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Grades 6-9 Arts Education Curriculum 2008 Presented by: Michelle Richter.

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Presentation on theme: "Grades 6-9 Arts Education Curriculum 2008 Presented by: Michelle Richter."— Presentation transcript:

1 Grades 6-9 Arts Education Curriculum 2008 Presented by: Michelle Richter

2 K-12 Aim To enable all students to understand and value the arts throughout life. Why is it important to teach the arts? How will the arts help create global citizens?

3 3 Goals For Arts Education Creative/Productive Goal Cultural/Historical Goal Critical/Responsive Goal (These are huge! Really important! Remember these 3 goals!)

4 Creative/Productive Goal Students inquire, create, and communicate through dance, drama, music, and visual art.

5 Cultural/Historical Goal Students investigate the content and aesthetics of the arts within cultural, historical, and contemporary contexts and understand the connection between the arts & human experience.

6 Critical/Responsive Goal collaborative Students respond to artistic expressions of Saskatchewan, Canadian, and International artists using critical thinking, research, creativity, and collaborative inquiry.

7 The Big Ideas Grade 6-9 Grade 6 – Identity Grade 7 – Place Grade 8 – Social Issues Grade 9 – Taking Action

8 First Nations, Metis and Inuit Perspectives & Ways of Knowing Is to ensure First Nations, Métis, and Inuit Content, Perspectives, and Ways of Knowing is foundational through: Valuing knowledge of First Nations, Métis, and Inuit peoples Learning with, about, and from First Nations, Métis, and Inuit peoples Centralizing within foundational aspects of Core Curriculum Not just a tokenlesson or unit. Woven throughout. Students see selves represented.

9 First Nations, Metis and Inuit Perspectives & Ways of Knowing Explicit efforts to reflect First Nations, M é tis and Inuit content, perspectives, and Ways of Knowing as foundational aspects of the learning program In broad educational aims In Core Curriculum framework (e.g., Cross- curricular Competencies) In subject area outcomes In foundational processes (e.g., inquiry) In instructional methods (e.g., place-based learning) In instructional resources (e.g., Elders)

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11 Grade 6 Focus Grade 6 Focus Identity Creative/Productive Outcomes Students: create dance, drama, music, and visual art works that express ideas about identity and how it is influenced (e.g., factors that affect identity such as pop culture, peer groups, cultural heritage, personal and family interests, gender).

12 Grade 6 Focus Identity Critical/Responsive Outcomes Students: investigate perspectives on identity as expressed through the arts in Saskatchewan, Canada, and beyond. Sample ResourceSample Resource Site in developmentSite in development examine how arts expressions reflect diverse personal identities, backgrounds, and worldviews.

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14 Grade 6 Focus Identity Cultural/Historical Outcomes Students: identify ways that First Nations, Métis, and Inuit artists express cultural identity in contemporary work. Sample Resource compare traditional and contemporary arts expressions from a diverse range of cultures, and analyze how cultural identity is reflected in the work.

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16 Grade 6 Focus Identity Questions/Comments/Concerns FNIM - The curriculum involves students in examination of personal identity and cultural identity. They will learn there are other components to ones identity as well, such as gender, sexual orientation, or ones peer group or career. This year – play with document once it is out. Next year – expected to be fully implemented Dance in Arts Ed/Dance in Phys-Ed Inquiry has always been natural to Arts Ed. Keep that central! Wonder, curiousity! Arts Ed Middle Years PLC S? Artsmart Grants – arts ed and other subject areas (eg arts and science, technology and the arts) Support: RCS Calendar in Outlook, Arts Ed Wikispace, Key Resources.

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18 Grade 7 Focus Grade 7 Focus Place Creative/Productive Outcomes Students: create dance, drama, music, and visual art works that express ideas about the importance of place (e.g., relationships to the land, local geology, region, urban/rural environments). Sample ResourceSample Resource Site in developmentSite in development

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20 Grade 7 Focus Place Critical/Responsive Outcomes Students: analyze and interpret dance, drama, music, and visual art works as representations of specific times and places (e.g., relationship of work to particular arts movements, contexts, communities, regions, or urban/rural environments). Sample Resource

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22 Grade 7 Focus Place Cultural/Historical Outcomes Students: Indigenous artistsdemonstrate understanding of how Indigenous artists from around the world express the importance of place (e.g., relationship to the land, geology, region, urban/rural environments). technologyinvestigate the use of technology by contemporary artists and develop understanding of how media arts reflect a sense of place (e.g., television, film, Internet). Sample Resource

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24 Grade 7 Focus Place Questions/Comments/Concerns FNIM - The curriculum involves students in examination of personal identity and cultural identity. They will learn there are other components to ones identity as well, such as gender, sexual orientation, or ones peer group or career. This year – play with document once it is out. Next year – expected to be fully implemented Dance in Arts Ed/Dance in Phys-Ed Inquiry has always been natural to Arts Ed. Keep that central! Wonder, curiousity! Arts Ed Middle Years PLC S? Artsmart Grants – arts ed and other subject areas (eg arts and science, technology and the arts) Support: RCS Calendar in Outlook, Arts Ed Wikispace, Key Resources.

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26 Grade 8 Focus Social Issues Creative/Productive Outcomes Students: create dance, drama, music, and visual art works that express ideas and student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability, gangs). Artsmarts Grants Photo: Mark Taylor

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28 Grade 8 Focus Social Issues Critical/Responsive Outcomes Students: nfluence social justiceexamine the influence of societal changes on todays artists including the role of the arts in advancing social justice. Sample Resource - Millennium Goals (United Nations)

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31 Grade 8 Focus Social Issues Cultural/Historical Outcomes Students: artists whose work incorporates social commentary.demonstrate the ability to research independently to increase understanding of artists whose work incorporates social commentary. social issuesanalyze the influence of social issues on the work of contemporary First Nations, Métis, and Inuit artists. Sample Resource

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33 Grade 8 Focus Social Issues Questions/Comments/Concerns FNIM - The curriculum involves students in examination of personal identity and cultural identity. They will learn there are other components to ones identity as well, such as gender, sexual orientation, or ones peer group or career. This year – play with document once it is out. Next year – expected to be fully implemented Dance in Arts Ed/Dance in Phys-Ed Inquiry has always been natural to Arts Ed. Keep that central! Wonder, curiousity! Arts Ed Middle Years PLC S? Artsmart Grants – arts ed and other subject areas (eg arts and science, technology and the arts) Support: RCS Calendar in Outlook, Arts Ed Wikispace, Key Resources.

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35 Grade 9 Focus Taking Action Creative/Productive Outcomes Students: create dance, drama, music, and visual art works to raise awareness and take action on topics of concern to youth. Sample Resource

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37 Grade 9 Focus Taking Action Critical/Responsive Outcomes Students: identify ways that the arts change along with changes in societies. analyze the role of the arts in raising awareness and affecting social change, and apply this understanding to reflections on their own work. Sample Resource

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40 Grade 9 Focus Taking Action Cultural/Historical Outcomes Students: research artists whose work supports social awareness or community action. investigate the historical development of artistic styles and ideas and consider the role of the arts in initiating or reflecting changes in society. Sample Resource in development

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42 Sample Resource

43 Grade 9 Focus Taking Action Questions/Comments/Concerns FNIM - The curriculum involves students in examination of personal identity and cultural identity. They will learn there are other components to ones identity as well, such as gender, sexual orientation, or ones peer group or career. This year – play with document once it is out. Next year – expected to be fully implemented Dance in Arts Ed/Dance in Phys-Ed Inquiry has always been natural to Arts Ed. Keep that central! Wonder, curiousity! Arts Ed Middle Years PLC S? Artsmart Grants – arts ed and other subject areas (eg arts and science, technology and the arts) Support: RCS Calendar in Outlook, Arts Ed Wikispace, Key Resources.

44 Contact Information Michelle Richter Arts Education Consultant Regina Catholic Schools (306) Lynda Oliver Arts Education Consultant Saskatchewan Ministry of Education (306)


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