Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
Explore possibilities with tools, processes, materials and environments
Create using imagination and ideas inspired by purposeful play
Engage in individual, collective and collaborative creation
Communicating
Communicate and begin to interpret ideas through the symbols and
languages of the arts
Experience and express emotions through artistic representation
Document and share creative works and experiences in a variety of ways
Reasoning
Observe, listen, describe, inquire and predict how artists use tools,
processes, materials and environments in arts making
Develop and refine ideas, processes and technical skills
Reflect on the art making process and make connections to learning and
experiences
Connecting
 Adapt learned skills, understandings and processes for use in new contexts
 Explore connections to personal experience, place and cultures through art
making
 Describe and respond to artworks using appropriate vocabulary
DRAFT—for discussion only
Grade: K
Content
Students will know and understand:

There are different languages comprised of elements such as but not
limited to:
Visual art: Texture, line, space, shape, colour, principles, pattern,
Music: rhythm, beat, melody,
Dance: space, time, energy, weight, body, movement, relationships
Drama: character action, vocalizations

Choices and explorations of materials, tools, elements and techniques
support art making

The creative process involves multiple explorations of an element or
ideas through the senses

Ideas can be shared and documented through the arts and the artsmaking process

Aboriginal peoples tell stories with their art

How to work both independently and as a member of a collaborative
team while arts-making

Meaning can be expressed through symbols

Artistic skills improve through practice and perseverance
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
Explore possibilities with tools, processes, materials and environments
Create using imagination and ideas inspired by purposeful play
Engage in individual, collective and collaborative creation
Communicating
Communicate and begin to interpret ideas through the symbols and
languages of the arts
Experience and express emotions through artistic representation
Document and share creative works and experiences in a variety of ways
Reasoning
Observe, listen, describe, inquire and predict how artists use tools,
processes, materials and environments in arts making
Develop and refine ideas, processes and technical skills
Reflect on the art making process and make connections to learning and
experiences
Connecting
 Adapt learned skills, understandings and processes for use in new contexts
 Explore connections to personal experience, place and cultures through art
making
 Describe and respond to artworks using appropriate vocabulary
DRAFT—for discussion only
Grade: 1
Content
Students will know and understand:








There are different languages comprised of elements such as but not
limited to:
Visual art: Texture, line, space, shape, colour, principles, pattern,
contrast
Music: rhythm, beat, melody, timbre
Dance: space, time, energy, weight, body, movement, relationships
Drama: character action, vocalizations, role
Choices and multiple explorations of materials, tools, elements and
techniques support art making
The creative process can be used to explore and reflect upon ideas and
elements
Emotions, experiences, ideas and theories can be shared and
documented through the arts
How to respond to local Aboriginal peoples’ works of art
How to work both independently and as a member of a collaborative
team while arts-making
Meaning can be expressed through symbols
Artistic skills improve through practice and perseverance
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
Explore possibilities with tools, processes, materials and environments
Create using imagination and ideas inspired by purposeful play
Engage in individual, collective and collaborative creation
Communicating
Communicate and begin to interpret ideas through the symbols and
languages of the arts
Experience and express emotions through artistic representation
Document and share creative works and experiences in a variety of ways
Reasoning
Observe, listen, describe, inquire and predict how artists use tools,
processes, materials and environments in arts making
Develop and refine ideas, processes and technical skills
Reflect on the art making process and make connections to learning and
experiences
Connecting
 Adapt learned skills, understandings and processes for use in new contexts
 Explore connections to personal experience, place and cultures through art
making
 Describe and respond to artworks using appropriate vocabulary
Grade: 2
Content
Students will know and understand:








DRAFT—for discussion only
There are different languages comprised of elements such as but not
limited to:
Visual art: Texture, line, form, space, shape, tone, colour, principles,
pattern, symmetrical and radial balance, contrast, emphasis, rhythm,
unity, asymmetrical balance
Music: rhythm, beat, form, melody, texture, timbre
Dance: space, time, energy, weight, body, movement, relationships
Drama: relationships, role and character through space, action, mood,
and vocalizations
Purposeful choices and explorations of materials, tools, elements and
techniques support art making
The creative process provides a structure to refine and reflect on art
works
Artists communicate their personal stories of community, culture and
place through arts-making
How to respond to local Aboriginal peoples’ works of art
How to work both independently and as a member of a collaborative
team in the creation of a work of art
Use symbols to create meaning; meaning and ideas can be represented
through symbols
Artistic skills improve through practice and perseverance
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
 Explore possibilities with tools, processes, materials and environments
 Create using imagination and ideas inspired by purposeful play
 Engage in individual, collective and collaborative creation
Communicating
 Communicate and interpret ideas through the symbols and languages of
the arts
 Experience and express emotions through artistic representation
 Document and share creative works and experiences in a variety of ways
Reasoning
 Observe, listen, describe, inquire, and predict how artists use tools,
processes, materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, reflecting and creative) in the exploration,
design, creation, and refinement of works of art
 Reflect on the art making process and make connections to learning and
experiences
 Connect knowledge and skills from other subject areas in the planning,
creating, interpreting and analyzing of works of art
Connecting
 Explore the relationship between cultures and society and the arts
 Adapt learned skills and processes for use in new contexts
 Explore the connections of identity, place, and belonging through artistic
experiences
DRAFT—for discussion only
Grade: 3
Content
Students will know and understand:








There are different languages comprised of elements including:
Visual art: Texture, line, form, space, shape, tone, colour, principles,
pattern, symmetrical balance, radial balance, contrast, emphasis, rhythm,
unity, asymmetrical balance
Music: rhythm, beat, form, melody, texture, timbre,
Dance: space, time, energy, weight, body, movement, dynamics,
relationships
Drama: relationships, role and character through space, action, mood,
and vocalizations
Purposeful choices and explorations of materials, tools, elements and
techniques support art making
The creative process improves the quality of an artistic creations in
preparation for documentation and sharing
Artists communicate their personal and collective stories of community,
history, culture and place through arts-making
How to respond to regional Aboriginal peoples’ works of art
How to work both independently and as a member of a collaborative
team in the creation of a work of art
Use symbols to create meaning; meaning and ideas are represented
through symbols
Artistic skills improve through practice and perseverance



Explore a range of cultures through the Arts
Identify connections to personal experience and cultures through art
making
Describe artworks, explore artists' intent and respond using appropriate
vocabulary
DRAFT—for discussion only
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
 Explore possibilities with tools, processes, materials and environments
 Create using imagination and ideas inspired by purposeful play
 Engage in individual, collective and collaborative creation
Communicating
 Communicate and interpret ideas through the symbols and languages of
the arts
 Experience and express emotions through artistic representation
 Document and share creative works and experiences in a variety of ways
Reasoning
 Observe, listen, describe, inquire, and predict how artists use tools,
processes, materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, reflecting and creative) in the exploration,
design, creation, and refinement of works of art
 Reflect on the art making process and make connections to learning and
experiences
 Connect knowledge and skills from other subject areas in the planning,
creating, interpreting and analyzing of works of art
Connecting
 Explore the relationship between cultures and society and the arts
 Adapt learned skills and processes for use in new contexts
 Explore the connections of identity, place, and belonging through artistic
experiences
DRAFT—for discussion only
Grade: 4
Content
Students will know and understand:

Elements, principles and compositions together create meaning in the
arts:
Visual art: Texture, line, form, space, shape, tone, colour, principles,
pattern, symmetrical balance, radial balance, contrast, emphasis, rhythm,
unity, asymmetrical balance
Music: rhythm, beat, form, melody, texture, timbre, notation
Dance: space, time, energy, weight, body, movement, dynamics,
relationships
Drama: relationships, role and character through space, action, mood,
and vocalizations

Intentional selection of materials, tools, elements and techniques inform
meaning, including aboriginal techniques and tools

The creative process requires multiple explorations, selections,
combinations, refinement and group and self reflection

Artists communicate and connect us to our personal and collective stories
of community, history, culture and place

How to respond to national Aboriginal peoples’ works of art

The value of their individual contributions to a group

Meaning and ideas can be represented through symbols and metaphors



Explore a range of cultures through the Arts
Identify connections to personal experience and cultures through art
making
Describe artworks, explore artists' intent and respond using appropriate
vocabulary
DRAFT—for discussion only

Artistic skills improve through practice and perseverance
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
 Explore possibilities with tools, processes, materials and environments
 Create using imagination and ideas inspired by purposeful play
 Engage in individual, collective and collaborative creation
Communicating
 Communicate and interpret ideas through the symbols and languages of
the arts
 Experience and express emotions through artistic representation
 Document and share creative works and experiences in a variety of ways
Reasoning
 Observe, listen, describe, inquire, and predict how artists use tools,
processes, materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, reflecting and creative) in the exploration,
design, creation, and refinement of works of art
 Reflect on the art making process and make connections to learning and
experiences
 Connect knowledge and skills from other subject areas in the planning,
creating, interpreting and analyzing of works of art
Connecting
 Explore the relationship between cultures and society and the arts
 Adapt learned skills and processes for use in new contexts
 Explore the connections of identity, place, and belonging through artistic
experiences
DRAFT—for discussion only
Grade: 5
Content
Students will know and understand:

Elements, principles and compositions together create meaning in the
arts:
Visual art: Texture, line, form, space, shape, tone, colour, principles,
pattern, symmetrical balance, radial balance, contrast, emphasis, rhythm,
unity, asymmetrical balance
Music: rhythm, beat, form, melody, texture, timbre, notation
Dance: space, time, energy, weight, body, movement, dynamics,
relationships
Drama: relationships, role and character through space, action, mood,
and vocalizations

Intentional selection and reflection of materials, tools, techniques
(including aboriginal) inform meaning

The creative process requires multiple explorations, selection,
combinations, refinement and group and self-reflection

Artists can be inspired by and communicate personal and collective
stories of community, history, culture and place


Aboriginal arts are interconnected – song, dance and visual arts
The value of their individual contributions to a group

New perspectives, ideas and meaning can be explored through symbols
and metaphor



Explore a range of cultures through the Arts
Identify connections to personal experience and cultures through art
making
Describe artworks, explore artists' intent and respond using appropriate
vocabulary
DRAFT—for discussion only

Artistic skills improve through practice and perseverance
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
 Knowledge of the arts is gained by doing
 The Arts connect people and their ideas to place and time
 Artists are influenced by their worldviews
 The creative process thrives on choice
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
 Make choices involving tools, processes, materials and environments
 Create using imagination and ideas inspired by purposeful play
 Engage in individual, collective and collaborative creation
 Exhibit determination, persistence, and open-mindedness
 Demonstrate appropriate risk-taking to express and test boundaries
Communicating
 Communicate and interpret ideas and meaning through the symbols and
languages of the arts
 Experience, express and interpret emotions through artistic
representation
 Document and share creative works and experiences in a variety of ways
Reasoning
 Describe, interpret and evaluate how artists use tools, processes,
materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, creative, and reflective) in the exploration,
design, creation, and refinement of works of art
 Reflect on the art making process and make connections to learning and
experiences
 Connect and begin to integrate knowledge and skills from various subject
areas in planning, creating, and interpreting works of art
Connecting
 Explore ways the arts impact cultures and society and the impact of
cultures and society on the arts
DRAFT—for discussion only
Grade: 6
Content
Students will know and understand:

Manipulating the elements, principles and composition create different
understandings:
Visual art: Texture, line, form, space, shape, tone, colour, principles,
pattern, symmetrical balance, radial balance, contrast, emphasis, rhythm,
unity, asymmetrical balance
Music: rhythm, beat, form, melody, texture, timbre, notation
Dance: space, time, energy, weight, body, movement, dynamics,
relationships
Drama: relationships, role and character through space, action, mood,
and vocalizations

Thoughtful selection, applications of materials, tools, techniques
(including aboriginal) to convey meanings

The creative process involves combining and arranging elements and
principles to create different meanings/ideas in the arts

Artists can recognize and communicate their own motivations within
personal and collective stories of community, history, culture and place

Aboriginal cultures worldwide have unique ways to interpret and produce
meaning

The importance of individual contributions to a collaborative
creation/performance






Create personally meaningful art work that demonstrates an
understanding and appreciation of personal, social, cultural, and
historical contexts
Adapt learned skills and processes for use in new contexts
Explore the connections of identity, place, and belonging through artistic
experiences
Explore a broad range of cultures, past and present, through the Arts
Identify connections to cultural experience through a personal journey in
art making
Describe, interpret meaning and create a personal response using
appropriate terms and vocabulary
DRAFT—for discussion only

New perspectives, ideas and meaning can be explored through symbols
and metaphor

Artistic skills improve through practice and perseverance
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
 Make choices involving tools, processes, materials and environments
 Create using imagination and ideas inspired by purposeful play
 Engage in individual, collective and collaborative creation
 Exhibit determination, persistence, and open-mindedness
 Demonstrate appropriate risk-taking to express and test boundaries
Communicating
 Communicate and interpret ideas and meaning through the symbols and
languages of the arts
 Experience, express and interpret emotions through artistic
representation
 Document and share creative works and experiences in a variety of ways
Reasoning
 Describe, interpret and evaluate how artists use tools, processes,
materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, creative, and reflective) in the exploration,
design, creation, and refinement of works of art
 Reflect on the art making process and make connections to learning and
experiences
 Connect and begin to integrate knowledge and skills from various subject
areas in planning, creating, and interpreting works of art
Connecting
 Explore ways the arts impact cultures and society and the impact of
cultures and society on the arts
DRAFT—for discussion only
Grade: 7
Content
Students will know and understand:

Manipulating the elements, principles and composition create different
understandings.
Visual art: Texture, line, form, space, shape, tone, colour, principles,
pattern, symmetrical balance, radial balance, contrast, emphasis, rhythm,
unity, asymmetrical balance
Music: rhythm, beat, form, melody, texture, timbre, notation
Dance: space, time, energy, weight, body, movement, dynamics,
relationships
Drama: relationships, role and character through space, action, mood,
and vocalizations

Informed selection and applications of materials, tools, techniques
(including aboriginal) to convey meanings

The creative process involves combining and arranging elements and
principles to create different meanings/outcomes in the arts

Artists can express social and personal opinions about their world
through arts-making

To assess and respond to a variety of Aboriginal artworks, by looking at
Aboriginal artists motivations , and how Aboriginal arts are
interconnected

The importance of individual contributions to a collaborative






Create personally meaningful art work that demonstrates an
understanding and appreciation of personal, social, cultural, and
historical contexts
Adapt learned skills and processes for use in new contexts
Explore the connections of identity, place, and belonging through artistic
experiences
Explore a broad range of cultures, past and present, through the Arts
Identify connections to cultural experience through a personal journey in
art making
Describe, interpret meaning and create a personal response using
appropriate terms and vocabulary
DRAFT—for discussion only
creation/performance

New perspectives, ideas and meanings can be explored through
developmental strategies including metaphor, similes and symbols

Artistic skills improve through practice and perseverance
Area of Learning: Arts Education
Enduring Understandings/Big Ideas:
● Knowledge of the arts is gained by doing
● Purposeful play nurtures curiosity, exploration and discovery
● The arts connect us to people, place and time
● The arts enable self-discovery
Learning Standards
Curricular Competencies
Students will be able to:
Exploring
 Make choices involving tools, processes, materials and environments
 Create using imagination and ideas inspired by purposeful play
 Engage in individual, collective and collaborative creation
 Exhibit determination, persistence, and open-mindedness
 Demonstrate appropriate risk-taking to express and test boundaries
Communicating
 Communicate and interpret ideas and meaning through the symbols and
languages of the arts
 Experience, express and interpret emotions through artistic
representation
 Document and share creative works and experiences in a variety of ways
Reasoning
 Describe, interpret and evaluate how artists use tools, processes,
materials and environments in arts making
 Develop and refine ideas, processes and technical skills
 Apply thinking skills (critical, creative, and reflective) in the exploration,
design, creation, and refinement of works of art
 Reflect on the art making process and make connections to learning and
experiences
 Connect and begin to integrate knowledge and skills from various subject
areas in planning, creating, and interpreting works of art
Connecting
 Explore ways the arts impact cultures and society and the impact of
cultures and society on the arts
DRAFT—for discussion only
Grade: 8
Content
Students will know and understand:

Manipulate elements, principles and design strategies of an art form to
create moods and convey ideas:
Visual art: Texture, line, form, space, shape, tone, colour, principles,
pattern, symmetrical balance, radial balance, contrast, emphasis, rhythm,
unity, asymmetrical balance
Music: rhythm, beat, form, melody, texture, timbre, notation
Dance: space, time, energy, weight, body, movement, dynamics,
relationships
Drama: relationships, role and character through space, action, mood,
and vocalizations

Informed selection and application of a variety of appropriate materials,
technologies, processes and environments (including Aboriginal) to create
personally meaningful work

The creative process involves the opportunity to refine work and critically
appraise it using appropriate terminology

Artists have been impacted by a variety of movements, periods and world
cultures

Traditional Aboriginal arts and how they demonstrate the
interconnectedness of people, land and animals

The issue of cultural appropriation of Aboriginal Arts and ethics
associated with creating/performing art that is inspired by the work of






Create personally meaningful art work that demonstrates an
understanding and appreciation of personal, social, cultural, and
historical contexts
Adapt learned skills and processes for use in new contexts
Explore the connections of identity, place, and belonging through artistic
experiences
Explore a broad range of cultures, past and present, through the Arts
Identify connections to cultural experience through a personal journey in
art making
Describe, interpret meaning and create a personal response using
appropriate terms and vocabulary
DRAFT—for discussion only
other artists

The importance of individual contributions to a collaborative
creation/performance

New perspectives, ideas and meanings can be explored through
developmental strategies including metaphor, similes and symbols

Artistic skills improve through practice and perseverance