Arts Education 2

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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
arts
includes but is not limited to the four disciplines of dance, drama, music, and visual arts 
creates opportunities for risk taking
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

Students will be able to use creative processes to:

Exploring and creating

Explore elements
elements
characteristics of dance, drama, music, and visual art 
, processes, materials, movements, technologies, tools, and techniques of the arts
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
artists
people who create works in any of the arts disciplines (e.g., dancers, actors, musicians, visual artists); also includes the students themselves 
(dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques
Develop processes and technical skills in a variety of art forms
variety of art forms
mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances 
to refine artistic abilities
Reflect on creative processes
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 
and make connections to other experiences

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
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) 
and share
share
includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource 
creative works in a variety of ways
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
    dance
    the elements of dance are universally present in all dance forms and grow in sophistication over time 
    : body
    body
    what the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc. 
    , space
    space
    where the body is moving, including place, level, direction, pathway, size/reach, shape, etc. 
    , dynamics
    dynamics
    how energy is expended and directed through the body in relation to time (quick/sustained), weight (strong/light), space (direct/indirect), and flow (free/bound) 
    , time
    time
    how the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns 
    , relationships
    relationships
    with whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environments 
    , form
    form
    The 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
    character
    in drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another 
    , time, place, plot, tension
  • music: beat/pulse, duration
    duration
    the length of a sound or silence in relation to the beat (e.g., shorter, longer, equal) 
    , rhythm
    rhythm
    the arrangement of sounds and silences over time 
    , tempo
    tempo
    the frequency or speed of the beat 
    , pitch
    pitch
    how high or low a note is (e.g., direction of a melody) 
    , timbre
    timbre
    the characteristic quality of a sound independent of pitch and dynamics; tone colour 
    , dynamics
    dynamics
    the level of loudness, softness, or changing volume of music (e.g., louder, softer) 
    , form
    form
    the structure of a musical work (e.g., AB form; same/different phrases) 
    , texture
    texture
    the way something feels (e.g., smooth, rough, fuzzy) 
  • visual arts: elements of design: line
    line
    e.g., thick, thin, wavy, zigzag, jagged, etc. 
    , shape
    shape
    2-dimensional enclosed space, as compared to form which is 3-dimensional 
    , texture
    texture
    the way something feels (e.g., smooth, rough, fuzzy) 
    , colour, form
    form
    the 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) 
    ; principles of design
    principles of design
    the planned use of the visual elements to achieve a desired effect 
    : pattern
    pattern
    a design in which shapes, colours or lines repeat with regularity 
    , repetition
    repetition
    using the same object, colour, marking, or type of line more than once 
    , rhythm
    rhythm
    the combination of pattern and movement to create a feeling of organized energy 
    , contrast
processes, materials, technologies
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 
, tools, and techniques to support arts activities
notation
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 
to represent sounds, ideas, 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
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) 
as a means of expressing specific meaning
traditional and contemporary Aboriginal arts
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 
and arts-making processes
a variety of local works of art
works of art
the results of creative processes in disciplines such as dance, drama, music, and visual arts 
and artistic traditions from diverse cultures, communities, times, and places
personal and collective responsibility
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 
associated with creating, experiencing, or sharing in a safe learning environment
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.