grades 6-9 arts education curriculum 2008 presented by: michelle richter
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Grades 6-9 Arts Education Curriculum 2008 Presented by: Michelle Richter. 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 Goals For Arts Education. - PowerPoint PPT PresentationTRANSCRIPT
Grades 6-9
Arts Education Curriculum2008
Presented by: Michelle Richter
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 Goals For Arts Education
• Creative/Productive Goal
• Cultural/Historical Goal
• Critical/Responsive Goal
• (These are huge! Really important! Remember these 3 goals!)
Creative/Productive Goal
• Students inquire, create, and communicate through dance, drama, music, and visual art.
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.
Critical/Responsive Goal
Students respond to artistic expressions of Saskatchewan, Canadian, and International artists using critical thinking, research, creativity, and collaborativecollaborative inquiry.
The “Big Ideas” Grade 6-9
• Grade 6 – Identity• Grade 7 – Place• Grade 8 – Social Issues• Grade 9 – Taking Action
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 “token”lesson or unit. Woven throughout. Students see selves represented.
First Nations, Metis and Inuit Perspectives & Ways of
Knowing
Explicit efforts to reflect First Nations, Métis 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)
Grade 6 FocusGrade 6 Focus
IdentityCreative/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).
Grade 6 FocusIdentity
Critical/Responsive Outcomes
Students:• investigate perspectives on identity as
expressed through the arts in Saskatchewan, Canada, and beyond.
Sample Resource Site in development
• examine how arts expressions reflect diverse personal identities, backgrounds, and worldviews.
Grade 6 FocusIdentity
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.
Grade 6 FocusIdentity
Questions/Comments/Concerns
•FNIM - The curriculum involves students in examination of personal identity and cultural identity. They will learn there are other components to one’s identity as well, such as gender, sexual orientation, or one’s 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.
Grade 7 FocusGrade 7 FocusPlace
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 Resource Site in development
Grade 7 FocusPlace
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
Grade 7 FocusPlace
Cultural/Historical Outcomes
Students:• demonstrate understanding of how
Indigenous artistsIndigenous artists from around the world express the importance of place (e.g., relationship to the land, geology, region, urban/rural environments).
• investigate the use of technologytechnology by
contemporary artists and develop understanding of how media arts reflect a sense of place (e.g., television, film, Internet).
Sample Resource
Grade 7 FocusPlace
Questions/Comments/Concerns
•FNIM - The curriculum involves students in examination of personal identity and cultural identity. They will learn there are other components to one’s identity as well, such as gender, sexual orientation, or one’s 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.
Grade 8 FocusSocial 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
Grade 8 FocusSocial Issues
Critical/Responsive Outcomes
Students:• examine the influence nfluence of societal changes
on today’s artists including the role of the arts in advancing social justicesocial justice.
Sample Resource
-Millennium Goals (United Nations)
Grade 8 FocusSocial Issues
Cultural/Historical Outcomes
Students:• demonstrate the ability to research
independently to increase understanding of artists whose work incorporates social artists whose work incorporates social commentary.commentary.
• analyze the influence of social issuessocial issues on the work of contemporary First Nations, Métis, and Inuit artists.
Sample Resource
Grade 8 FocusSocial 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 one’s identity as well, such as gender, sexual orientation, or one’s 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.
Grade 9 FocusTaking 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
Grade 9 FocusTaking 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
Grade 9 FocusTaking 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
Sample Resource
Grade 9 FocusTaking 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 one’s identity as well, such as gender, sexual orientation, or one’s 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.
Contact Information
Michelle RichterArts Education Consultant
Regina Catholic Schools
(306) 531-8793
Lynda Oliver
Arts Education Consultant
Saskatchewan Ministry of Education
(306) 787-6090