First Nations, Métis, and Inuit stories, and experiences inspired by First • comparing and contrasting art experiences communicates ideas and stories
• creating art that expresses imagination, stories through art Nations, Métis, and Inuit texts to develop an understanding of artistic • creating art to celebrate relationships of
feelings, and stories • creating art in response to thoughts • communicating ideas through the preferences self and one another
• creating art freely and spontaneously • creating art that expresses curiosity exploration of design (making something • examining a variety of design elements to • co-creating criteria for reflecting on art
• creating imaginative objects with a variety • creating art for enjoyment for a purpose) develop artistic preferences • sharing a variety of art genres and
of materials • building objects that explore curiosity • creating art to share with others • discussing artistic choices of First Nations, movements to explore evidence of artistic
• sharing creative processes Métis, and Inuit artists choice
• practising ownership of a response to art • creating art that shows exploration of • sharing feedback with guidance
personal preferences and artistic choice • examining a variety of design elements to
• creating art that demonstrates awareness explore artistic choice
of self • exploring First Nations, Métis, and Inuit art
• explaining creative processes using words for cultural influences on artistic choices
that are unique to art (language of art)
• reflecting on art experiences to develop
personal preferences and artistic choice
Arts Education – DANCE
Kindergarten Grade 1 Grade 2 Grade 3 Grade 4
Essential
Understanding Artworks take form through the exploration and choice of components, which supports artistic expression.
Guiding How can I explore artistic expression How can I explore and develop artistic How can the artistic expression of others How can we develop artistic expression How can we enhance artistic expression in
Questions through creative movement? expression through creative movement with contribute to creative movement through dance choreography? dance choreography?
others? experiences?
Learning Children develop artistic expression through Students develop artistic expression with Students explore and develop artistic Students develop artistic expression by Students develop and enhance artistic
Outcome creative movement exploration. others, through creative movement expression of self and one another through applying elements of dance to expression by applying increasingly complex
exploration. collaboration in ensembles. compositions. elements to compositions.
Conceptual • there are many ways to express oneself • creative movement can be a shared • cooperation and awareness in self-space • dance skills are developed and improved • dance compositions can be performed as a
Knowledge through movement experience and general-space support group with practice formal or an informal expression of ideas
• movement can be performed while moving • the element of space in dance includes performance (ensemble) • time in dance includes metre • the element of space in dance includes
from one place to another (locomotor) or pathway, direction, shape, and rhythm • force in dance includes energy and weight • dance compositions have patterns focus, in which a dancer looks at a specific
while remaining in one place (non- • the element of time in dance includes • relationships in dance can occur with peers, • a dance phrase that is performed by more point in space while moving
locomotor) rhythm and speed place, and space than one person or group and begins at • when new movements are added to
• knowledge of where objects or people are • beat is part of rhythm • bodies and groups can be made bigger and different times so that the phrases overlap existing movements in a successive manner,
in relation to oneself (spatial awareness) • repetition of movements (choreographic smaller through movement is called canon (choreographic device or it is called accumulation (choreographic
promotes safety device) can organize and add interest to (expansion/diminution) form) device or form)
• space, movement, and time (elements of creative movement • parts of dance can be different (binary • a dance or movement sequence that is
dance) are important parts of dance form, AB) and can include repetition performed in reverse order is called
• body, relationships, speed, level, and size (ternary form, ABA) (choreographic form) retrograde (choreographic device or form)
are dance concepts used to describe • a dance that expands on ABA form to
creative movements ABACADA, in which the A theme is repeated
or varied, is called rondo (choreographic
device or form)
Procedural • moving to explore the elements and • moving to explore and develop previous • moving to explore and develop previous • moving to explore and develop increasingly • moving to explore and develop increasingly
Knowledge concepts of dance, including elements and concepts of dance, in elements and concepts of dance, in complex elements and concepts of dance, complex elements and concepts of dance,
– place, including self-space and general addition to addition to in addition to in addition to
space – pathways and direction, in general space – relationships, including mirroring and – metre, in self-space and general space – relationship with others, including
– body, moving in isolation and unison – shape, including curved, straight, shadowing; physically connecting to – energy, including swinging and contrast, gathering, and scattering
– speed, including fast and slow in self- angular, and twisted in self-space objects or places, and individuals to suspended – direction, including single focus
space and general space – relationships, including connecting to groups; moving to prepositional – relationships, including all known • performing dance compositions and
– levels, including high and low in self- one another and moving to preposition prompts, including above/below and prepositions with one another and improvisations using accumulation
space prompts, including beside/between, around/through objects
– size, including big and small in self-space over/under – energy, including sharp and smooth • performing movements within
– relationships with others, place, and – speed, including steady beat in general – weight, including strong and light choreographic devices and forms that add
objects, including prepositions in/out, space – size, including big and small while interest and structure in dance
on/off, and in front/behind in self-space – level, including high and low extending extending movement through general compositions and improvisations (canon,
and general space movement through general space space retrograde, and rondo)
• practising one movement or set of • repeating a movement or set of movements • moving individually or in a group to
movements together (unison/ (repetition) in creative movement demonstrate growing bigger
choreographic form) in creative movement • performing one movement or set of (expansion/choreographic device) or
movements together (unison) in creative growing smaller (diminution/ choreographic
movement device)
• organizing movements into structure that