1 / 44

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

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.

ringo
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

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/ProductiveGoal 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 connectionbetween the arts & human experience.

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

  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 “token”lesson or unit. Woven throughout. Students see selves represented.

  9. 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)

  10. Grade 6 Focus Identity

  11. Grade 6 FocusIdentity 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 FocusIdentity Critical/Responsive Outcomes Students: • investigate perspectives on identity as expressed through the arts in Saskatchewan, Canada, and beyond. Sample ResourceSite in development • examine how arts expressions reflect diverse personal identities, backgrounds, and worldviews.

  13. 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.

  14. 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.

  15. Grade 7 Focus Place

  16. Grade 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 ResourceSite in development

  17. 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

  18. Grade 7 FocusPlace Cultural/Historical Outcomes Students: • demonstrate 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). • investigate 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

  19. 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.

  20. Grade 8 Focus Social Issues

  21. 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

  22. Grade 8 FocusSocial Issues Critical/Responsive Outcomes Students: • examine the influence of societal changes on today’s artists including the role of the arts in advancing social justice. Sample Resource -Millennium Goals (United Nations)

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

  24. 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.

  25. Grade 9 Focus Taking Action

  26. 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

  27. 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

  28. Grade 9 FocusTaking Action Cultural/Historical Outcomes Students: • research artists whose work supports socialawareness 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

  29. Sample Resource

  30. 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.

  31. Contact Information Michelle Richter Arts Education Consultant Regina Catholic Schools (306) 531-8793 m.richter@rcs.sk.ca Lynda Oliver Arts Education Consultant Saskatchewan Ministry of Education (306) 787-6090 Lynda.Oliver@gov.sk.ca

More Related