Living Arts Centre

Detailed Curriculum Connections

Let’s Put on a Show

Grades JK - 3

This exciting workshop for younger students combines dance and drama for an action packed, curriculum connected experience! Students will learn basic dance and drama techniques and terminology, developing focus, coordination, stage skills and self-confidence. Music and stories provide sources for creating characters and for preparing a short piece for performance. Stories to choose from include: Little Red Riding Hood, Henny Penny and Billy Goat’s Gruff.
Available in French or English, please specify language preference at time of booking.


Kindergarten

The Arts

Expectations
Solve problems creatively.
Make preparations for performances
Perform in a group
Use their creativity in movement, mime & dance activities
Enact stories from their own and other cultures
Identify feelings evoked by art forms
Move in response to the tempo and mood of music
Recall and repeat familiar songs, dance steps and rhymes
Name different movements they can do
Demonstrate understanding of rhythmic patterns
Name different elements in performances

Language

Expectations
Communicate needs to peers and adults.
Demonstrate understanding of a variety of written materials that are read to them
Listen and respond to others in a variety of contexts.
Follow simple directions and respond appropriately to familiar questions.
Ask questions, express feelings, and share ideas.
Use language to connect new experiences with what they already know.
Listen and respond orally to language patterns in stories & poems
Use gestures, tone of voice and other non-verbal means to communicate more effectively
Respond to media materials verbally and non-verbally


Social and Personal Development

Expectations
Express their own thoughts and share experiences
Participate willingly in creative movement, dance, and other daily physical activities
Demonstrate balance, ease, and flexibility in movement

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Grade 1

The Arts: Dance

A1 Creating and Presenting: apply the creative process to the composition of simple dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: use movements that are part of their daily experience in a variety of ways in dance phrases
A1.2: use dance as a language to express feelings and ideas suggested by songs, stories, and poems, with a focus on the element of body, particularly body shapes
A1.3: create dance phrases using a variety of ways to connect movements
A1.4: use varied and/or contrasting body shapes to communicate different types of messages

The Arts: Drama

B1 Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring a variety of sources from diverse communities, times, and places
B1.2: demonstrate an understanding of the element of character by adopting thoughts, feelings, and gestures relevant to the role being played 
B1.4: communicate feelings and ideas to a familiar audience (e.g. classmates) using a few simple visual or technological aids to support and enhance their drama work
B2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.1: express feelings and ideas about a drama experience or performance in a variety of ways, making personal connections to the characters and themes in the story

The Arts: Music

C2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.1: express initial reactions and personal responses to musical performances in a variety of ways (e.g. move like an animal of which the music reminds them)
C2.2: describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create

Language: Oral Communication

1 Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
1.1 Purpose: identify purposes for listening in a few different situations, formal and informal
1.3 Comprehension Strategies: identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
1.4 Demonstrating Understanding: demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea
1.9 Presentation Strategies: begin to identify some of the presentation strategies used in oral texts and explain how they influence the audience
2 Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
2.5 Vocal Skills and Strategies: begin to identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately to help communicate their meaning

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities and identify how regular physical activity can be incorporated into their daily lives;
A1.1: actively participate in a wide variety of program activities (e.g., activity centre and circuit activities, tag games, parachute activities, according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., joining in willingly, showing respect for others, following directions, taking turns)
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating awareness of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.2: demonstrate the ability to move and stop safely and in control, with an awareness of people and equipment around them
B1.3: perform a variety of locomotor movements, travelling in different directions and using different body parts (e.g., jump over lines; walk carefully backwards along a line while looking over their shoulder; move forward with different body parts touching the ground; move arms in different ways while walking, dancing, or skipping; take giant steps while moving sideways)

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Grade 2

The Arts: Dance

A1 Creating and Presenting: apply the creative process to the composition of simple dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: develop short movement phrases inspired by a variety of activities in their community (e.g. riding a bike; movement from sports; yoga; or playground games / activities) and incorporating different pathways, directions, and shapes
A1.2: use dance as a language to represent the main ideas in poems and stories, with a focus on body and space
A1.4: use a variety of locomotor and non-locomotor movements to depict creatures and objects in the world around them

The Arts: Drama

B1 Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring main ideas and central characters in stories from diverse communities, times, and places
B1.2: demonstrate an understanding of the element of role by communicating thoughts, feelings, and perspectives appropriate to the role being played
B1.4: communicate feelings and ideas to a familiar audience (e.g. classmates), using several simple visual or technological aids to support and enhance their drama work

The Arts: Music

C2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.1: express personal responses to musical performances in a variety of ways
C2.2: describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create

Language Arts: Oral Communication

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
1.3 Comprehension Strategies: identify several listening strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts 
1.4 Demonstrating Understanding: demonstrate an understanding of the information and ideas in oral texts by retelling the main idea and several interesting details
1.9 Presentation Strategies: identify some of the presentation strategies used in oral texts and explain how they influence the audience
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity towards cultural differences, to help communicate meaning

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of the value of regular physical activity in their daily lives;
A1.1: actively participate in a wide variety of program activities, according to their capabilities (e.g., individual and small-group activities, dancing to music, cooperative games), while applying behaviours that enhance their readiness and ability to take part (e.g., being engaged and moving throughout the activity; knowing what to do; demonstrating appropriate interpersonal skills, such as active listening, communicating with respect, and providing help to and asking for help from group members)
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating awareness of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.3: perform a variety of locomotor movements with and without equipment, travelling in different directions and at different speeds, and using different pathways (e.g., hop sideways across a line, gallop in a curved pathway around trees or objects, skip quickly using a rope, slide or wheel slowly in a zigzag pattern, move at different speeds in response to the beat of a drum, run quickly following a curving pathway, jog slowly backwards while checking over their shoulder)

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Grade 3

The Arts: Dance

A1 Creating and Presenting: apply the creative process to the composition of dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: imitate the movements found in their natural environment in a variety of ways and incorporate them into a dance phrase
A1.2: use dance as a language to represent ideas from diverse literature sources, with a focus on time and energy

The Arts: Drama

B1 Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring themes, ideas, characters, and issues from imagination or in stories from diverse communities, times, and places
B1.2: demonstrate an understanding of how the elements of time and place can support the development of role
B1.4: communicate feelings and ideas to familiar audience (e.g. classmates) using audio, visual, and/or technological aids to support or enhance their drama work
B2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.1: express thoughts, feelings, and ideas about a variety of drama experiences and performances

The Arts: Music

C2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.1: express personal responses to musical performances in a variety of ways


Language: Oral Communication

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
1.3 Comprehension Strategies: identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts
1.4 Demonstrating Understanding: demonstrate an understanding of the information and ideas in a variety of oral texts by identifying important information or ideas and some supporting details
1.5 Making Inferences/Interpreting Texts: distinguish between stated and implied ideas in oral texts
1.9 Presentation Strategies: identify some of the presentation strategies used in oral texts and explain how they influence the audience
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences to help communicate their meaning

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of the value of regular physical activity in their daily lives;
A1.1: actively participate in a wide variety of program activities (e.g., tag games, cooperative games, movement exploration with equipment, dance, outdoor activities), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., trying new activities, being engaged and maintaining movement throughout the activity, actively cooperating with peers, having the required equipment to take part, accepting and showing respect for others in the group, listening actively, following rules, playing fair)
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating awareness of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.3: perform a variety of locomotor movements with and without equipment, alone and with others, moving at different levels, using different pathways, and travelling in different directions (e.g., leap for distance in a zigzag pathway; alternate between walking and sprinting in a warm-up activity; travel sideways, alternately reaching high then bending low to touch the ground; move as close to others as possible without touching them, then far from others to find their own space; skip with a partner, matching their steps and arm actions; make patterns with a scarf; make up a movement sequence in response to action words or words of a poem)

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Drama/ L'art Dramatique

Grades 3 - 8
(workshops can be adapted to suit Grades 9 -12)

Students develop self-confidence, creativity and performance skills while participating in this energetic drama workshop. Theatre professionals introduce fundamental theatre terminology and techniques through exercises and theatre games that focus on movement, improvisation, voice and character development.
Available in French or English, please specify language preference at time of booking.

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Grade 3

The Arts: Drama

B1. Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring themes, ideas, characters, and issues from imagination or in stories from diverse communities, times, and places
B1.2: demonstrate an understanding of how the element of time and place can support the development of role
B1.3: plan and shape the direction of a dramatic play or role play by building on their own and others’ ideas, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: describe, using drama terminology, how elements and conventions of drama are used to shape their own and others’ work 

Language: Oral Communication

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning (e.g., pause in appropriate places long enough to allow others to respond during dialogue with peers or in small groups) 
2.6 Non-Verbal Cues: identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning 

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Grade 4

The Arts: Drama

B1. Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories; 
B1.2: demonstrate an understanding of the element of role by selectively using a few other elements of drama
B1.3: plan and shape the direction of the drama or role play by posing questions and working with others to find solutions, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: explain, using drama terminology, how elements and drama conventions are used to produce specific effects and/or audience responses in their own and others’ drama works
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
B3.1: identify and describe some similarities in the purposes of process drama and more formal, traditional theatre productions

Language: Oral Communication

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, volume, and a range of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
2.6 Non-Verbal Cues: identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

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Grade 5

The Arts: Drama

B1. Creating and Presenting: apply the creative process to process drama and the devel¬opment of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.2: demonstrate an understanding of the element of role by selectively using some other elements of drama (e.g., time and place, relationship), to build belief in a role and establish its dramatic context
B1.3: plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: explain, using drama terminology, how different elements are used to communicate and reinforce the intended message in their own and others’ drama works
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
B3.2: demonstrate an understanding of the broader world of drama and theatre by identifying and describing the roles and responsibilities of key theatre personnel

Language: Oral Communication

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning 
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

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Grade 6

The Arts: Drama

B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.2: demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context
B1.3: plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
B3.2: identify and describe key contributions drama and theatre make to the community

Language: Oral Communication

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 
2.5 Vocal Skills and Strategies: identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning 
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning 

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Grade 7

The Arts: Drama

B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.2: demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
B1.3: plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: analyse and describe, using drama terminology, how drama elements are used to communicate meaning in a variety of drama works and shared drama experiences

Language: Oral Communication

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.5 Vocal Skills and Strategies: identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning 
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

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Grade 8

The Arts: Drama

B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.2: demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
B1.3: plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message

Language: Oral Communication

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; 
2.5 Vocal Skills and Strategies: identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning 
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

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Hip Hop - Don’t Stop

Grades 3 – 8 
(workshops can be adapted to suit Grades 9 -12)

This dynamic dance program introduces students to contemporary dance forms, including hip hop, jazz and line dance. Set to popular R&B and Pop music, students learn basic dance skills and choreography. Students will also have an opportunity to develop their own choreographed dance. 


Grade 3

The Arts: Dance

A1. Creating and Presenting: apply the creative process to the composition of dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: imitate movements found in their natural environment in a variety of ways and incorporate them into a dance phrase
A1.3: create dance phrases using a variety of pattern forms
A1.4: demonstrate how dance elements can be used to create and expand the movement vocabulary within different sections of a larger pattern
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences; 
A2.2: identify, using dance vocabulary, the elements of dance used in their own and others’ dance phrases and explain their purpose

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of the value of regular physical activity in their daily lives;
A1.1: actively participate in a wide variety of program activities (e.g., tag games, cooperative games, movement exploration with equipment, dance, outdoor activities), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., trying new activities, being engaged and maintaining movement throughout the activity, actively cooperating with peers, having the required equipment to take part, accepting and showing respect for others in the group, listening actively, following rules, playing fair)
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating awareness of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.3: perform a variety of locomotor movements with and without equipment, alone and with others, moving at different levels, using different pathways, and travelling in different directions (e.g., leap for distance in a zigzag pathway; alternate between walking and sprinting in a warm-up activity; travel sideways, alternately reaching high then bending low to touch the ground; move as close to others as possible without touching them, then far from others to find their own space; skip with a partner, matching their steps and arm actions; make patterns with a scarf; make up a movement sequence in response to action words or words of a poem)

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Grade 4

The Arts: Dance

A1. Creating and Presenting: apply the creative process to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas;
A1.4: use the elements of energy (e.g., collapse, explode, float) and time (e.g., duration, suddenness) in a dance piece to communicate an idea
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: identify, using dance vocabulary, the elements of dance used in their own and others’ dance pieces and explain how each helps communicate ideas and feelings

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity;
A1.1: actively participate in a wide variety of program activities (e.g., lead-up and small-group games, recreational activities, cooperative games, fitness activities, dance activities), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., taking the initiative to be involved in the activity, being open to playing different positions and playing in different groups, respecting others’ ideas and opinions, encouraging others, speaking kindly, maintaining self-control at all times)
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.3: perform different combinations of locomotor movements with and without equipment, alone and with others, moving at different speeds and levels, using different pathways, and going in different directions (e.g., travel under, over, around, and through equipment in an obstacle course; hop and skip in a zigzag pattern, following a specific rhythm; run and leap over a line; use different levels while performing traditional and creative dances; perform t’ai chi or yoga movements slowly and at a moderate pace; wheel their wheelchair through an obstacle course, turn, and wheel back)

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Grade 5

The Arts: Dance

A1. Creating and Presenting: apply the creative process to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas; 
A1.3: use movement in the choreographic form call and response in a variety of ways when creating dance pieces 
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: identify the elements of dance used in their own and others’ dance pieces and explain how they help communicate a message
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
A3.2: identify and describe some of the ways in which dance influences popular culture

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity;
A1.1: actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness and endurance activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., encouraging others with positive comments, displaying fair play by respecting the decisions of others)
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.3: explore different combinations of locomotor movements with and without equipment, alone and with others, moving at different speeds and levels, and using different pathways (e.g., dodge or change speed or direction to avoid people or objects; incorporate different movements at varying speeds when creating a dance with a partner; use ribbons or balls to develop a movement sequence that includes jumps, turns, movements in different directions, and balances)

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Grade 6

The Arts: Dance

A1. Creating and Presenting: apply the creative process to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: use guided improvisation in a variety of ways as a starting point for choreography
A1.4: combine the elements of dance in different ways to communicate a variety of ideas
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, how the elements of dance are used in their own and others’ dance pieces and explain how they help communicate messages and ideas
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
A3.2: identify and describe ways in which pop culture and the media influence our awareness, understanding, and appreciation of dance

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity;
A1.1: actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., being engaged and moving throughout the activity, using time effectively, being open to new activities, displaying fair play by taking turns and sharing, listening to others, not blaming or taking advantage of others)
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.2: perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment (e.g., wheel their wheelchair around objects and at different speeds in a fitness circuit; create a developmental gymnastics sequence with a partner that uses a range of movements and shows changes in speed, level, and formation)

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Grade 7

The Arts: Dance

A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: use theme and variations in a variety of ways when creating dance pieces
A1.4: use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, their own and others’ dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help communicate meaning

Health and Physical Education: Active Living

A1 Active Participation: participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity;
A1.1: actively participate in a wide variety of program activities, according to their capabilities (e.g., individual activities, small- and large-group activities, movement and rhythmic activities, dance, outdoor pursuits), while applying behaviours that enhance their readiness and ability to take part (e.g., striving to do their best, displaying good sports etiquette along with healthy competition) in all aspects of the program
A2. Physical Fitness: demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;
A2.1 Daily physical activity: participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day 

Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts: perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;
B1.2: perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli (e.g., dodge and fake in response to others, accelerate before taking off for a high jump or a running long jump, respond to changes in music during creative dance by changing arm movements, lift feet and show awareness of trail conditions and obstacles when running cross-country on trails.

Grade 8

The Arts: Dance

A1. Creating and Presenting:
apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;

A1.3:
determine the appropriate choreographic form and create dance pieces for a specific audience or venue

A2. Reflecting, Responding, and Analysing:
apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;

A2.2:
analyse, using dance vocabulary, their own and others’ dance pieces to identify the elements of dance and the choreographic forms used in them (e.g., body: geometric shapes, stretched shapes; space: levels; time: duration; energy: percussion; relationship: opposition; choreographic form: theme and variation) and explain how they help communicate meaning


Health and Physical Education: Active Living

A1 Active Participation:
participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how personal motivation factors can be used to encourage participation in physical activity

A1.1:
actively participate according to their capabilities in a wide variety of program activities (e.g., individual, small-group, and large-group activities; movement and rhythmic activities; dance; outdoor pursuits)

A2. Physical Fitness:
demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;

A2.1 Daily physical activity:
participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day


Health and Physical Education: Movement Competence: Skills, Concepts, and Strategies

B1 Movement Skills and Concepts:
perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;

B1.2:
perform a wide variety of locomotor movements, with and without equipment, while responding to a variety of external stimuli (e.g., approach, take off, and land when doing a triple jump into a pit; strive to beat a time record in orienteering; choreograph a dance sequence in response to music; perform step aerobics at different tempos)


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World Rhythms
Grades 1 – 8 (Can be adapted for Grades 9 – 12)

Watch your students become budding musicians in just two hours! Encourage your students to make some noise as they bang on drums from all over the world: the congas, the bass drum and the djembe. Students will experiment and investigate how materials and sound are related to one another in a hands-on environment. This workshop encourages collaborative thinking as students will come together to create an orchestrated percussion performance. Workshop themes are curriculum connected according to grade and include but are not limited to, Heritage and Citizenship, Canada and World Connections, Matter and Materials, Energy and Control and Ancient Civilizations.

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Grade 1

The Arts: Music

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing, playing, and moving

Science: Understanding Structures and Mechanisms: Materials, Objects and Everyday Structuresc

2. Developing Investigation and Communication Skills: investigate structures that are built for a specific purpose to see how their design and materials suit the purpose
2.2: investigate characteristics of various objects and structures, using their senses
2.3: investigate, through experimentation, the properties of various materials
3. Understanding Basic Concepts: demonstrate an understanding that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used.
3.1: describe objects as things that are made of one or more materials
3.4: describe the function/purpose of the observable characteristics (e.g., texture, height, shape, colour) of various objects and structures, using information gathered through their senses
3.7:describe the properties of materials that enable the objects and structures made from them to perform their intended function

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Grade 2

The Arts: Music

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing, playing an instrument, and moving 
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create

Social Studies: Heritages and Citizenship: Traditions and Celebrations

Knowledge and Understanding
demonstrate an understanding that communities may be made up of people from many cultures
outline traditions of various cultures that are passed down from earlier generations (e.g., celebrations, names)
identify ways in which heritage and traditions are passed on (e.g., stories; community celebrations; special days such as Remembrance Day, Canada Day, Aboriginal Solidarity Day, and religious holidays; the Canadian flag; music, crafts, dance, food, recreation, clothing)
identify the origins and features of various families (e.g., nationality, culture, size, structure)
explain the significant traditions and celebrations of families from a variety of cultural traditions
Inquiry/Research and Communication Skills
ask simple questions to gain information and seek clarification (e.g., What are the similarities and differences in celebrations among cultures? How are they the same? How are they different?)
use primary and secondary sources to locate simple information about family history and traditions (e.g., primary sources: interviews, eyewitness visitors, class trips; secondary sources: maps, illustrations, print materials, videos)
use appropriate vocabulary (e.g., culture, celebrations, heritage, traditions) to communicate
the results of inquiries and observations about family traditions and celebrations
Application
identify examples that show the participation of various cultures in the community
(e.g., restaurants, places of worship, styles of dress) 

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Grade 3


The Arts: Music

C1. Creating and Performing: apply the creative to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing, playing an instrument, and moving
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: describe ways in which the elements of music are used in the music they perform, listen to, and create
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their social and/or community contexts.
C3.2: identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places

Social Studies: Heritages and Citizenship: Early Settlements in Upper Canada

Inquiry/Research and Communication Skills
use media works, oral presentations, written notes and descriptions, and drawings to communicate research findings (e.g., model of an early settler home, a diorama of a First Nation settlement, a poster encouraging immigration to Upper Canada)
use appropriate vocabulary (e.g., pioneer, settlers, grist mill, settlement, general store, blacksmith, First Nation peoples) to describe their inquiries and observations
Application
re-create some social activities or celebrations of early settler and/or First Nation communities in Upper Canada

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Grade 4


The Arts: Music

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: identify the elements used in the music they perform, listen to, and create, and describe how they are used

Science: Understanding Matter and Energy: Light and Sound

2. Developing Skills of Inquiry, Design and Communication: investigate the characteristics and properties of light and sound
2.3: investigate the basic properties of sound 
3. Understanding Basic Concepts: demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties.
3.4: describe properties of sound, including the following: sound travels; sound can be absorbed or reflected and can be modified (e.g., pitch, loudness) 
3.5: explain how vibrations cause sound 
3.6: describe how different objects and materials interact with light and sound energy

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Grade 5


The Arts: Music

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: identify the elements of music in the music they perform, listen to, and create, and describe how they are used
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts;
C3.2: demonstrate an awareness of the use of music and musical instruments in various traditions, from early times to today

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Grade 6


The Arts: Music

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: identify the elements of music in the reper¬toire they perform, listen to, and create, and describe how they are used
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts;
C3.2: compare some aspects of the music of one culture and/or historical period with aspects of the music of another culture and/or historical period

Social Studies: Aboriginal Peoples and European Explorers

Expectations
Identify contributions of aboriginal peoples to the political and social life of Canada (e.g., in music, art, politics, literature, science)

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Grade 7


The Arts: Music

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music, using them for specific effects and clear purposes
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts;
C3.2: analyse some historical, cultural, and technological influences on style, genre, and innovation in music

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Grade 8


The Arts: Music

C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2:apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
 

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Shakespearean Steps
Grade 7-12

Help your students bring Shakespeare to life with this high energy integrated drama and dance workshop. Students will explore themes from grade appropriate Shakespearean plays and through the ideas of characterization and movement, create and choreograph a scene to popular Hip-Hop and R&B music. Stage combat, Shakespearean conflict and how these can be interpreted through dance mediums will be explored. “All the world’s a stage”, your students will be freestylin’ all over it!

Shakespearean Steps


Grades 7 - 12


Help your students bring Shakespeare to life with this high energy integrated drama and dance workshop. Students will explore themes from grade appropriate Shakespearean plays and through the ideas of characterization and movement, create and choreograph a scene to popular Hip-Hop and R&B music. Stage combat, Shakespearean conflict and how these can be interpreted through dance mediums will be explored. “All the world’s a stage”, your students will be freestylin’ all over it!


Grade 7


The Arts: Drama

B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.1: engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
B1.2: demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
B1.3: plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.1: construct personal interpretations of drama works, connecting drama issues and themes to their own and others’ ideas, feelings, and experiences
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
B3.1: compare and contrast how social values are communicated in several different drama forms and/or styles of live theatre from different times and places

The Arts: Dance

A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;
A1.4: use the elements of dance and choreographic forms to communicate a variety of themes or moods
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, their own and others’ dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help communicate meaning

Language: Reading

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; 
1.4 Demonstrating Understanding: demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea
1.5 Making Inferences/Interpreting Texts: develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations 
1.6 Extending Understanding: extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them


Grade 8


The Arts: Drama

B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.2: demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
B1.3: plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role

The Arts: Dance

A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;
A1.1: create dance pieces to respond to issues that are personally meaningful to them
A1.2: use dance as a language to communicate messages about themes of social justice and/or environmental health
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, their own and others’ dance pieces to identify the elements of dance and the choreographic forms used in them

Language: Reading

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; 
1.4 Demonstrating Understanding: demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea
1.5 Making Inferences/Interpreting Texts: develop and explain interpretations of increasingly complex or difficult texts using stated and implied ideas from the texts to support their interpretations
1.6 Extending Understanding: extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other texts, and to the world around them