1. 1 Leading and Learning in the Arts Presented by The York Region Arts Team Cathy Stanley, Dance/Drama Kevin Merkley, Music Wendy Janes, Visual Arts Mary Lawlis, Administrator Student Success, The Arts

2. 2 Academic Goals Build understanding around big ideas in Arts Education Build understanding around big ideas in Arts Education Engage in dialogue around key changes in the revised curriculum; Engage in dialogue around key changes in the revised curriculum; Explore the Creative and Critical Analysis Processes Explore the Creative and Critical Analysis Processes Participate in practical break-out sessions in the Arts Participate in practical break-out sessions in the Arts Explore how the Arts can support the delivery of assessment- based differentiated instruction Explore how the Arts can support the delivery of assessment- based differentiated instruction receive resources to support implementation at the school and classroom level. receive resources to support implementation at the school and classroom level.

3. 3 Social Goals Social Goals Recognize and acknowledge personal qualities: strengths/ interests in arts education strengths/ interests in arts education leadership competencies and how they can support school community learning leadership competencies and how they can support school community learning Work collaboratively together to contribute to our own and others’ learning (today and tomorrow in our school community) to contribute to our own and others’ learning (today and tomorrow in our school community)

4. 4 Four “Essential” Questions What are the key changes to the Arts curriculum? What are the key changes to the Arts curriculum? How can the Arts support differentiated learning opportunities across the curriculum? How can the Arts support differentiated learning opportunities across the curriculum? What role do I play in supporting the implementation of the Revised Arts Curriculum, Grades 1-8 in my school? What role do I play in supporting the implementation of the Revised Arts Curriculum, Grades 1-8 in my school? What key information/ resources do I need to know ? What key information/ resources do I need to know ?

5. 5 Beliefs that Ground our Work Each student can achieve high standards given sufficient time and support. Each student can achieve high standards given sufficient time and support. Each teacher can teach to high standards given the right conditions and assistance. Each teacher can teach to high standards given the right conditions and assistance. High expectations and early intervention are essential. (for students and teachers) High expectations and early intervention are essential. (for students and teachers) Teachers need to be able to articulate what they do and why they teach the way they do (be theory-and evidence-based rather than trade-based). Teachers need to be able to articulate what they do and why they teach the way they do (be theory-and evidence-based rather than trade-based).

6. 6 Knowing and Meeting the Needs of our Learners Delivering assessment-based instruction that is differentiated to intentionally support the strengths, needs and interests of each student to improve student achievement and success in all subjects and programs YRDSB Plan for Continuous Improvement

7. 7 YRDSB Policy #301.0 Arts Education “The York Region District School Board is committed to equity and excellence in arts education for all students.” “The York Region District School Board is committed to equity and excellence in arts education for all students.” “Every member of the learning community shall be provided with opportunities for on-going growth as educators in and through the arts.” “Every member of the learning community shall be provided with opportunities for on-going growth as educators in and through the arts.”

8. 8 Excellence in arts education is achieved when… i. the arts and literacy are taught in a seamless manner; ii. student engagement and a sense of belonging are demonstrated; iii. students gain a better understanding of themselves and others; iv. students experience success, develop confidence and a commitment to lifelong learning; and v. the creative and critical thinking processes of the arts are used to learn in other content areas.

9. 9 Creating Positive Climates for Learning through the Arts Creating Positive Climates for Learning through the Arts The arts and physical education… teach students much more than disciplinary content. They teach lessons that enable students to look at their world with a more complex lens by building critical thinking skills… and they engage students in learning how to play well together, to be team players, to be responsible, and to take risks. Merryl Goldberg, 2008

10. 10 Focus of 2009 revision Develop Creativity Develop Creativity Communication Communication Understanding Culture Understanding Culture Making Connections Making Connections

11. 11 Key Changes

12. 12 Number of Specific of Expectations Number of Specific of Expectations

13. 13 Revised Arts Key Changes Reorganized by grade Reorganized by grade Alphabetical (Dance, Drama, Music, Visual Arts) Alphabetical (Dance, Drama, Music, Visual Arts) Dance and Drama are separate strands! Dance and Drama are separate strands! Fundamental Concepts at the beginning of each grade Fundamental Concepts at the beginning of each grade Expectations are numbered Expectations are numbered Dance A (e.g. A1.1) Dance A (e.g. A1.1) Drama B (e.g. B1.1) Drama B (e.g. B1.1) Music C (e.g. C1.1) Music C (e.g. C1.1) Visual Arts D (e.g. D1.1) Visual Arts D (e.g. D1.1)

14. 14 Revised Arts Key Changes 3 overall expectations 3 overall expectations 5 specific expectations 5 specific expectations Renaming the subheadings Renaming the subheadings Creating and Performing Creating and Performing Reflecting, Responding, Analyzing Reflecting, Responding, Analyzing Exploring Forms and Cultural Context Exploring Forms and Cultural Context Divisional overviews (P/J/I) Divisional overviews (P/J/I) Creative & Critical Analysis Processes defined Creative & Critical Analysis Processes defined Expanded Glossary Expanded Glossary Appendix (Scope and Sequence) Appendix (Scope and Sequence)

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16. 16 Overall Expectations Building BlocksEvidence“Look-fors” Specific Expectation Specific Expectation Specific Expectation Specific Expectation Specific Expectation Specific Expectation Specific Expectation

17. 17 Elements Dance Body Body Space Space Time Time Energy Energy Relationships RelationshipsDrama Role/Character Role/Character Relationship Relationship Time and Place Time and Place Tension Tension Focus Focus Music Duration Duration Pitch Pitch Dynamics and other expressive controls Dynamics and other expressive controls Timbre Timbre Texture/Harmony Texture/Harmony Form Form Visual Arts – Elements of Design Line Line Shape and form Shape and form Space Space Colour Colour Texture Texture Value Value

18. 18 Chapter 1 - Introduction “The Arts provide a natural vehicle through which students can explore and express themselves through which they can discover and interpret the world around them (P1)” “The Arts provide a natural vehicle through which students can explore and express themselves through which they can discover and interpret the world around them (P1)”*NEW*  Principals are included in the Roles and Responsibilities in Arts Education

19. 19 Role of the principal…. “To support student learning, principals ensure that the Ontario curriculum is being properly implemented in all classrooms through the use of a variety of instructional approaches, and that appropriate time, facilities, and resources are made available for teachers to allow all students to participate in all four strands of the Arts program.” (p. 9) “To support student learning, principals ensure that the Ontario curriculum is being properly implemented in all classrooms through the use of a variety of instructional approaches, and that appropriate time, facilities, and resources are made available for teachers to allow all students to participate in all four strands of the Arts program.” (p. 9)

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21. 21 Excerpts on Creativity… Excerpts on Creativity… A creative setting… is one in which students are not afraid to suggest alternative ideas and take risks. A creative setting… is one in which students are not afraid to suggest alternative ideas and take risks. Students may need to vary the order of the creative cycle. For example, students may benefit from exploring and experimenting before planning/focusing. Students may need to vary the order of the creative cycle. For example, students may benefit from exploring and experimenting before planning/focusing.

22. 22 More on Creativity… More on Creativity… Research clearly shows that the exploration and experimentation phase is a very critical phase in the creative process….students need numerous opportunities to explore and manipulate the elements of each art form. Research clearly shows that the exploration and experimentation phase is a very critical phase in the creative process….students need numerous opportunities to explore and manipulate the elements of each art form. Creativity does not occur in a vacuum. Art making is a process requiring both creativity and skill. Creativity does not occur in a vacuum. Art making is a process requiring both creativity and skill.

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24. 24 Chapter 4 – The Different Lens for Program Planning...in the Arts Instructional Approaches (p. 38-42) Instructional Approaches (p. 38-42) Planning Student Programs Planning Student Programs Cross-Curricular and Integrated Learning Cross-Curricular and Integrated Learning Planning for Special Education Needs Planning for Special Education Needs Planning for ELL students Planning for ELL students Environment Environment Antidiscrimination Education Literacy, Numeracy, and Inquiry Antidiscrimination Education Literacy, Numeracy, and Inquiry Critical Thinking and Critical Literacy Critical Thinking and Critical Literacy Multiple Literacies Multiple Literacies School Libraries School Libraries Information and Communications Technology Information and Communications Technology Guidance Guidance Heath and Safety Heath and Safety

25. 25 Glossary

26. 26 Introduction of Elements Charts

27. 27 YRDSB Learning Opportunities Revised Arts “roll out” for every school by CEC Revised Arts “roll out” for every school by CEC Monthly ArtSpark! network meetings Monthly ArtSpark! network meetings BWW BWW Arts Portal Arts Portal Sharepoint Sharepoint Power of Literacy Through The Arts- January 27th Power of Literacy Through The Arts- January 27th YRDSB Arts Consultant Team support! YRDSB Arts Consultant Team support!

28. 28 Provincial Resources ARTSECO Professional Learning Module (PLM) ARTSECO Professional Learning Module (PLM) OMEA’s Think Literacy Music 1-6 OMEA’s Think Literacy Music 1-6 CODE’s Arts At The Heart CODE’s Arts At The Heart OMEA’s Creative Process Poster OMEA’s Creative Process Poster Subject Association Lessons/Course Profiles Subject Association Lessons/Course Profiles 60 Arts webcasts 60 Arts webcasts EDU funding for professional learning EDU funding for professional learning CODE/OMEA/OSEA conferences fall 2010 CODE/OMEA/OSEA conferences fall 2010

29. 29 How to access the document online? Go to www.edu.gov.on.ca www.edu.gov.on.ca Teachers Teachers Curriculum Curriculum Elementary Curriculum Elementary Curriculum By Subject By Subject The Arts The Arts

30. 30 The York Region Arts Team Cathy Stanley Curriculum Consultant Dance and Drama Dance and Drama Kevin Merkley Curriculum Consultant, Music Wendy Janes, Curriculum Consultant, Visual Arts Mary Lawlis, Curriculum Administrator, Student Success, The Arts Student Success, The Arts