Living Arts Centre

Detailed Curriculum Connections

Line Dance
(Grades JK – 4)

Younger students will get a great introduction to dance by learning age appropriate line dancing techniques in this one hour workshop. Be amazed at the skill level of each of your students by the end of this workshop!

Top

Kindergarten

The Arts
Expectations 
Perform in a group
Use their creativity in movement, mime & dance activities
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


Social and Personal Development
Expectations
Participate willingly in creative movement, dance, and other daily physical activities
Demonstrate balance, ease, and flexibility in movement

Top

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
A1.3: create dance phrases using a variety of ways to connect movements

Top

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
A1.4: use a variety of locomotor and non-locomotor movements to depict creatures and objects in the world around them

Top

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;
A1.3: create dance phrases using a variety of pattern forms (e.g., create dances with distinct, self-contained sections that share movement qualities using AB form, ABA form, or ABBA form; demonstrate a pattern physically by making “A” a soft and fluid section and “B” a fast and percussive section)
A 1.4: demonstrate how dance elements can be used to create and expand the movement vocabulary within different sections of a larger pattern (e.g., A: varying the use of space while marching quickly; B: changing levels while waving arms slowly; A: varying locomotor and non-locomotor percussive movements while marching quickly)

Top

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 (e.g., show the journey of a balloon as it floats, explodes suddenly, and then collapses back to the floor)


Hip Hop

(Grades 4 - 10)

Hip Hop, a cultural movement that began in New York, has become very popular around the world. This workshop, set to current R&B and Pop music, explores the choreography your students can’t get enough of.

Top

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., show the journey of a balloon as it floats, explodes suddenly, and then collapses back to the floor)
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 (e.g., symmetry/asymmetry [body] can reflect themes of unity and separation; sudden and sustained movements used sequentially can communicate the idea of a thunderstorm)
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.
A3.1: describe, with teacher guidance, how forms and styles of dance reflect people’s different social and political roles in various communities, times and places

Top

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 (e.g., the teacher performs or calls a movement and the whole class responds; one student calls and the rest of the group responds; in partners, one student leads the movement while the other mirrors it)
A3 Exploring Forms and Cultural Context: 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

Top

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.
A 1.4: combine the elements of dance in different ways to communicate a variety of ideas (e.g., combine a low level and a wavy pathway to show evasion; use the sudden, quick, and indirect movements of a dynamic orchestra conductor and translate them into a whole body expression of the music)
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 (e.g., by making us aware of different kinds of dance and diverse uses of dance in society; by providing male role models in dance and helping us view dance as a way to have a healthy active lifestyle)

Top

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.
A 1.4: use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods (e.g., use entrances or exits to communicate beginnings or endings; use a recurring sequence of movements to signal a particular mood or character; use canon form for emphasis)
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.
A 3.2: identify ways in which dance and its depictions in the media may influence a person’s character development and sense of identity (e.g., by influencing young people’s sense of themselves and their bodies; by providing dance role models who represent or promote particular lifestyles, values, and attitudes)

Top

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.
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.
A 3.2: identify a variety of types of dances and relate them to their different roles in society 

Top

Grade 9

Dance: Open

Theory
Health and Safety
demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings
History and Culture
describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
identify commonalities among various dance forms (e.g., steps, patterns, choreography)
Technique
identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)

Creation 
Elements of Dance Movement
demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination
Presentation and Performance
demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
present and perform dance in different group forms (e.g. trios, small and large groups)

Analysis

Appreciation and Criticism
demonstrate an understanding of concentration, effective projection and clarity in communication
Self and Community
describe the distinctive characteristics of presenting dance in small and large groups

Top

Grade 10

Dance: Open

Theory

Health and Safety
describe the beneficial effects of dance on health, self-esteem, and self image

Technique
identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied

Creation 

Elements of Dance Movement
apply the elements of dance (e.g., flow, space, time) to create movement sequences
observe and demonstrate improvised movement patterns, combinations, studies and group dances

Presentation and Performance
demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)


Bollywood

(Grades 6 - 10)

Celebrate the uplifting music and dance of Bollywood, the popular term for India’s film industry. Students will learn exciting Bollywood dance which fuses Indian and Western dance forms.

Top

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.
A 1.4: combine the elements of dance in different ways to communicate a variety of ideas (e.g., combine a low level and a wavy pathway to show evasion; use the sudden, quick, and indirect movements of a dynamic orchestra conductor and translate them into a whole body expression of the music)
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 (e.g., by making us aware of different kinds of dance and diverse uses of dance in society; by providing male role models in dance and helping us view dance as a way to have a healthy active lifestyle)

Top

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.
A 1.4: use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods (e.g., use entrances or exits to communicate beginnings or endings; use a recurring sequence of movements to signal a particular mood or character; use canon form for emphasis)
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.
A 3.1: describe the evolution of dance and performance as different groups of people have responded to external factors such as migration, a new environment, and/or contact with other groups or cultures (e.g., the evolution of Maritime Acadian folk dances into Louisiana Cajun dances such as fais do do and the Mardi Gras dance Kreaves; the origins and development of French and Scottish jigs; the evolution of the Metis jig out of imitations of wildlife movements and the intricate footwork of Native dancing and European jigs)

Top

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.
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.
A3.1: describe how social, political, and economic factors influenced the emergence and development of a dance form or genre of their choice (e.g., factors: funding to artists, the commercialization of dance, support for dance programs in schools; genres/forms; modern dance in the early twentieth century, the waltz in nineteenth-century Europe)
A 3.2: identify a variety of types of dances and relate them to their different roles in society 

Top

Grade 9

Dance: Open

Theory

Health and Safety
demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings

History and Culture
describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
identify commonalities among various dance forms (e.g., steps, patterns, choreography)

Technique
identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)

Creation 
Elements of Dance Movement
demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination

Presentation and Performance
demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
present and perform dance in different group forms (e.g. trios, small and large groups)

Analysis
Appreciation and Criticism
demonstrate an understanding of concentration, effective projection and clarity in communication

Self and Community
describe the distinctive characteristics of presenting dance in small and large groups

Top

Grade 10

Dance: Open

Theory

Health and Safety
describe the beneficial effects of dance on health, self-esteem, and self image

Technique
identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied

Creation 
Elements of Dance Movement
apply the elements of dance (e.g., flow, space, time) to create movement sequences
observe and demonstrate improvised movement patterns, combinations, studies and group dances

Presentation and Performance
demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)


Latin

(Grades 6 - 10)

Explore the unique rhythms and style of Salsa dancing while learning about an element of Latin American culture. Your students have seen it on popular television shows like “Dancing with the Stars” and “So You Think You Can Dance?”, challenge them to discover Latin dancing at your school!

Top

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.
A 1.4: combine the elements of dance in different ways to communicate a variety of ideas (e.g., combine a low level and a wavy pathway to show evasion; use the sudden, quick, and indirect movements of a dynamic orchestra conductor and translate them into a whole body expression of the music)
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 (e.g., by making us aware of different kinds of dance and diverse uses of dance in society; by providing male role models in dance and helping us view dance as a way to have a healthy active lifestyle)

Top

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.
A 1.4: use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods (e.g., use entrances or exits to communicate beginnings or endings; use a recurring sequence of movements to signal a particular mood or character; use canon form for emphasis)
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.
A 3.1: describe the evolution of dance and performance as different groups of people have responded to external factors such as migration, a new environment, and/or contact with other groups or cultures (e.g., the evolution of Maritime Acadian folk dances into Louisiana Cajun dances such as fais do do and the Mardi Gras dance Kreaves; the origins and development of French and Scottish jigs; the evolution of the Metis jig out of imitations of wildlife movements and the intricate footwork of Native dancing and European jigs)

Top

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.
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.
A3.1: describe how social, political, and economic factors influenced the emergence and development of a dance form or genre of their choice (e.g., factors: funding to artists, the commercialization of dance, support for dance programs in schools; genres/forms; modern dance in the early twentieth century, the waltz in nineteenth-century Europe)
A 3.2: identify a variety of types of dances and relate them to their different roles in society 

Top

Grade 9

Dance: Open

Theory

Health and Safety
demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings

History and Culture
describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
identify commonalities among various dance forms (e.g., steps, patterns, choreography)

Technique
identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)

Creation 

Elements of Dance Movement
demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination

Presentation and Performance
demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
present and perform dance in different group forms (e.g. trios, small and large groups)

Analysis

Appreciation and Criticism
demonstrate an understanding of concentration, effective projection and clarity in communication

Self and Community
describe the distinctive characteristics of presenting dance in small and large groups

Top

Grade 10

Dance: Open

Theory

Health and Safety
describe the beneficial effects of dance on health, self-esteem, and self image

Technique
identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied

Creation 

Elements of Dance Movement
apply the elements of dance (e.g., flow, space, time) to create movement sequences
observe and demonstrate improvised movement patterns, combinations, studies and group dances

Presentation and Performance
demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)



AFRICAN

(Grades 6 - 10)

Expose your students to the foundation of contemporary Hip Hop through the exploration of traditional West African dance. Students will learn to release and control athletic movements as they cross the floor to traditional West African drumming.

Top

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.
A 1.4: combine the elements of dance in different ways to communicate a variety of ideas (e.g., combine a low level and a wavy pathway to show evasion; use the sudden, quick, and indirect movements of a dynamic orchestra conductor and translate them into a whole body expression of the music)
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 (e.g., by making us aware of different kinds of dance and diverse uses of dance in society; by providing male role models in dance and helping us view dance as a way to have a healthy active lifestyle)

Top

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.
A 1.4: use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods (e.g., use entrances or exits to communicate beginnings or endings; use a recurring sequence of movements to signal a particular mood or character; use canon form for emphasis)
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.
A 3.1: describe the evolution of dance and performance as different groups of people have responded to external factors such as migration, a new environment, and/or contact with other groups or cultures (e.g., the evolution of Maritime Acadian folk dances into Louisiana Cajun dances such as fais do do and the Mardi Gras dance Kreaves; the origins and development of French and Scottish jigs; the evolution of the Metis jig out of imitations of wildlife movements and the intricate footwork of Native dancing and European jigs)

Top

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.
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.
A3.1: describe how social, political, and economic factors influenced the emergence and development of a dance form or genre of their choice (e.g., factors: funding to artists, the commercialization of dance, support for dance programs in schools; genres/forms; modern dance in the early twentieth century, the waltz in nineteenth-century Europe)
A 3.2: identify a variety of types of dances and relate them to their different roles in society 

Top

Grade 9

Dance: Open

Theory

Health and Safety
demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings

History and Culture
describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
identify commonalities among various dance forms (e.g., steps, patterns, choreography)

Technique
identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)

Creation 

Elements of Dance Movement
demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination

Presentation and Performance
demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
present and perform dance in different group forms (e.g. trios, small and large groups)

Analysis

Appreciation and Criticism
demonstrate an understanding of concentration, effective projection and clarity in communication

Self and Community
describe the distinctive characteristics of presenting dance in small and large groups

Top

Grade 10

Dance: Open

Theory

Health and Safety
describe the beneficial effects of dance on health, self-esteem, and self image

Technique
identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied

Creation 

Elements of Dance Movement
apply the elements of dance (e.g., flow, space, time) to create movement sequences
observe and demonstrate improvised movement patterns, combinations, studies and group dances

Presentation and Performance
demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)


Creative Colour
Grades 2 - 4
Introduce your students to the wonders of colour in painting.  Students will explore fundamental colour theory with a focus on colour wheels, colour mixing and the role of colour in famous works of art.  After an introduction to abstract artists that focus on colour to portray meaning, students will use shapes, stencils and masking tape to create their own work of art using what they’ve learned about how colours can portray messages to their audiences.

Grade 2

The Arts: Visual Arts

D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic (e.g., use repetition of colour throughout an image that communicates a story; create a painting or series of stamp prints, showing depth, perspective, and contrast of pattern by overlapping fish and vegetation of different sizes and shapes)

D1.3 use elements of design in art works to communicate ideas, messages, and understandings (e.g., use tints of a colour to create light areas for emphasis in a collaborative mural of favourite places in the neighbourhood; use a simple action pose to modify form in a sculpture of a pet or other animal made with modelling clay)

D1.4 use a variety of materials, tools, and techniques to respond to design challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1 express their feelings and ideas about works of art (e.g., explain why they prefer a work by one artist over another; explain to a partner how well an art work reflects their personal knowledge and prior experience)

D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work (e.g., use of different colours for achieving different effects, such as warm, sunny colours for a beach or cool colours for a wet forest; depiction of various textures, such as rough tree bark, smooth plastics, and ridged corduroy; elaboration and variation to create variety in otherwise symmetrical buildings)

Grade 3 
The Arts: Visual Arts

D1.Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D1.2: demonstrate an understanding of compo­sition, using principles of design to create narrative art works or art works on a theme or topic  

D1.3: use elements of design in art works to communicate ideas, messages, and understandings

D1.4: use a variety of materials, tools, and techniques to respond to design challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process  to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1: express personal feelings and ideas about art experiences and images

D2.2: explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work

 
Grade 4 
The Arts: Visual Art

D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D1.2: demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic (e.g., a collaborative mural depicting a historical or an imaginary landscape in which objects and figures placed in the foreground create areas of emphasis, and objects placed in the background show diminishing size; a relief print of a seascape in which shapes that are similar, but are different in size or colour, give the work both unity and variety)

D1.3: use elements of design in art works to communicate ideas, messages, and understandings (e.g., create a poster using colour and cropping of space to propose a solution to climate change; use contour lines of various weights in a charcoal gesture drawing of a person to capture the impression of movement; create a paper sculpture portrait of a favourite comic character that explores positive and negative space, using techniques of folding, scoring, fringing, and crimping)

D1.4: use a variety of materials, tools, and techniques to determine solutions to design challenges  

D2. Reflecting, Responding, and Analysing: apply the critical analysis process communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1: interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey (e.g., express their response to student drawings on a classroom gallery walk; identify artistic techniques that are used to influence the viewer; in role as a famous artist, write a journal entry or letter identifying the artist’s compositional choices and intentions)

D2.2: analyse the use of elements and principles of design in a variety of art works, and explain how they are used to communicate meaning or understanding

Mixed Masters
Grades 4 - 8

In this workshop, students will learn about appropriation, or “borrowing” from art history.  Students will have the opportunity to explore the idea of context in artworks as well as practicing the painting style of a particular “master” artist.  Students’ finished artworks will mix and mash different painting styles from art history to create a unique contemporary work of art.

Grade 4

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D1.3: use elements of design in art works to communicate ideas, messages, and understandings (e.g., create a poster using colour and cropping of space to propose a solution to climate change; use contour lines of various weights in a charcoal gesture drawing of a person to capture the impression of movement; create a paper sculpture portrait of a favourite comic character that explores positive and negative space, using techniques of folding, scoring, fringing, and crimping)

D1.4: use a variety of materials, tools, and techniques to determine solutions to design challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1: interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they convey (e.g., express their response to student drawings on a classroom gallery walk; identify artistic techniques that are used to influence the viewer; in role as a famous artist, write a journal entry or letter identifying the artist’s compositional choices and intentions)

D2.2: analyse the use of elements and principles of design in a variety of art works, and explain how they are used to communicate meaning or understanding (e.g., the use of texture and negative space in Henry Moore’s abstract forms to suggest natural objects or figures; the use of tints and shades to explore vivid colour in Alma Thomas’s aerial view paintings; the use of bright colours and rounded shapes in children’s advertising to get their attention and convey a friendly feeling)

D2.3: demonstrate awareness of the meaning of signs, symbols, and styles in works of art

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

D3.1: describe how visual art forms and styles represent various messages and contexts in the past and present

D3.2: demonstrate an awareness of a variety of art forms, styles, and traditions, and describe how they reflect the diverse cultures, times, and places in which they were made

Grade 5

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D1.2: demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic (e.g., create an abstract painting using different proportions of complementary colours; create a simple sculpture of a human form that depicts an emotional response and shows awareness of proportion and negative space [in the style of Barbara Hepworth]; create an impression of depth and space by neutralizing colour intensity and brightness in a landscape painting [atmospheric perspective])

D1.3: use elements of design in art works to communicate ideas, messages, and understandings

D1.4: use a variety of materials, tools, and techniques to determine solutions to design challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1: interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey (e.g., use an image round-table technique to compare interpretations of emotions suggested by abstract forms or figures in art work; sort and classify a variety of art images, such as Nigerian, Egyptian, Mayan, and Chinese sculptures, to determine common subjects or themes)

D2.2: explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding

D2.3 demonstrate an understanding of how to read and interpret signs, symbols, and style in art works

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

D3.1: describe how forms and styles of visual and media arts represent various messages and contexts in the past and present

D3.2: demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of people in different times and places

Grade 6

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process  to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

D1.2: demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic (e.g., use a larger area of a lighter tint and a smaller area of a darker tone of one colour in an asymmetrically balanced painting; use repetition, simplification, and exaggeration of proportion and shape to create a sense of rhythm in a graphite-and-pastel drawing of musical instruments and their shadows)

D1.3: use elements of design in art works to communicate ideas, messages, and understandings

D1.4: use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1: interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

D2.2: explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding

D2.3: demonstrate an understanding of how to read and interpret signs, symbols, and style in art works

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

D3.1: identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times, and places

Grade 7

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

D1.2: demonstrate an understanding of composition, using multiple principles of design and the “rule of thirds” to create narrative art works or art works on a theme or topic (e.g., use colour [analogous, monochromatic] to unify a montage of newspaper and magazine images and text on a social issue; use smooth, horizontal lines to give a feeling of harmony in a drawing; create a landscape that shows unity, using repetition of shapes, values, textures, and/or lines, a particular area of focus, and the rule of thirds)

D1.3: use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose

D1.4: use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1: interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

D2.2: explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding

D2.3: demonstrate an understanding of how to read and interpret signs, symbols, and style in art works

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

D3.1: identify and describe some of the ways in which visual art forms and styles reflect the beliefs and traditions of a variety of cultures and civilizations

D3.2: demonstrate an understanding of the function of visual and media arts in various contexts today and in the past, and of their influence on the development of personal and cultural identity

Grade 8

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

D1.2: demonstrate an understanding of composition, using multiple principles of design and other layout considerations such as compositional triangles to create narrative art works or art works on a theme or topic

D1.3: use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose (e.g., an illustration for a children’s book that uses colour and rhythm to appeal to its audience; a short movie or animation that uses space, time, and framing to highlight a contemporary issue; a portrait of a person made from junk-food or brand packaging to communicate an opinion, in the style of Giuseppe Arcimboldo’s series of allegorical portraits made from fruit, vegetables, and other unlikely objects such as pots and books)

D1.4: use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D2.1: interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey

D2.2: analyse ways in which elements and principles of design are used in a variety of art works to communicate a theme or message, and evaluate the effectiveness of their use on the basis of criteria generated by the class

D2.3: demonstrate an understanding of how to read and interpret signs, symbols, and style in art works

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

D3.1: identify and explain some of the ways in which artistic traditions in a variety of times and places have been maintained, adapted, or appropriated

Drawing In Ink
Grades 6 - 8

Excite your students about drawing using materials other than a pencil.  In this workshop, students will learn the basics of figure drawing using the traditional media of India ink.  Students will have the opportunity to explore a variety of different styles of drawing using this medium such as quick gesture drawings to warm-up to longer poses where students can learn the importance of “looking and seeing” in drawing.  Once students have practiced gesture drawing, they will draw portraits using India ink and warm and cool watercolours to fill in the highlights and shadows.

Grade 6

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process  to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

D1.2: demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic

D1.4: use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges

Grade 7

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

D1.2: demonstrate an understanding of composition, using multiple principles of design and the “rule of thirds” to create narrative art works or art works on a theme or topic

D1.4: use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges

Grade 8

The Arts: Visual Art

D1. Creating and Presenting: apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

D1.2: demonstrate an understanding of composition, using multiple principles of design and other layout considerations such as compositional triangles to create narrative art works or art works on a theme or topic

D1.4: use a variety of materials, tools, techniques, and technologies to determine solutions to increasingly complex design challenges