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Arts Education 6
Curriculum Arts Education Grade 6
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
Engaging in creative expression and experiences expands people’s sense of identity and community.
Artistic expressions differ across time and place.
Dance, drama, music, and visual arts are each unique languages for creating and communicating.
communicating
art itself is a form of communication Experiencing art is a means to develop empathy for others’ perspectives and experiences.
art
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
Intentionally select, apply, combine, and arrange artistic elements, processes, materials, movements, technologies, tools, techniques, and environments in art making
elements
characteristics of dance, drama, music, and visual arts technologies
refers to both digital and non-digital implements and the processes that artists employ in the creation of art, in traditional and experimental ways 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 relationships between identity, place, culture, society, and belonging through the arts
Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
Reasoning and reflecting
Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts
artists
people who create works in any of the arts disciplines (e.g., dancers, actors, musicians, visual artists); also includes the students themselves Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
variety of art forms
mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances Reflect on works of art and creative processes to understand artists’ intentions
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 Interpret creative works using knowledge and skills from various areas of learning
areas of learning
in BC’s provincial curriculum program, the discipline-based fields of knowledge, such as Science, Arts Education and Social Studies; each area of learning contains a set of learning standards Examine relationships between the arts and the wider world
Communicating and documenting
Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences
audiences
one or more individuals viewing or engaging with an artistic work (a completed work or one in progress) Interpret and communicate ideas using symbols and elements to express meaning through the arts
symbols
can be representative of an idea ("symbolism") or a means for communicating performance instructions (i.e., dynamic markings in music) Take creative risks to express feelings, ideas, and experiences
Express, feelings, ideas, and experiences through the arts
Describe, interpret and respond to works of art and explore artists’ intent
Experience, document and present 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) present
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:
purposeful application of elements and principles to create meaning 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 environments, and movement principlesformThe shape or structure of a dance; the orderly arrangement of thematic material. For example: phrase, beginning, middle, end, ABA, canon, call and response, narrative, abstractmovement principlesalignment (mobility, stability, plumbline), weight transfer, flexibility, strength, balance, coordination
- drama: character, time, place, plot, tension, mood, focus, contrastcharacterin drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another
- music: beat/pulse, metre, durationmetregroupings or patterns of strong and weak beats, rhythmdurationthe length of a sound or silence in relation to the beat, temporhythmthe arrangement of sounds and silences over time, pitchtempothe frequency or speed of the beat, timbrepitchhow high or low a note is, dynamicstimbrethe characteristic quality of a sound independent of pitch and dynamics; tone colour, formdynamicsrelative and changing levels of sound volume (e.g., forte, piano, decrescendo), textureformthe structure of a musical work (e.g., ABA, rondo form)texturesimultaneous layering of sounds (e.g., multi-part music making)
- visual arts: elements of design: line, shape, space, texture, colour, form, valueformthe visual element that pertains to an actual or implied three-dimensional shape of an image; visual art forms can be geometric; principles of designvaluedescribes lightness or darkness: patternprinciples of design, repetitionpatterna design in which shapes, colours or lines repeat with regularity, balancerepetitionusing the same object, colour, marking, or type of line more than once, contrast, emphasis, rhythmbalancea principle of design concerned with the arrangement of one or more of the elements so that they give a sense of equilibrium in design and proportion (e.g., radial, symmetrical, or asymmetrical), variety, unity, harmonyrhythmthe combination of pattern and movement to create a feeling of organized energyunity, harmonythese concepts are closely related and often overlap; elements are used to create a sense of completeness
processes, materials, movements, technologies, tools, strategies, and techniques to support creative works
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 strategies
for example, in drama, strategies refers to the techniques and approaches teachers or students use to explore and create a drama work (e.g., playbuilding, improvisation, tableau, soundscape, voice collage, discussions and debates, teacher in role, writing in and out of role, reflection activities) choreographic devices
choreographic devices
ways of developing movement (e.g., change level, dynamics, time, size, repetition) 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 notation in music and dance to represent sounds, ideas, movement, elements, and actions
notation
any written, visual, or kinetic form of representing music compositions; for example, use of non-traditional (e.g., guitar tablature) and traditional notation can be extended to represent sound; in dance, this can include written formal and informal systems of symbols, shapes, and lines that represent body position and movement; in drama this can include diagrams indicating stage directions image development strategies
image development strategies
processes that transform ideas and experiences into visual images (e.g., elaboration, repetition, and simplification symbolism and metaphor to explore ideas and perspective
symbolism
use of objects, words, or actions to represent abstract ideas; includes but is not limited to colours, images, movements, and sounds (e.g., identity can be represented by abstraction in a self-portrait, melodies, or animal forms in Aboriginal hoop dancing) 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 national and international 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 presenting 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 presenting
includes any form of presentation or sharing as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource 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.