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Arts Education 2
Curriculum Arts Education Grade 2
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
Creative expression develops our unique identity and voice.
Inquiry through the arts creates opportunities for risk taking.
arts
includes but is not limited to the four disciplines of dance, drama, music, and visual arts risk taking
making an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Dance, drama, music, and visual arts are each unique languages for creating and communicating.
People connect to the hearts and minds of others in a variety of places and times through the arts.
arts
includes but is not limited to the four disciplines of dance, drama, music, and visual arts Learning Standards
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Curricular Competencies
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Students will be able to use creative processes to:
Exploring and creating
Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts
elements
characteristics of dance, drama, music, and visual art Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
purposeful play
learning that uses real-life and/or imaginary situations to engage and challenge learners’ thinking. Through planned purposeful play, students express their natural curiosity while exploring the world around them. It also provides a means for high-level reasoning and problem solving in a variety of ways Explore personal experience, community, and culture through arts activities
Reasoning and reflecting
Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques
artists
people who create works in any of the arts disciplines (e.g., dancers, actors, musicians, visual artists); also includes the students themselves Develop processes and technical skills in a variety of art forms to refine artistic abilities
variety of art forms
mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances Reflect on creative processes and make connections to other experiences
creative processes
the means by which an artistic work (in dance, drama, music, or visual arts) is made; includes but is not limited to exploration, selection, combination, refinement, and reflection Communicating and documenting
Interpret symbolism and how it can be used to express meaning through the arts
Express feelings, ideas, stories, observations, and experiences through creative works
Describe and respond to works of art
Experience, document and share creative works in a variety of ways
document
activities that help students reflect on their learning (e.g., through drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, compiling a portfolio) share
includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource Demonstrate increasingly sophisticated application and/or engagement of curricular content
Content
Students are expected to know the following:
elements in the arts, including but not limited to:
- dance: bodydancethe elements of dance are universally present in all dance forms and grow in sophistication over time, spacebodywhat the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc., dynamicsspacewhere the body is moving, including place, level, direction, pathway, size/reach, shape, etc., timedynamicshow energy is expended and directed through the body in relation to time (quick/sustained), weight (strong/light), space (direct/indirect), and flow (free/bound), relationshipstimehow the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns, formrelationshipswith whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environmentsformThe shape or structure of a dance; the orderly arrangement of thematic material. For example: phrase, beginning, middle, end, ABA, canon, call and response, narrative, abstract
- drama: character, time, place, plot, tensioncharacterin drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another
- music: beat/pulse, duration, rhythmdurationthe length of a sound or silence in relation to the beat (e.g., shorter, longer, equal), temporhythmthe arrangement of sounds and silences over time, pitchtempothe frequency or speed of the beat, timbrepitchhow high or low a note is (e.g., direction of a melody), dynamicstimbrethe characteristic quality of a sound independent of pitch and dynamics; tone colour, formdynamicsthe level of loudness, softness, or changing volume of music (e.g., louder, softer), textureformthe structure of a musical work (e.g., AB form; same/different phrases)texturethe way something feels (e.g., smooth, rough, fuzzy)
- visual arts: elements of design: line, shapelinee.g., thick, thin, wavy, zigzag, jagged, etc., textureshape2-dimensional enclosed space, as compared to form which is 3-dimensional, colour, formtexturethe way something feels (e.g., smooth, rough, fuzzy); principles of designformthe visual element that pertains to an actual or implied three-dimensional shape of an image; visual art forms can be geometric (e.g., sphere, cube, pyramid) or organic (e.g., animal forms): patternprinciples of designthe planned use of the visual elements to achieve a desired effect, repetitionpatterna design in which shapes, colours or lines repeat with regularity, rhythmrepetitionusing the same object, colour, marking, or type of line more than once, contrastrhythmthe combination of pattern and movement to create a feeling of organized energy
processes, materials, technologies, tools, and techniques to support arts activities
technologies
includes both manual and digital technologies (e.g., electronic media, production elements, information technology, sound equipment and recording technologies, etc.); in visual arts, any visual image-making technology (e.g., paintbrush, scissors, pencil, stamp) and includes the improvisational use of miscellaneous items notation to represent sounds, ideas, and movement
notation
any written, visual, or kinetic form of representing music compositions; for example, a simplified version of standard musical notation could be introduced (e.g., a three-lined musical staff instead of five-lined) ; in dance, this can include written formal and informal systems of symbols, shapes, and lines that represent body position and movement a variety of dramatic forms
dramatic forms
a medium for the expression of dramatic meaning (e.g., improvisation, tableau, role-play, mime, readers theatre, story theatre); may involve the integration of a variety of media and a combination of the arts symbolism as a means of expressing specific meaning
symbolism
use of objects, words, or actions to represent abstract ideas; includes but is not limited to colours, images, movements, and sounds (e.g., family can be represented with connected shapes, similar timbres, or collaborative movement) traditional and contemporary Aboriginal arts and arts-making processes
Aboriginal arts
dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies as part of cultural tradition a variety of local works of art and artistic traditions from diverse cultures, communities, times, and places
works of art
the results of creative processes in disciplines such as dance, drama, music, and visual arts personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment
personal and collective responsibility
ensuring the physical and emotional safety of self and others when engaging in the arts; being considerate of sensitive content, facilities, and materials Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.