Page 122 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11 or 12, Open
C3. Conventions and Responsible Practices
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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C2.3 demonstrate an understanding of how past and present social, economic, and/or political factors have affected artistic form and content (e.g., how political factors influenced the content of propaganda films from World War II; how social, economic, and political factors affected the visual arts, music, drama, and/or dance of the Renaissance; how environmental issues have influenced various contemporary artists; how industrialization resulted in new artistic forms and technologies)
Teacher prompts: “What impact did the social and economic disruption associated with the Great Depression have on music, visual arts, or drama in Canada?” “In what ways did the social and economic changes associated with the Industrial Revolution affect the content and form of art works?”
By the end of this course, students will:
C3.1 demonstrate an understanding of and apply conventions associated with the experiencing of various types of art works (e.g., the etiquette associated with dance and drama, interactive media art, various types of concerts, museums/galleries)
Teacher prompts: “What are the conventions traditionally associated with attending art exhi- bitions? In what ways are some media artists challenging these conventions?” “How and why might audiences behave differently at a rock concert, a jazz concert, and an art music concert?”
C3.2 demonstrate an understanding of safe and conscientious work practices associated with various arts disciplines, and apply these prac- tices when engaged in the creative process (e.g., demonstrate familiarity with Workplace Hazardous Materials Information System [WHMIS] guidelines; show respect for the work of other students; apply safe practices when working with various tools and materials; use group discussion and consensus to determine effective rules and expectations in the integrated arts classroom)
Teacher prompts: “What sorts of substances should not be used in the classroom? Which substances should be used only with protective equipment?” “Why is it important to warm up properly before a dance routine or before singing?”
C3.3 demonstrate an understanding of ethical and legal practices related to the various arts disciplines, and apply these practices when creating, presenting, or promoting art works, including integrated art works/productions (e.g., use media from Creative Commons; obtain permission to sample songs or use stock photogra- phy; acknowledge their sources when borrowing from the work of other artists; show respect and sensitivity when appropriating from other cultures)
Teacher prompts: “What issues should you consider before appropriating symbols or motifs associated with other cultures in your art work?” “How would you go about getting permission to include in your film soundtrack a piece of music written by another composer?”
C3.4 describe environmental issues associated with the arts, and apply environmentally responsible practices when creating, presenting, and promoting art works, including integrated art works/productions (e.g., safely and appropri- ately dispose of paint containers, toner cartridges, and other arts supplies; recycle batteries; use the Environment Canada website as a source for an integrated arts project on the four R’s [reduce, reuse, recycle, and recover]; reduce the use of paper by promoting a performance or art exhibition through the Internet)
Teacher prompts: “Why is it important to check the source the supplies you use for your art works?” “Are any of the items you used in creating your art work classified as hazardous waste? How should you dispose of them?”