Grade 10 - Integrated Arts ALC2O (2010)

The Arts

Creating and Presenting

Reflecting, Responding, and Analysing

Foundations

The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively

Elements and Principles: apply key elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions

Tools, Techniques, and Technologies: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity

Presentation and Promotion: present and promote art works, including integrated art works/ productions, for a variety of purposes, using appropriate technologies and conventions.

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions

The Function of the Arts in Society: demonstrate an understanding of various functions of the arts in past and present societies

Values and Identity: demonstrate an understanding of how creating, presenting, and analysing art works has affected their understanding of personal, community, and cultural values and of Canadian identity

Connections Beyond the Classroom: describe the types of skills developed through creating, presenting, and analysing art works, including integrated art works/productions, and identify various opportunities to pursue artistic endeavours outside the classroom.

Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other key concepts related to various arts disciplines;

Contexts and Influences: demonstrate an understanding of symbols and themes associated with art works produced by various cultures, and describe past and present influences on various arts disciplines

Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, and experiencing art works.

use a variety of strategies (e.g., brainstorming with a partner, word webs, mind maps) to generate ideas to address an integrated arts challenge, individually and/or collaboratively

use exploration, input, and reflection to develop, revise, and refine plans for integrated art works/productions, individually and/or collaboratively (e.g., use a think-pair-share strategy to explore ideas and select one for their art work; use a checklist to develop their plan; reflect on the input of their peers and revise their plan as appropriate)

use the appropriate stages of the creative process to produce and present preliminary integrated art works, individually and/or collaboratively, in response to creative challenges (e.g., a multidisciplinary art work on a topic such as folklore, body image, or the environment; a work that integrates drama and music to represent a First Nation, Métis, or Inuit world view), and revise their works on the basis of peer- and self-assessment (e.g., present versions of their preliminary work to a small group of their peers and make notes on the group's response; reflect on the applicability of the input before revising their work)

select and apply a combination of key elements and principles from more than one arts discipline when creating and presenting integrated art works/productions (e.g., combine the elements of space and energy from dance with focus from drama to depict a "living" art work; create a work that combines the principle of rhythm from visual arts with the element of duration from music; present a work that applies the principles of point of view and hybridization from media arts with the element of role/character from drama)

modify the elements and/or principles of an existing art work to achieve a particular intent (e.g., change the use of space in a dance presentation to convey a feeling of entrapment; change the point of view in a film clip to reflect the perspective of a minor character; modify the pitch and/or dynamics of the soundtrack for an animation to create a feeling of suspense), and compare the effects of the original and modified works

integrate media/materials, tools, and techniques from more than one arts discipline to create an integrated art work/production that communicates a specific message (e.g., in the style of Barbara Kruger or Jenny Holzer, create a work that conveys a message on an issue such as the dangers of smoking, the causes and/or effects of global warming, or another issue of interest to them; create a video and/or audio public service announcement to inform a specific audience about a current issue)

use technologies, tools, and techniques associated with more than one arts discipline to create integrated art works/productions that demonstrate creativity (e.g., create a music video that dramatizes their response to a particular piece of music; create a stage production using a digital sound track, video projection, and contemporary dance techniques)

apply current technologies to present integrated art works/productions (e.g., add digitally designed lighting and music to enhance a drama presentation; present a virtual, interactive, and/or web-based version of a live project; present their work in a virtual gallery)

demonstrate an understanding of and apply appropriate standards, conventions, and practices associated with the preparation, promotion, and presentation of art works, including integrated art works/productions, for a variety of purposes (e.g., format works for presentation in a gallery or for inclusion in a portfolio; describe the procedures and tools used to promote a production, including posters, tickets, programs)

identify and communicate their initial reaction to works from a variety of arts disciplines, using various strategies and modes of communication (e.g., a small-group or class discussion, a placemat exercise, a blog, a journal)

identify and describe the elements and principles used to create integrated art works (e.g., Noh theatre, music videos, installation or performance art, ballet), and describe the methods used to combine these elements and principles into unified art works

identify and reflect on the qualities of their own art works and the works of others (e.g., using a journal, a blog, discussions with peers), and evaluate the effectiveness of these works

describe the role of the arts as a vehicle for both cultural expression and the individual expression of the artist, with reference to works from both the past and the present (e.g., describe how a specific work of art conveys the artist's personal perspective; prepare a model demonstrating a ceremony or ritual, and explain its cultural significance; prepare a presentation on the cultural significance of different types of clothing; listen to popular music of the 1920s and describe its connections to changing cultural/social mores of that decade; compare indigenous dances from different parts of the world with respect to their cultural meaning)

communicate an understanding of the ability of the arts to inform and instruct and to contribute to social change (e.g., with a partner, research art works that communicate a specific message, and describe their effect; explore and describe the purpose of art works created for a specific audience, including works intended for a local, national, and global audience; describe the intention and techniques of didactic drama such as Augusto Boal's Theatre of the Oppressed; research and report on protest songs from different eras; prepare a presentation on the use of propaganda art during the Cultural Revolution in China; describe the influence of current music videos on youth culture)

describe how creating, presenting, and analysing a variety of art works has affected their personal values and their awareness of the values of their community and culture and those of other cultures (e.g., how reflecting on their initial reaction to an art work has helped them understand their own values; how creating an art work addressing an issue of local importance has contributed to their awareness of the values of their community; how analysing art works from a variety of cultures has contributed to their awareness of the values of those cultures)

demonstrate an understanding of how exploring the arts has affected their perception and understanding of Canadian identity (e.g., their understanding of Canadian multiculturalism; their understanding of issues that concern Canadians, including Aboriginal peoples; their awareness of the diversity of the artistic community in Canada)

identify skills, character traits, and work habits that are developed through the processes of creating, analysing, presenting, and/or promoting art works, including integrated art works/productions (e.g., problem-solving skills; technical skills; their ability to express themselves; character traits developed through collaboration, such as cooperativeness, flexibility, and respect for the opinion of others; ability to work in teams and independently), and describe how they can be applied outside the classroom (e.g., create a visual organizer to compare integrated arts skills with Essential Skills in the Ontario Skills Passport or Human Resources and Skills Development Canada [HRSDC] Essential Skills; describe how their cooperative work habits can be applied in family situations or in their job; describe how they can use their analytical skills when attending arts-related presentations in their community)

identify and explore arts-related careers and secondary and postsecondary pathways that reflect their interests and skills (e.g., create a list of college and university programs and apprenticeships related to their field of interest in the arts; conduct on-line research on arts-related careers; hold mock interviews for a position in the arts and culture industry; create a personal skills inventory and compare it to the skills required in their field of interest; interview [online or in person] an artist in their community about that person's career choice)

identify opportunities for continuing engagement in artistic and cultural endeavours beyond the classroom, and communicate their findings (e.g., brainstorm in small groups to create a list of various community arts programs, organizations, and activities, such as ballroom dancing, community bands, choirs, arts centres, theatre groups; research ways to become involved in arts advocacy; compile a list of arts-related hobbies or arts-appreciation opportunities)

use appropriate terminology related to elements, principles, and other key concepts when creating, analysing, or presenting various types of art works (e.g., use appropriate terminology when writing a simple melody with a partner, when creating a framing project in media arts, when designing a school uniform that reflects the values and culture of their school, when using flash animation or music to enhance a website, when describing their initial reaction to a painting; design a "terminology bingo" game using key terms related to the various arts disciplines)

demonstrate an understanding of elements, principles, and other key concepts associated with the various arts disciplines (e.g., describe examples of energy, tension, point of view, hybridization, duration, colour, balance; create a word wall of important terms, organized by discipline), and identify those terms that are common to more than one discipline

describe similarities and differences in approaches to the creative process within various arts disciplines (e.g., with reference to inspiration in drama and visual arts, experimentation in dance and music, presentation in media arts and music)

demonstrate an understanding of common symbols and themes in past and present art works from a variety of cultures, including First Nation cultures (e.g., explore world views and values inherent in Aboriginal cultural symbols; compile a list of and describe symbols that are used in art works associated with a particular cultural identity; describe the symbols or themes used in applied art works such as logos for companies or branding of products)

describe, on the basis of research, themes in the work of some past and/or present artists, including Canadian artists, whose body of work incorporates more than one art form (e.g., prepare a short presentation on themes explored by artists such as Vera Frenkel, Robert Lepage, Tomson Highway, Michael Snow, Janet Cardiff

describe, on the basis of research, past and present influences from around the globe on different arts disciplines (e.g., colonization and decolonization, technological developments, historical immigration and settlement patterns, religion, philosophical or social movements)

identify and appropriately apply conventions associated with the experiencing of various types of art works (e.g., develop a protocol for etiquette in a gallery/museum, concert hall, or theatre, and create a poster illustrating this protocol)

demonstrate an understanding of safe and conscientious work practices associated with the various arts disciplines, and apply these practices when engaged in the creative process (e.g., create a quiz based on Workplace Hazardous Materials Information System [WHMIS] guidelines; follow instructional manuals or the teacher's instructions when using new tools and technologies; demonstrate respect for the work of other students; create classroom rules and expectations through small-group discussions)

identify, on the basis of research, ethical and legal practices related to the various arts disciplines, and apply these practices when creating, presenting, or promoting art works, including integrated art works/productions (e.g., use media from Creative Commons; use accepted sources for stock photography; seek permission and provide appropriate credit when borrowing from the work of visual artists, composers, and/or choreographers; respect cultural protocols when exploring First Nation, Métis, and/or Inuit art forms)

identify environmental issues associated with the arts, and apply environmentally responsible practices when creating and presenting art works, including integrated art works/productions (e.g., dispose of paint containers in an environmentally responsible way; recycle batteries and toner cartridges; source environmentally friendly materials)