Page 119 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Teacher prompts: “What aspects of this art work do you think are effective? Why? Are there any aspects that you consider ineffective? Why?” “What criteria can we use for evaluating art works? How can you apply these criteria when engaged in the creative process to enhance the effectiveness of your work?”
B2. The Function of the Arts in Society
By the end of this course, students will:
B2.1 explain various functions of the arts in society, with reference to both past and present societies (e.g., prepare an integrated arts presentation to explain the function of the arts with respect to ritual, entertainment, education, or cultural expression; report on the functions of art in Aboriginal societies; compare the functions of the arts in ancient and contemporary societies)
Teacher prompts: “What is the meaning of Marshall McLuhan’s statement ‘The medium is the message’? How is it related to the function of the arts in society?” “What role do songs play in oral cultures?”
B2.2 assess, on the basis of research, the ability of the arts to inform and instruct and to contribute to social change (e.g., the impact of works intended to manipulate, didactic works, propaganda, works of social or political protest; the influence of artists such as Augusto Boal, Bertold Brecht, Miriam Makeba, Alanis Obomsawin, Pablo Picasso, John Heartfield, Bruce Mau; the impact of contemporary podcasts or random access web videos on politics or cultural issues)
Teacher prompts: “Who are some Canadian artists who are particularly associated with social commentary or criticism? What impact has their work had?” “Name some artists whose work has been censored, and explain why their work met with this response.” “In what ways is digital technology changing the ability of the arts to contribute to social change?” “In what ways can a viral web video affect an election campaign?”
B3. The Arts and Personal Development
By the end of this course, students will:
B3.1 analyse how creating, presenting, and analysing a variety of art works has affected their personal values and their understanding of the values of their community and culture and those of other cultures (e.g., how using the newspaper as a source of ideas for an art work contributed to their understanding of the importance of an issue in their community; how analysing art
works from around the globe on the Internet has contributed to their understanding of and appreci- ation for other cultures; how their understanding of issues of importance to other cultures has affected their own values)
Teacher prompts: “What have you learned about your personal biases from creating your art works?” “In what ways did you adapt to different points of view when working on col- laborative creative projects?” “Have any of the art works you have studied challenged your assumptions about other cultures? If so, how?”
B3.2 analyse, on the basis of research, the impact of a range of factors on the development of artists from various arts disciplines (e.g., the impact of mental health issues on the work of Vincent van Gogh or of physical disability on
the work of Chuck Close or Evelyn Glennie; the impact of changing technologies on the work of Michael Snow; the influence of Aboriginal culture on the work of Santee Smith; the impact of gender roles on various women artists), and describe factors that have contributed to their own development as an artist
Teacher prompts: “What impact did traditional gender roles have on the career and artistic output of a composer such as Clara Schumann or a visual artist such as Emily Carr?” “What would you change about one of your earlier art works to demonstrate your artistic growth?”
B4. Connections Beyond the Classroom
By the end of this course, students will:
B4.1 demonstrate an understanding of, and apply both inside and outside the arts classroom, skills, character traits, and work habits that are developed though the processes of creating, analysing, presenting, and promoting collabo- rative and independent art works, including integrated art works/productions (e.g., create a word wall of character traits useful in integrated arts; in small groups, demonstrate leadership skills related to task planning, organizing, and delegating; demonstrate effective oral communication skills; compare the skills required to produce, present, or analyse work in integrated arts and those required in other classes or extracurricular activities; demonstrate skills included in the Ontario Skills Passport or among the Human Resources and Skills Development Canada [HRSDC] essential skills)
Teacher prompt: “How might you use skills learned in this course to organize a community event to showcase student work? How can these same planning, organizational, and pro- motional skills be used in other areas of study or in your part-time job?”
REFLECTING, RESPONDING, AND ANALYSING
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Exploring and Creating in the Arts
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