K-4 Arts Draft Curriculum

DRAFT
Kindergarten to Grade 4 Arts Education
Arts Education – ART

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4
Essential
Developing communication and expression allows us to represent and interpret our understandings of the world in multiple ways.
Understanding
Guiding How can I express my feelings and stories How can I express my ideas and stories How can we experience and develop How can we explore artistic choice to How can we examine and apply artistic
Question through art experiences? through art experiences? expression and communication of ideas and develop expression and communication of choice to develop expression and
stories through art? ideas and stories? communication of ideas and stories?
Learning Children explore and create art that Students explore and create art that Students explore and create art that Students examine artistic preferences that Students examine and create art that
Outcome expresses feelings and stories. expresses ideas and stories. develops expression of ideas and stories. develop expression of ideas and stories. develops expression of ideas, stories, and
artistic preferences.
Conceptual • art begins with exploring and creating • art processes are ongoing and involve • art processes are ongoing and involve • art processes are ongoing and involve • art processes are ongoing and involve
Knowledge (processes) exploring and creating exploring, creating, and practising exploring, creating, practising, and exploring, creating, practising, and
• imagination can be a starting point (source • curiosity can be a starting point (source of • personal experiences can be a starting reflecting reflecting
of inspiration) for creating art inspiration) for creating art point (source of inspiration) to create art • art genres (including landscape, portrait, • criteria for feedback, created
• art can express (represent) imagination, • art can express ideas and stories • First Nations, Métis, and Inuit art still life) and movements (including folk, collaboratively, promotes respectful sharing
feelings, and stories • creating objects with a purpose can express communicates ideas, stories, and abstract, pop, modern) can influence • personal preferences and artistic choice can
• building objects can express creativity ideas experiences personal preferences and artistic choice be applied to create interest in design
• art can make us think and feel • responses to art can be holistic, including • art can communicate ideas, stories, and (source of inspiration) • First Nations, Métis, and Inuit artists are
• people respond differently to art emotional, intellectual, spiritual, or physical experiences • design (creating with a purpose) can show inspired and influenced by their culture
• art can be created in response to • art can be created in response to ideas and • design (creating something with a message evidence of personal preferences • artistic preferences, opinions, and
imagination, feelings, and stories stories or purpose) is another way to express • First Nations, Métis, and Inuit artworks can experiences are shared through the process
creativity provide inspiration for artistic choice of feedback
• responses in art are related to our • artistic choice and refinement can alter
preferences (source of inspiration) and expression in art
experiences
• artistic choice can alter expression of ideas
and stories
Procedural • sharing responses to a variety of art • expressing feelings, thoughts, and • creating art that communicates ideas, • examining a variety of art genres and • creating art that demonstrates personal
Knowledge • observing feelings in response to First experiences about art stories, and experiences movements to explore personal artistic preferences and artistic choice
Nations, Métis, and Inuit art • observing creative processes • creating art that communicates ideas, preferences • creating art that expresses and
• creating art in response to feelings • responding to First Nations, Métis, and Inuit stories, and experiences inspired by First • comparing and contrasting art experiences communicates ideas and stories
• creating art that expresses imagination, stories through art Nations, Métis, and Inuit texts to develop an understanding of artistic • creating art to celebrate relationships of
feelings, and stories • creating art in response to thoughts • communicating ideas through the preferences self and one another
• creating art freely and spontaneously • creating art that expresses curiosity exploration of design (making something • examining a variety of design elements to • co-creating criteria for reflecting on art
• creating imaginative objects with a variety • creating art for enjoyment for a purpose) develop artistic preferences • sharing a variety of art genres and
of materials • building objects that explore curiosity • creating art to share with others • discussing artistic choices of First Nations, movements to explore evidence of artistic
• sharing creative processes Métis, and Inuit artists choice
• practising ownership of a response to art • creating art that shows exploration of • sharing feedback with guidance
personal preferences and artistic choice • examining a variety of design elements to
• creating art that demonstrates awareness explore artistic choice
of self • exploring First Nations, Métis, and Inuit art
• explaining creative processes using words for cultural influences on artistic choices
that are unique to art (language of art)
• reflecting on art experiences to develop
personal preferences and artistic choice
DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 1

DRAFT Kindergarten to Grade 4 Arts Education

Competencies • Communication • Communication • Communication • Communication • Critical Thinking

• Creativity and Innovation • Creativity and Innovation • Creativity and Innovation • Critical Thinking • Creativity and Innovation
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LA1a.1: Purpose • LKU3a.1.: Background Knowledge • LA3a.2: Analysis
• LKU4c.K: Intent • LA1a.1: Purpose • LKU4d.1: Modes and Media • LA1a.1: Purpose • LKU3a.2: Background Knowledge
• LKU4d.K: Modes and Media • LKU4c.1: Intent • LKU3d.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LA1a.K: Purpose • LKu4e.1: Media Influence • LKU2d.1: Ethical Use • LKU4a.1: Clarity • LKU4b.2: Audience
• LKU3b.K: Vocabulary • LKU4d.1: Modes and Media • LKU3d.1: Comprehension Strategies • LKU4c.1: Intent
• LKU4d.1: Modes and Media
Numeracy • NKU3b.K: Interpret and Represent Spatial • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.2: Spatial Visualization
Information • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.2: Management of Space
• NKU3c.K: Communication
• NKU2a.K: Spatial Visualization



Essential
Understanding Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.
Guiding How can art help me learn about How can art help me understand How can art help us learn about community How can we use art to make connections How can art experiences foster community
Question connections to my world? connections in my world? connections? with the stories of one another? and cultural connections?
Learning Children explore and share personal Students explore and share relationships Students explore and share relationships Students examine and discuss how art Students examine and discuss relationships
Outcome connections through art experiences. between self and art experiences. between self, one another, and experiences contribute to relationships between communities and cultures through
communities through art. between self, one another, and art.
communities.
Conceptual • art can express ideas about self • art experiences can develop awareness of • art experiences can develop awareness of • art can communicate diverse points of view • art experiences provide a safe way to
Knowledge • artists express personal connections by self and promote positive relationships self, one another, and communities • art experiences can foster a sense of nurture positive relationships and shape
creating art • individuals and cultures have unique stories • art can represent local communities belonging perspective
• First Nations, Métis, and Inuit art may that can be expressed through art • personal connections with communities can • artists develop individuality through • artists develop individuality through
depict connections between self and nature • art is a way to express thoughts about self be revealed through art ownership of personal point of view exploration of personal connections
and relationships • First Nations, Métis, and Inuit art illustrates • the art of First Nations, Métis, and Inuit • cultural knowledge can be represented in
• relationships can be expressed in art relationships to self and sky, land, water, reflect their diverse stories and First Nations, Métis, and Inuit art
(sources of inspiration) and animals communities
• relationships to nature can be expressed in
art
• art forms of various cultures can differ and
can bring us knowledge of one another
• digital tools can provide access to explore
art
Procedural • sharing a variety of art experiences to • sharing a variety of art experiences to • discussing the art of diverse communities in • discussing elements of story in art • describing how cultures and communities
Knowledge explore imagination explore curiosity a variety of ways, including digital sources • exploring relationships of self and one record or illustrate stories and histories of
• sharing thoughts about self through a • sharing observations and ideas about the and gallery visits another through art life through art
variety of art experiences art of self and one another • sharing how characteristics of self are • sharing how characteristics of self can be • reflecting on a variety of different art
• exhibiting personal art • exploring the variety of ways that art makes reflected in the art of one another reflected in the art of diverse communities genres (including landscape, portrait, still
• exploring First Nations, Métis, and Inuit art us feel and think • discussing personal experiences as starting • sharing how artists may communicate point life) and movements (including folk,
that demonstrates connections between • examining story in a variety of artworks points for creating art (sources of of view in art abstract, pop, modern) to develop personal
self and nature • becoming aware of the beauty of nature in inspiration) • discussing how First Nations, Métis, and connections
a variety of First Nations, Métis, and Inuit • exploring the connections of self, one Inuit art acknowledges diverse people and • comparing and contrasting how the art of
artworks another, and communities through art places cultures and communities expresses
• exploring the ways we find ideas to create • exploring the relationship of self to sky, knowledge
art (sources of inspiration: story, nature, land, water, and animals in First Nations, • discussing the cultural knowledge in First
experiences) Métis, and Inuit art Nations, Métis, and Inuit art
• sharing personal talents through art
Competencies • Communication • Communication • Communication • Communication • Cultural and Global Citizenship
• Personal Growth and Well-being • Personal Growth and Well-being • Cultural and Global Citizenship • Critical Thinking
Literacy • LKU4a.K: Clarity] • LKU4a.1: Clarity • LA1b.1: Participation • LKU3d.1: Comprehension Strategies • LKU3a.2: Background Knowledge
• LKU3a.K: Background Knowledge • LKU4e.1: Media Influence • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
• LA1.K: Purpose • LKU2b.1: Access • LKU3d.2: Comprehension Strategies
Numeracy • None identified • None identified • None identified • None identified • None identified


Essential
Understanding Artworks take form through the exploration and choice of components, which supports artistic expression.
Guiding How can we begin to explore components of How can we explore and practise How can we explore and develop art skills How can we explore and practise art skills How can we explore and combine art skills
Question art? components of art? using components of art? using components of art? using components of art?
Learning Children explore art skills by interacting with Students build a foundation of art skills Students explore and develop art skills while Students practise art skills and explore Students combine art skills and practise
Outcome art media and methods. through exploration and practice with art interacting with art media and methods. personal preferences while interacting with personal preferences while interacting with
media and methods. art media and methods. art media and methods.
Conceptual • creative process is the experience of • creative process is the experience of • creative processes are individual • creative processes are individual and • creative processes are individual, involve
Knowledge creating art creating art • art skills are developed through observation change over time reflection, and change over time
• art skills and the words we use to talk about • art skills are developed through exploration and practice • artists may use media and methods in a • continuous observation of genres (such as
art develop over time and practice with art media (what we use • artists make experimental and informed specific way to personalize artworks landscape, portrait, still life) and
• artworks can be personal or shared to create art) and methods (how we create choices as part of creative processes • exploration and practice of art skills movements (such as folk, abstract, pop,
• a signature on your artwork means you are art) • exploration of personal preferences and improves when thinking about personal modern) can influence personal
the owner • artworks are owned by the artist and choices can be teacher guided, student led, creative processes preferences and artistic choice
• art media (what we use to create art) and require permission to be shared or a combination of both • creating an artist statement helps artists • practice can be personally directed or
methods (how we create art) can be used • art media (what we use to create art) and • creative processes can be communicated think about creative processes guided by others and contributes to artistic
to express feelings and stories methods (how we create art) can be used through artist statements growth
to express ideas and stories • reflection of creative processes can be
shared through artist statements
• media and methods can be combined and
applied in a way that improves expression
and communication of ideas
Procedural • exploring a variety of art media (including • practising to explore a variety of art media • practising art skills with a variety of art • describing how artists use media and • practising art skills and exploring
Knowledge materials, paper, paint, tools) when (including materials, paper, paint, tools) media and methods methods to personalize art techniques with a variety of media and
creating art • developing basic art skills by experimenting • sharing artistic choices of media and • practising art skills to develop creative methods, to express and refine ideas
• exploring art skills through a variety of with a variety of methods (including methods processes • combining components to create interest
methods (including drawing, painting, drawing, painting, pattern) • observing creative processes of one • creating basic artist statements when creating art
pattern) • practising safe use of art media another • exploring how experiences and sources of • sharing artist statements that show
• creating artworks through structured art • • discussing artist statements to understand inspiration guide creative processes personal reflection of creative processes
experiences inspiration, intent, and processes
• exploring art words (language of art) while • exploring design challenges with art media
sharing ideas and feelings and methods
Competencies • Creativity and Innovation • Personal Growth and Well-being • Personal Growth and Well-being • Personal Growth and Well-being • Managing Information
• Personal Growth and Well-being
Literacy • LKU4d.K: Modes and Media • LKU4d.1: Modes and Media • LKU3b.1: Vocabulary • LKU4d.1: Modes and Media • LKU4a.2: Clarity
• LKU2d.K: Ethical Use • LKU2d.1: Ethical Use • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU4d.2: Modes and Media
• LKU4a.1: Clarity • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies
Numeracy • NKU1d.K: Patterns and Relations • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.1: Spatial Visualization • NKU2a.2: Spatial Visualization
• NKU2a.K: Spatial Visualization • NKU4a.1: Strategies • NKU4a.1: Strategies
• NKU4c.K: Methods or Tools
• NKU4a.K: Strategies

Arts Education – DANCE

Essential
Understanding Developing communication and expression allows us to represent and interpret our understandings of the world in multiple ways.
Guiding How can I express my feelings and stories How can I express my ideas and stories
How can we experience and develop How can we explore a variety dance How can we examine and apply movement
Question through creative movement experiences? through creative movement experiences?
expression of ideas and stories through movements to develop expression of ideas preferences to develop expression of ideas
creative movement? and stories? and stories?
Learning Children explore and create movement that Students explore and create movement that Students explore and express ideas and Students examine artistic preferences that Students examine and create dance that
Outcome expresses feelings and stories. expresses ideas and stories. stories through creative movement. develop expression of ideas and stories in develops expression of ideas, stories, and
dance. artistic preferences.
Conceptual • creative movement begins with exploring • creative movement processes are ongoing • creative movement processes are ongoing • dance processes are ongoing and involve • dance processes are ongoing and involve
Knowledge and creating (processes) and involve exploring and creating and involve exploring, creating, and exploring, creating, practising, and exploring, creating, practising, and
• imagination can be a starting point (source • curiosity can be a starting point (source of practising reflecting reflecting
of inspiration) for creating movement inspiration) for creating movement • personal experiences can be a starting point • dances of one another can be a source of • artistic preferences, including facial
• creative movement can express (represent) • a response to creative movement can be (source of inspiration) for creating inspiration for creating dances expression, posture, and energy of
imagination, feelings, and stories holistic, including emotional, intellectual, movement phrases • a combination of two or more dance movements, can enhance expression in
• creative movement can be individual or spiritual, and physical • creative movement phrases are a way to phrases creates a sequence dance
shared with one another • people have unique ways of expressing organize and communicate ideas and • dance sequences have a beginning, middle, • expression in dance can be improved
• creative movement can be a guided or ideas and stories through movement stories and ending through feedback, reflection, and
improvised expression • creative movement can communicate • creative movement phrases can have a • dance sequences are a way to express ideas refinement
• people express feelings and stories through feelings and stories of self, Francophone beginning and an ending and communicate stories • First Nations, Métis, and Inuit cultures can
movement in a variety of ways and other cultures • First Nations, Métis, and Inuit tell stories • First Nations, Métis, and Inuit dances can influence and provide inspiration for
• concepts of dance can be applied to • First Nations, Métis, and Inuit express ideas through creative movement inspire new preferences movement choices
develop feelings and stories through and stories through creative movement • responses to creative movement are • dance can inspire a variety of responses • responses to dance can be connected to
creative movement • individuals respond to creative movement connected to personal experiences • dance concepts and responses to dance can personal preferences
in personal ways • concepts of creative movement can be used develop preferences and be used to • dance concepts can help develop
• concepts of dance can be applied to to develop ideas and stories develop ideas and stories preferences
develop ideas and stories through creative • movement can grow bigger or smaller in • canon, retrograde, and rondo • accumulation (choreographic device) can
movement size (expansion/diminution) (choreographic devices and forms) can give add interest to dance phrases and
• repetition and unison (choreographic • creative movement can be organized into structure to dance phrases and sequences sequences
devices) can be applied to creative phrases that are the same and different
movement (binary form AB and ternary form ABA –
choreographic forms)
Procedural • representing feelings and stories through • creating movement ideas using the • creating movement phrases that include • combining dance phrases into sequences • creating dance phrases and sequences
Knowledge creative movement concepts of dance beginning and ending positions that include beginning, middle, and end within a choreographic device
• improvising creative movement to explore • improvising creative movement to explore • improvising creative movement phrases positions • improvising dance phrases and sequences
imagination curiosities inspired by personal experiences • improvising dance phrases and sequences based on artistic preferences
• expressing feelings and stories through • expressing feelings and thoughts about • creating dance phrases using the concepts in response to various inspirations or • refining dance phrases and sequences
creative movement creative movement of self and others of dance and within a choreographic form experiences informed by feedback
• sharing feelings in response to First Nations, • responding to stories from First Nations, or structure • creating dance phrases and sequences • exploring First Nations, Métis, and Inuit
Métis, and Inuit dances Métis, and Inuit through creative • sharing the ways in which creative using the concepts of dance and dance for cultural influence on artistic
movement exploration movement experiences help us tell stories choreographic devices and forms preferences
• responding to stories from First Nations, • responding to the dances of one another
Métis, and Inuit cultures with creative • observing a variety of First Nations, Métis,
movement compositions and Inuit dances for inspiration of
movement preferences


Competency • Communication • Creativity and Innovation • Creativity and Innovation • Communication • Critical Thinking
• Creativity and Innovation • Communication • Communication • Critical Thinking • Creativity and Innovation
Literacy • LA1a.K: Purpose • LKU3a.1: Background Knowledge • LKU3c.1: Text Organization • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4a.K: Clarity • LKU4c.1: Intent • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity
• LKU4c.K: Intent • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU3b.1: Vocabulary
• LKU3b.K: Vocabulary
• LKU3a.K: Background Knowledge
Numeracy • NKU2g.K: Location and Direction • NKU3c.1: Communication • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b: Management of Space
• NKU3c.K: Communication • NKU2b.1: Management of Space • NKU3c.1: Communication • NKU2f.1: Time • NKU2f.2: Time
• NKU2b.K: Management of Space



Essential
Guiding How can creative movement help me learn How can creative movement help me How can creative movement help us learn How can dance experiences help us make How can dance experiences foster
Questions about connections to my world? understand connections in my world? about community connections? connections to the stories of one another? community and cultural connections?
Learning Children explore and share personal Students explore and share relationships Students explore and share relationships Students examine and discuss how dance Students examine and discuss relationships
Outcome connections through creative movement between self and creative movement between self, one another, and experiences contribute to relationships between the dances of various communities
experiences. experiences. communities through creative movement. between self, one another, and and cultures.
communities.
Conceptual • creative movement can express ideas about • creative movement can be made • creative movement experiences can • audience etiquette supports the • stories, traditions, and identity can be
Knowledge self individually or with one another develop awareness of self, one another, development of respectful relationships expressed through dance
• creative movement can express personal • awareness of self and others can be made and communities • individuals and communities express • connections to various communities and
connections by moving both in self-space and general • connections to one another and to identity through dance cultures, including Francophone, can be
• relationships can be made when creative space communities can be expressed through • dance provides a way to explore diverse expressed through dance
movement is shared and viewed • relationships can be made when creative creative movement points of view and gain insight into the • perspectives are broadened through the
• awareness of self can be made by moving in movement is shared with one another • cultural occasions and celebrations can be stories of one another sharing of dance
both self-space and general space • First Nations, Métis, and Inuit dance may expressed through creative movement and • dance experiences help people relate to • cultural knowledge can be represented in
• digital tools can provide access to explore depict the appreciation of nature, self, and dance one another First Nations, Métis, and Inuit dances
creative movement one another • creative movement experiences can build • First Nations, Métis, and Inuit dances can
• First Nations, Métis, and Inuit dance may • digital tools can provide access to view and connections and a sense of belonging represent and communicate stories,
depict the connections between self and respond to the dances of one another between self, one another, and traditions, and relationships
nature • creative movement and dance can differ communities
• individuals participate in creative and communicate knowledge • First Nations, Métis, and Inuit dance may
movement and dance as both performer represent the relationship between self and
and audience member nature
Procedural • sharing personal connections to creative • observing ways in which creative • observing how characteristics of self are • sharing how characteristics of self may be • comparing and contrasting how the dances
Knowledge movement movement can communicate feelings, reflected in the creative movement of one reflected in the dances of diverse of diverse cultures and communities
• participating in creative movement personal style, and talents another and various communities communities express story, tradition, and identity
experiences as a performer and observer • responding to the creative movement of • sharing connections between self, one • discussing ways in which dances of diverse • exploring how cultural knowledge is
• exploring First Nations, Métis, and Inuit self and one another another, and communities through creative communities can convey meaning represented in First Nations, Métis, and
dances that demonstrate connections • identifying similarities and differences in movement • discussing the diversity of First Nations, Inuit dances
between self and nature the creative movement of self and one • observing how diverse communities use Métis, and Inuit dances and their stories
another creative movement to celebrate cultural
• exploring how First Nations, Métis, and occasions
Inuit dances celebrate nature, self, and one • experiencing the creative movement of
another diverse communities
• exploring the connections between self,
one another, sky, land, and water through
creative movement
Competency • Communication • Personal Growth and Well-being • Cultural and Global Citizenship • Communication • Cultural and Global Citizenship
• Personal Growth and Well-being • Communication • Cultural and Global Citizenship • Critical Thinking
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LA1b.1: Participation • LA1b.1: Participation • LA1b.2: Participation
• LKU4a.K: Clarity • LKU4e.1: Media Influence • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies
Numeracy • NKU2a.K: Spatial Visualization • None identified • NKU3c.1: Communication • None identified • None identified
• NKU2b.K: Management of Space


Essential
Guiding How can I explore artistic expression How can I explore and develop artistic How can the artistic expression of others How can we develop artistic expression How can we enhance artistic expression in
Questions through creative movement? expression through creative movement with contribute to creative movement through dance choreography? dance choreography?
others? experiences?
Learning Children develop artistic expression through Students develop artistic expression with Students explore and develop artistic Students develop artistic expression by Students develop and enhance artistic
Outcome creative movement exploration. others, through creative movement expression of self and one another through applying elements of dance to expression by applying increasingly complex
exploration. collaboration in ensembles. compositions. elements to compositions.
Conceptual • there are many ways to express oneself • creative movement can be a shared • cooperation and awareness in self-space • dance skills are developed and improved • dance compositions can be performed as a
Knowledge through movement experience and general-space support group with practice formal or an informal expression of ideas
• movement can be performed while moving • the element of space in dance includes performance (ensemble) • time in dance includes metre • the element of space in dance includes
from one place to another (locomotor) or pathway, direction, shape, and rhythm • force in dance includes energy and weight • dance compositions have patterns focus, in which a dancer looks at a specific
while remaining in one place (non- • the element of time in dance includes • relationships in dance can occur with peers, • a dance phrase that is performed by more point in space while moving
locomotor) rhythm and speed place, and space than one person or group and begins at • when new movements are added to
• knowledge of where objects or people are • beat is part of rhythm • bodies and groups can be made bigger and different times so that the phrases overlap existing movements in a successive manner,
in relation to oneself (spatial awareness) • repetition of movements (choreographic smaller through movement is called canon (choreographic device or it is called accumulation (choreographic
promotes safety device) can organize and add interest to (expansion/diminution) form) device or form)
• space, movement, and time (elements of creative movement • parts of dance can be different (binary • a dance or movement sequence that is
dance) are important parts of dance form, AB) and can include repetition performed in reverse order is called
• body, relationships, speed, level, and size (ternary form, ABA) (choreographic form) retrograde (choreographic device or form)
are dance concepts used to describe • a dance that expands on ABA form to
creative movements ABACADA, in which the A theme is repeated
or varied, is called rondo (choreographic
device or form)
Procedural • moving to explore the elements and • moving to explore and develop previous • moving to explore and develop previous • moving to explore and develop increasingly • moving to explore and develop increasingly
Knowledge concepts of dance, including elements and concepts of dance, in elements and concepts of dance, in complex elements and concepts of dance, complex elements and concepts of dance,
– place, including self-space and general addition to addition to in addition to in addition to
space – pathways and direction, in general space – relationships, including mirroring and – metre, in self-space and general space – relationship with others, including
– body, moving in isolation and unison – shape, including curved, straight, shadowing; physically connecting to – energy, including swinging and contrast, gathering, and scattering
– speed, including fast and slow in self- angular, and twisted in self-space objects or places, and individuals to suspended – direction, including single focus
space and general space – relationships, including connecting to groups; moving to prepositional – relationships, including all known • performing dance compositions and
– levels, including high and low in self- one another and moving to preposition prompts, including above/below and prepositions with one another and improvisations using accumulation
space prompts, including beside/between, around/through objects
– size, including big and small in self-space over/under – energy, including sharp and smooth • performing movements within
– relationships with others, place, and – speed, including steady beat in general – weight, including strong and light choreographic devices and forms that add
objects, including prepositions in/out, space – size, including big and small while interest and structure in dance
on/off, and in front/behind in self-space – level, including high and low extending extending movement through general compositions and improvisations (canon,
and general space movement through general space space retrograde, and rondo)
• practising one movement or set of • repeating a movement or set of movements • moving individually or in a group to
movements together (unison/ (repetition) in creative movement demonstrate growing bigger
choreographic form) in creative movement • performing one movement or set of (expansion/choreographic device) or
movements together (unison) in creative growing smaller (diminution/ choreographic
movement device)
• organizing movements into structure that


demonstrates patterns (binary AB and
ternary ABA/choreographic form)
Competency • Personal Growth and Well-Being • Creativity and Innovation • Creativity and Innovation • Creativity and Innovation • Creativity and Innovation
• Creativity and Innovation • Collaboration • Managing Information • Managing Information
Literacy • LKU4d.K: Modes and Media • LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4d.1: Modes and Media • LKU4d.2: Modes and Media
• LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.K: Vocabulary
Numeracy • NKU2b.K: Management of Space • NKU1d.1: Patterns and Relationships • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.2: Management of Space
• NKU2g.K: Location and Direction • NKU2b.1: Management of Space • NKU2g.1: Location and Direction • NKU2f.1: Time • NKU2g.2: Location and Direction
• NKU2f.1: Time • NKU3c.1: Communication • NKU3c.1: Communication
• NKU2g.1: Location and Direction • NKU1d.1: Patterns and Relationships
• NKU3c.1: Communication

Arts Education – DRAMA

Essential
Guiding How can I express my feelings and stories How can I express my ideas and stories How can we experience and develop How can we explore a variety of dramatic How can we examine and express diverse
Questions through drama experiences? through drama experiences? expression of ideas and stories through experiences to develop expression of ideas ideas and stories through drama?
drama? and stories?
Learning Children explore feelings and stories through Students explore and create dramatizations Students explore and create dramatizations Students examine and create dramatizations Students examine and create dramatizations
Outcome dramatic play. that express ideas and stories. that develop expression of ideas and stories. that express ideas and stories in a variety of that express ideas and stories from a variety
ways. of sources.
Conceptual • drama begins with exploring and creating • drama processes are ongoing and involve • drama processes are ongoing and involve • drama processes are ongoing and involve • drama processes are ongoing and involve
Knowledge (processes) exploring and creating exploring, creating, and practising exploring, creating, practising, and exploring, creating, practising, and
• imagination can be a starting point (source • ideas and stories can be sources for • personal experiences can be a starting point reflecting reflecting
of inspiration) for dramatic play dramatizations (source of inspiration) for dramatizations • dramatic preferences and choices develop • diverse stories and perspectives, including
• dramatic play and role-play can express self • imaginary situations can be a starting point • story details create interest over time Francophone and other cultures, can be
• drama can express imagination, feelings, for dramatizations • drama can express and communicate • First Nations, Métis, and Inuit stories can expressed through drama
and stories • drama can communicate ideas and stories detailed ideas and stories provide inspiration for dramatic choices • First Nations, Métis, and Inuit cultures can
• dramatic experiences can make us think • responses to drama can be holistic, • details reveal why things happen and why • changing the way a story is told can change provide inspiration and influence dramatic
and feel including emotional, intellectual, spiritual, characters make choices the meaning choices
• people respond differently to drama or physical • performers can represent human and non- • dramatic works can be strengthened • opinions of drama are personal, develop
• drama can be created in response to • individuals participate in drama as both human characters, animals, ideas, and through reflection through dramatic experiences, and can
imagination performer and audience member feelings • reflection helps artists understand change over time
• the behaviour of the audience can help and • First Nations, Métis, and Inuit tell stories preferences and choices • preferences, opinions, and experiences are
encourage the performer through dramatizations • artistic preferences and choices change shared through the process of feedback
• demonstrating and modelling with one with experiences • clear feedback protocols ensure a safe
another can help us to add detail to our • sharing dramatic preferences and choices environment for drama
dramatizations respectfully promotes a safe learning
environment
Procedural • exploring ideas and imaginary situations • dramatizing by responding to narration • identifying how adding details can change • dramatizing stories in a variety of ways, • dramatizing stories from a variety of
Knowledge through guided dramatic play and role-play • dramatizing familiar stories or enhance narratives including re-telling cultures and sources
• exploring dramatic play that expresses • dramatizing imaginary situations • dramatizing narratives through guided and • reflecting on preferences and choices in • exploring First Nations, Métis, and Inuit
imagination, feelings, and stories • responding to First Nations, Métis, and Inuit independent exploration dramatizations dramatizations for cultural influences on
• solving imaginary problems through stories through dramatizations • dramatizing human and non-human • comparing and contrasting dramatic dramatic choices
dramatic play and role-play • expressing personal responses about and characters, animals, ideas, and feelings experiences to develop an understanding • demonstrating protocols when
• exploring feelings in response to stories through drama • creating dramatizations that communicate of dramatic preferences and choices representing diverse stories
from First Nations, Métis, and Inuit • interacting with one another in the roles of stories from First Nations, Métis, and Inuit • examining a variety of First Nations, Métis, • co-creating criteria for reflecting on
• sharing responses to dramatic experiences performer and audience member • sharing feelings, thoughts, and choices and Inuit dramatizations for evidence of dramatic works
about dramatic experiences dramatic choices • applying appropriate protocols during
• applying new understandings to dramatic feedback
experiences
Competency • Communication • Creativity and Innovation • Creativity and Innovation • Communication • Communication
• Communication • Communication • Creativity and Innovation • Critical Thinking


Literacy • LKU4a.K: Clarity • LKU4c.1: Intent • LKU4a.1: Clarity • LKU4b.1: Audience • LA1b.2: Participation
• LKU4c.K: Intent • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU4c.1: Intent • LKU2b.2: Access
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU4c.1: Intent • LKU3d.1: Comprehension Strategies • LKU2v.2 Evaluate
• LKU4b.1: Audience • LKU4d.1: Modes and Media • LKU4a.2: Clarity
• LKU4c.2: Intent
• LKU3d.1: Comprehension Strategies
Numeracy • NKU2b.K: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.2: Management of Space



Essential
Exploring dynamic interconnections in the world and universe strengthens our understandings of relationships.
Understanding
Guiding How can drama help me learn about How can drama help me understand How can drama help us learn about How can we use drama experiences to make How can drama experiences foster
Questions connections to my world? connections in my world? community connections? connections with the stories of one another? community and cultural connections?
Learning Children explore and share personal Students explore and share relationships Students explore and share relationships Students examine and discuss how drama Students examine and discuss relationships
Outcome connections through dramatic experiences. between self and dramatic experiences. between self, one another, and communities experiences contribute to relationships between communities and cultures through
through dramatic experiences. between self, one another, and dramatic experiences.
communities.
Conceptual • drama is a form of self-expression • awareness of self can be expressed through • connection to one another and to • drama provides a way to explore diverse • connections to various groups and
Knowledge • drama can be an individual or shared drama experiences communities can be expressed through points of view and gain insight into the communities, including local, Francophone,
experience • working together in drama (collaboration) drama stories of one another and others, can be expressed through
• all participants in drama are connected helps us to share feelings, ideas, and stories • drama experiences can develop • being open to another’s point of view drama
through their work (ensemble) • everyone’s role is important in drama understanding of self, one another, and requires compassion • perspectives are broadened through the
• First Nations, Métis, and Inuit stories depict (ensemble) communities, including local and • First Nations, Métis, and Inuit stories reflect sharing of stories
the connections between self and nature • First Nations, Métis, and Inuit stories use Francophone the diversity of communities • empathy helps people relate to one
humour to teach about self • digital tools can provide access to explore • artists develop individuality through another and acknowledge different
dramatic works exploration of points of view perspectives
• First Nations, Métis, and Inuit stories show • sense of belonging is strengthened when • First Nations, Métis, and Inuit dramatic
relationship of self to sky, land, water, and connecting to the stories of one another works can represent and communicate
animals stories, traditions, and relationships
Procedural • exploring guided dramatic play to express • exploring a variety of roles through guided • sharing how characteristics of self are • sharing points of view communicated in • connecting personal perspectives to those
Knowledge oneself and structured dramatic play reflected in the dramatic works of one dramatizations and stories found in the drama and stories of one
• exploring First Nations, Métis, and Inuit • exploring dramatizations individually and another • sharing how characteristics of self are another
stories for connections between self and with one another • experiencing drama of diverse communities reflected in the dramatic works of one • reflecting on the dramas and stories of one
nature • sharing interests, ideas, and experiences in a variety of ways another and communities another
through active listening • exploring the relationship of self to sky, • discussing the diversity of First Nations, • expressing how First Nations, Métis, and
• exploring First Nations, Métis, and Inuit land, water, and animals in dramatizations Métis, and Inuit stories and storytelling Inuit uniquely express culture through
stories and storytelling for humour stories
Competency • Communication • Personal growth and well-being • Cultural and Global Citizenship • Communication • Cultural and Global Citizenship
• Cultural and Global Citizenship • Critical Thinking
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LA1b.1: Participation • LKU3a.1: Background Knowledge • LA1b.2: Participation
• LKU4a.K: Clarity • LA1b.1: Participation • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU2b.K: Access • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3a.1: Background Knowledge
• LKU3d.K: Comprehension Strategies • LKU4c.1: Intent • LKU3d.1: Comprehension Strategies
• LKU3b.K: Vocabulary • LKU3b.1: Vocabulary
Numeracy • None identified • NKU2b.1: Management of Space • None identified • None identified • None identified



Essential
Guiding How can I organize the sharing of ideas and How can I organize the sharing of ideas and How can the components of drama How can the choice of components of drama How can the choice of components of drama
Questions stories in drama? stories in drama? strengthen our dramatizations? alter our dramatizations? enhance our dramatizations?
Learning Children explore components of drama that Students explore components of drama that Students explore technical elements and Students explore technical elements and Students choose and combine technical
Outcome can express ideas and stories. express ideas and stories. forms that add detail to dramatic works. forms of drama that change the expression elements and dramatic forms to support
of ideas and stories. dramatic works.
Conceptual • drama can be an individual or a shared • properties, costumes, or sound • scenery, costumes, and sound (technical • understanding of technical elements and • dramatic works are strengthened by adding
Knowledge experience • effects (dramatic elements) can help us elements) can add detail and create a dramatic forms is learned through and combining technical elements
• words, sounds, and signals (control devices) share ideas, experiences, and stories specific feeling (mood) in a dramatic work experimentation • technical elements do not replace the body
organize the sharing of ideas and • storytelling, tableau, and dramatic • adding or altering technical elements can • costumes, properties, masks, lighting, and voice as instruments of drama
experiences in drama movement (dramatic forms) physically change the mood or impact of a dramatic sound, and set pieces (technical elements) • conventions and forms of dramatic
• drama has specific language (the language communicate ideas, experiences, and work can support the sharing of dramatic works storytelling are influenced by culture and
of drama), including stop, freeze, and focus stories • scenery can be represented in a variety of • improvisation, storytelling, and choral tradition
• drama uses rituals and routines • exploration can be spontaneous ways speech (dramatic forms) communicate • improvisation, storytelling, choral speech,
(conventions) (improvisation) • tableau, dramatic movement, and mime stories physically and vocally and readers’ theatre (dramatic forms)
• properties, puppets, costumes, fabric, and • exploration can be planned (teacher in role) (dramatic forms) physically communicate • stories can be adapted and dramatized in communicate stories physically and vocally
objects (manipulatives) can be used to story various ways • ethical use of dramatic work includes
express ideas and experiences in drama granting permission
Procedural • responding to control devices, rituals, and • responding to side coaching during • representing time, place, situation, and • experimenting with a variety of dramatic • selecting forms of storytelling suitable for
Knowledge routines during drama dramatic experience character using a variety of technical forms and technical elements the culture or tradition of the story
• exploring components of drama, including • exploring physical expression through elements and dramatic forms • applying a variety of technical elements to a • combining technical elements to strengthen
manipulatives, with purposeful guidance various forms of drama • creating an intended mood through the use dramatization to examine the effect of the dramatic work
• expressing oneself physically and • choosing and demonstrating dramatic of technical elements change • performing stories adapted from other
imaginatively through dramatic play, role- elements while sharing ideas, experiences, • comparing and contrasting elements and sources
play, dramatic movement, and gesture or stories, individually and with one forms in dramatizations
another
• exploring planned and spontaneous
dramatizations
Competency • Managing Information • Communication • Creativity and Innovation • Communication • Communication
• Communication • Managing Information • Communication • Managing Information
Literacy • LKU4c.K: Intent • LKU4c.1: Intent • LKU4a.1: Clarity • LKU4c.1: Intent • LKU4a.2: Clarity
• LKU4d.K: Modes and Media • LKU3b.1: Vocabulary • LKU4c.1: Intent • LKU4d.1: Modes and Media • LKU4c.2: Intent
• LKU3b.K: Vocabulary • LKU3d.1: Comprehension Strategies • LKU4b.1: Audience • LKU3d.1: Comprehension Strategies • LKU4d.1: Modes and Media
• LKU4d.1: Modes and Media • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3d.1: Ethical Use
Numeracy • NKU2a.K: Spatial Visualization • NKU2b.K: Management of Space • NKU2f.1: Time • NKU3c.1: Communication • NKU2b.2: Management of Space
• NKU2b.K: Management of Space • NKU3c.1: Communication • NKU4a.1: Strategies
• NKU3c.K: Communication • NKU4a.1: Strategies • NKU2b.1: Management of Space
• NKU2b.1: Management of Space



Guiding How can I begin to explore characters in How can I physically communicate How can we represent a more detailed How can we sustain a distinct character How can we demonstrate a range of
Questions drama? characters? character in drama? throughout a story or dramatic situation? characters in drama?
Learning Children physically explore dramatic play Students physically explore drama that Students explore physical and vocal choices Students apply physical and vocal choices Students apply vocal, physical, and technical
Outcome that can express characters. communicates characters, ideas, and that give detail to characters. that build distinct characters. choices to portray a range of characters.
feelings.
Conceptual • dramatic play can be free or guided • characters move and respond differently • imagined characters and experiences are • posture, facial expression, vocal qualities • performers can make informed choices
Knowledge • character is different from self from self created through improvisation, (dynamics), costumes, and properties are about how to portray a character
• characters and ideas can be expressed • animals and objects can be considered experimentation, and risk taking all ways we portray character • one performer can portray multiple distinct
through the body characters • characters move, speak, and respond (characterization) characters by making specific choices for
• objects, people, and places can be • exploration of characters can be differently from self • performers explore and make specific each
imaginary spontaneous (improvisation) • vocal and physical choices can enhance the choices when building characters
• dramatic movement can occur in self-space • exploration of characters can be planned portrayal of character (characterization)
or general space (teacher in role)
Procedural • exploring characters in free and guided • exploring characters through a variety of • improvising scenes focusing on character • selecting effective character elements for a • portraying multiple distinct characters
Knowledge dramatic play dramatic forms • representing a variety of characters, dramatic character and situation • improvising to explore and make decisions
• imitating characters from various including human, natural objects, and • maintaining a character throughout an about characters in dramatizations
inspirational sources, including stories, animal improvised or planned dramatic situation
pictures, and other texts • comparing and contrasting self to dramatic • applying technical elements, including
characters and their situations costumes and properties, to support
• exploring a variety of vocal and physical characterization
choices when portraying characters • experimenting with multiple points of view
in dramatizations
Competency • Creativity and Innovation • Communication • Communication • Creativity and Innovation • Creativity and Innovation
• Communication • Creativity and Innovation • Managing Information • Communication • Communication
• Managing Information • Managing Information
Literacy • LKU3a.K: Background Knowledge • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU4c.K: Intent • LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.2: Intent
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • NKU2b.K: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.2: Management of Space

Arts Education – MUSIC

Essential
Guiding How can I express my feelings and stories How can I express my ideas and stories How can we experience and develop How can we explore music to develop How can we examine and apply musical
Question through music experiences? through music experiences? expression of ideas and stories through expression of ideas and stories? preferences to develop expression of ideas
music? and stories?
Learning Children explore and create music that Students explore and create music that Students explore and create music that Students examine musical preferences that Students examine and create music that
Outcome expresses feelings and stories. expresses ideas and stories. develops expression and communication of develop expression of ideas and stories. develops expression of ideas, stories, and
ideas and stories. musical preferences.
Conceptual • music making begins with exploring and • music processes are ongoing and involve • music processes are ongoing and involve • music processes are ongoing and involve • music processes are ongoing and involve
Knowledge creating (processes) exploring and creating exploring, creating, and practising exploring, creating, practising, and exploring, creating, practising, and
• music is patterns of sound made by • a musical idea is called a phrase • personal experiences can be a starting reflecting reflecting
instruments, voices, or technology • curiosity can be a starting point (source of point (source of inspiration) for creating • music of one another can be a source of • musical preferences include aspects of
• imagination can be a starting point (source inspiration) for creating music music inspiration for creating music rhythm, melody, harmony, structure, and
of inspiration) for creating music • a response to music can be holistic, • responses to music are connected to • responses to music develop musical expression
• music can express (represent) imagination, including emotional, intellectual, spiritual, personal experiences preferences • musical compositions can be created for a
feelings, and stories or physical • notation is a way of representing and • musical expressions can inspire a variety of specific purpose
• people express feelings and stories through • music can express ideas, feelings, and communicating musical ideas and stories responses • musical preferences, opinions, and
music, in a variety of ways stories • characters and stories can be expressed • musicians apply personal preference to experiences can be shared through the
• people have unique ways of expressing through music in a variety of ways musical ideas and compositions process of feedback
ideas and stories through music • communities and musicians have unique • First Nations, Métis, and Inuit musical • musical preferences and refinement can
• music experiences can represent and ways of expressing ideas and stories preferences can reflect unique aspects of alter or enhance expression of music
communicate meaning, including ideas and through music culture • a composer’s intent reflects the choice of
stories elements of music in creative processes
• individuals respond to music in personal • First Nations, Métis, and Inuit cultures can
ways provide inspiration for and influence
musical choices
Procedural • exploring ways that music reflects • exploring musical curiosities in a variety of • creating music to accompany a variety of • creating musical ideas and phrases using • creating musical phrases or compositions
Knowledge imagination, feelings, and stories. ways, which reflect ideas and stories literature, including stories and poems elements of music through improvisation and notation
• exploring music to connect feelings to • creating musical phrases in response to • expressing the ways in which characters, • creating musical ideas and phrases through • responding to individual interpretations of
sounds various inspirations stories, and surroundings can be expressed improvisation and notation a composer’s or a performer’s musical
• discussing how musical expressions can • expressing ways in which musical through music • responding to how personal experiences composition
convey messages expressions of one another can • creating simple musical phrases in a variety influence the expressive choices made in • performing music to reflect composers’
• creating expressive movements or actions communicate meaning, including ideas and of ways music compositions intent
to respond to music stories • sharing how communities express ideas • responding to interpretations of musical • exploring First Nations, Métis, and Inuit
• responding to music and musical • sharing thoughts and feelings in response through music compositions of self and one another music for cultural influences on musical
experiences to music and musical experiences • responding to a variety of musical • listening to a variety of First Nations, Métis, choice
• sharing feelings in response to First • responding to First Nations, Métis, and experiences and Inuit music for evidence of unique
Nations, Métis, and Inuit music Inuit stories in music • exploring music that communicates ideas musical choice
and stories from First Nations, Métis, and
Inuit texts
Competency • Creativity and Innovation • Creativity and Innovation • Creativity and Innovation • Personal Growth and Well-being • Creativity and Innovation
• Communication • Communication • Communication • Critical Thinking • Critical Thinking


Literacy • LKU4a.K: Clarity • LKU4c.1: Intent • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4c.2: Intent
• LKU4c.K: Intent • LKU4d.1: Modes and Media • LKU4c.1: Intent • LKU4c.1: Intent • LKU4d.2: Modes and Media
• KLU3b.1: Vocabulary • LKU4d.1: Modes and Media • LKU4d.1: Modes and Media
• LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies
Numeracy • NKU2a.K: Spatial Visualization • None identified • NKU1b.1: Using Numbers • NKU1b.1: Using Numbers • NKU1b.2: Using Numbers
• NKU3a.1: Interpret and Represent • NKU3a.1: Interpret and Represent • NKU3a.2: Interpret and Represent
Quantitative Information Quantitative Information Quantitative Information
• NKU4a.1: Strategies • NKU4a.1: Strategies • NKU3c.2: Communication
• NKU4c.2: Methods or Tools



Essential
Guiding How can connections with music help me How can music help me understand How can music help us learn about How can music help us make connections How can music experiences foster
Question learn about my world? connections in my world? community connections? with the stories of one another? community and cultural connections?
Learning Children explore and share connections Students explore and share relationships Students explore and share relationships Students examine and discuss how musical Students examine and discuss relationships
Outcome through music experiences. between self and music experiences. between self, one another, and experiences contribute to relationships between communities and cultures through
communities through music. between self, one another, and music.
communities.
Conceptual • music can express ideas about self • music can be made individually or with one • community and a sense of belonging can be • audience etiquette supports the • stories, traditions, and identity can be
Knowledge • individuals can express personal another fostered through sharing music development of respectful relationships expressed through music
connections by creating music • awareness of self can be expressed through • connections to one another and to • musical experiences help people relate to • connections to various groups and
• relationships can be made when music is music communities can be expressed through one another communities, including local, Francophone
shared • relationships can be made when music is music • individuals and communities express and others, can be expressed through
• digital tools can provide access to explore shared with one another • musical experiences can develop identity through music music
music • First Nations, Métis, and Inuit music may understanding of self, one another, and • points of view can be reflected in music • perspectives can be broadened through the
• First Nations, Métis, and Inuit music may depict the appreciation of nature and its communities, including local, Francophone • the music of First Nations, Métis, and Inuit sharing of music
depict connections between self and sounds and others can reflect their diverse stories and • musical experiences support the
nature • First Nations, Métis, and Inuit music can communities development of empathy
represent the relationship between self and • First Nations, Métis, Inuit, Francophone,
nature and other cultures’ music can represent
and communicate story, culture, tradition,
and relationships
Procedural • sharing personal connections to music • exploring musical sounds with one another • sharing how characteristics of self are • sharing how characteristics of self may be • discussing how music from different
Knowledge • participating in musical experiences as a to express and share feelings and personal reflected in the musical works of one reflected in the music of diverse cultures and communities conveys meaning
performer and observer strengths another and various communities communities or perspectives
• exploring First Nations, Métis, and Inuit • responding to the music of self and one • sharing, through music, connections • discussing ways in which music of diverse • comparing and contrasting how the music
music that demonstrates connections another between self, one another, and communities can convey meaning of diverse cultures, communities, and one
between self and nature • identifying similarities and differences in communities • comparing similarities and differences another expresses stories, traditions, and
the music expressions of self and one • experiencing the music of diverse between the music of various communities identity
another communities and one another • becoming aware of the cultural knowledge
• connecting the sounds of First Nations, • exploring the sounds of nature through • making connections to how music supports represented in First Nations, Métis, and
Métis, and Inuit music to the sounds in music relationships Inuit music
nature • discussing how music reflects unique
aspects of First Nations, Métis, and Inuit
communities
Competency • Communication • Personal Growth and Well-being • Cultural and Global Citizenship • Cultural and Global Citizenship • Cultural and Global Citizenship
• Critical Thinking • Critical Thinking
Literacy • LKU4a.K: Clarity • LKU4a.1: Clarity • LA1b.1: Participation • LA1b.1: Participation • LA1b.2: Participation
• LKU4c.K: Intent • LKU4d.1: Modes and Media • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU4a.1: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • None identified • None identified • None identified • None identified • None identified



Essential
Guiding How can I explore basic elements of music? How can I explore basic elements of music How can I examine the basic elements of How can I apply elements of music to How can I apply increasingly complex
Question to develop music literacy? music to develop music literacy? demonstrate music literacy? elements of music to demonstrate music
literacy?
Learning Children explore basic musical elements, Students explore and demonstrate basic Students examine basic musical elements, Students examine increasingly complex Students examine and demonstrate
Outcome including rhythm, melody, structure, and musical elements, including rhythm, including rhythm, melody, structure, musical elements, including rhythm, increasingly complex musical elements,
expression. melody, structure, expression, texture, and expression, texture, and harmony. melody, structure, expression, texture, and including rhythm, melody, structure,
harmony. harmony. expression, texture, and harmony.
Conceptual • music has a steady beat • rhythm can be verbalized with syllables and • the pulse of music is communicated • beats can be grouped and represented by • a melody is changed when its rhythm is
Knowledge • words have syllables related to rhythm notated with symbols through the time signature time signatures changed
• melody is the tune we hear or sing along to • rhythm is made up of durations of sounds • there are strong and weak beats in music • beat and divisions of the beat can be • melodies are based on scales, including
• melodies have high, middle, and low and silences called accent demonstrated in a variety of ways, pentatonic, major, and minor
sounds • pitches, including high, middle, and low • rhythmic composition includes including symbols, movement, words, and • the key of music establishes mood, along
• music can be expressed through singing, sounds, can be labelled with names (soh, organizational components—bar lines, notation with choice of expressive qualities
playing instruments, moving, and writing mi, la) double bar lines, repeat signs, measures, • home tone or tonic establishes the key of • pitches can be labelled with names (low
• sections of music can sound the same, • the lines and spaces upon which musical and time signature music soh, low la, doh, re, mi, fa, soh, la, ti, and
similar, or different and may be repeated notation is written is called the staff • pitches or high, middle, and low sounds can • pitches are related to high and low sounds high doh) or the musical alphabet ABCDEFG
• music expression can be fast or slow • musical ideas (phrases) can be labelled be labelled with names (doh, re, mi, soh, la) and can be labelled with names (low soh, (absolute pitch names)
(tempo) and loud or soft (dynamics) using lower case letters (ab, aba, abab) • melodic and rhythmic patterns, when low la, doh, re, mi, soh, la, and high doh) • music can be organized into three
• language can be used to describe musical combined, create phrases • instruments can be classified into strings, contrasting sections ABACA (rondo)
expression such as fast or slow • pitches are related to high and low sounds brass, woodwind, and percussion • music can be described as short and
(allegro/adagio) and loud or soft and have names including doh, re, mi, soh, • instrumental tone color (timbre) can be detached (staccato) or smooth (legato)
(forte/piano) and la represented in a variety of ways, including • rounds or canons can be performed in two
• sounds can be classified and identified • a short section of music placed at the blown, bowed, plucked, strummed, struck, or more parts
according to tone colour or quality (timbre) beginning of a piece of music is called an scraped, and shaken • many layers of sound add texture and can
• layers of sound can create interest in music introduction and when placed at the end it • larger sections of music (sectional form) are change the characteristics of music
(texture) is called a coda made up of several phrases and can be • an arpeggiated bordun is an ascending and
• repeating patterns that accompany music • music may change suddenly or gradually labelled using upper case letters (AB, ABA) descending accompaniment played on the
are called ostinato and can be sung, played, from soft to loud or loud to soft • music may change gradually from fast to pitches of the first (tonic) and fifth
or spoken (crescendo/decrescendo) and can be very slow or slow to fast (dominant) notes of a scale
• accompaniments based on a five note scale loud or very soft (fortissimo/pianissimo) (ritardando/accelerando) • first and second endings with repeat signs
(pentatonic) produce harmony and texture • simultaneous sounding of two or more • harmony and texture can be created by are found in music compositions
• a bordun is a two-note repeated pattern notes creates harmony groups performing the same song but
(doh and soh) and can be used as an • broken bordun is an accompaniment starting and ending at different times
accompaniment for pentatonic songs played by alternating pitches of the first (round/canon)
• a chordal bordun is an accompaniment (tonic) and fifth (dominant) notes of a scale • level bordun is an accompaniment played
played on the pitches of the first (tonic) and by alternating pitches of the first (tonic)
fifth (dominant) notes of a scale at the and fifth (dominant) notes of a scale in
same time and on the strong beats alternating registers
Procedural • exploring beat and rhythm in a variety of • identifying beat and rhythm and the • identifying steady beat, new and known • identifying steady beat, new and known • identifying steady beat, increasingly
Knowledge ways difference between beat and rhythm in a rhythm patterns, including , complex rhythm patterns, including
rhythm patterns, including ,
• exploring steady beat through a variety of and time signatures of 2/4 and 4/4 in a , , , and known time signatures
variety of ways, including and time signatures including 3/4
action songs and singing games variety of ways • responding to melodic phrases and
• demonstrating steady beat in a variety of • responding to melodic phrases and
• responding to melody, including high and • responding to simple melodic phrases and patterns aurally and on the staff, including
ways patterns aurally and on the staff, including
low sounds, in a variety of ways patterns aurally and on the staff including


• responding to parts or sections of music • responding to melodic patterns aurally and all known pitches and the addition of doh all known pitches and the addition of low all known pitches and the addition of fa and
that are the same, similar, or different on the staff, including the pitches soh, mi, and re soh, low la, and high doh ti
• exploring fast versus slow and soft versus and la • labelling phrase form • improvising simple melodies to explore • exploring major and minor keys in music
loud • responding to phrases within a piece of • representing form in a variety of ways home tone and melodic patterns on a • identifying characteristics of orchestral
• exploring characteristics of sound from the music • exploring how tempo, dynamics, timbre, variety of pitched instruments instruments
environment, voices, and instruments • sharing characteristics of sounds from the and accent can change meaning or create • identifying tonal qualities of orchestral • labelling phrases, sectional form, and rondo
environment, voices, and instruments mood in music instruments form in a variety of ways
• responding to fast versus slow (tempo) and • practising simple accompaniments, • applying tempo, dynamics, timbre, and • responding to phrases, sectional form, and
loud versus soft (dynamics) including broken bordun, two-part speech, accent within musical performances rondo in a variety of ways
• exploring ways to combine layers of sounds and rhythmic or instrumental ostinato • labelling phrase and sectional form • applying tempo, dynamics, and accent to
in unison, including chordal bordun and • representing form in a variety of ways musical performances
simple rhythmic and speech ostinato • exploring pentatonic scales through • practising partner songs, arpeggiated
improvisation on pitched instruments bordun, a variety of ostinatos, and two-
• practising simple rounds/canons, partner and three-part rounds/canons
songs, level bordun, multi-layered ostinato, • responding to first and second endings
and melodic ostinato within a piece of music
Competency • Managing Information • Managing Information • Managing Information • Managing Information • Managing Information
• Critical Thinking • Critical Thinking • Critical Thinking
Literacy • LKU4d.K: Modes and Media • LKU4c.1: Intent • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3b.K: Vocabulary • LKU3b.1: Vocabulary
Numeracy • NKU1d.K: Patterns and Relationships • NKU1b.1: Using Numbers • NKU1b.1: Using Numbers • NKU1b.1: Using Numbers • NKU1d.2: Patterns and Relations
• NKU2b.K: Management of Space • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1e.2: Organize Data
• NKU2d.1: Units of Measurement • NKU2d.1: Units of Measurement • NKU2d.1: Units of Measurement • NKU2d.2: Units of Measurement
• NKU3a.1: Interpret and Represent • NKU3a.1: Interpret and Represent • NKU3a.1: Interpret and Represent • NKU3a.2: Interpret and Represent
Quantitative Information Quantitative Information Quantitative Information Quantitative Information
• NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.2: Communication
• NKU4a.1: Strategies • NKU4a.1: Strategies • NKU4a.1: Strategies • NKU4a.2: Strategies

K-4 Arts Draft Curriculum

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K-4 Arts Draft Curriculum

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DRAFT

Kindergarten to Grade 4 Arts Education

Arts Education – ART

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 1

Arts Education – ART

Competencies • Communication • Communication • Communication • Communication • Critical Thinking

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 2

Arts Education – ART

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 3

Arts Education – ART

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 4

Arts Education – DANCE

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 5

Arts Education – DANCE

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 6

Arts Education – DANCE

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 7

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 8

Arts Education – DANCE

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 9

Arts Education – DRAMA

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 10

Arts Education – DRAMA

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 11

Arts Education – DRAMA

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 12

Arts Education – DRAMA

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 13

Arts Education – DRAMA

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 14

Arts Education – MUSIC

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 15

Arts Education – MUSIC

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 16

Arts Education – MUSIC

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 17

Arts Education – MUSIC

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 18

Arts Education – MUSIC

DRAFT Kindergarten to Grade 4 Arts – April 2018 Page | 19

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