Page 40 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
HEALTHY RELATIONSHIPS AND THE ARTS
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown that students learn and achieve better in such environ- ments. A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, harassing, or inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of the school community.
Several provincial policies and initiatives, including the “Foundations for a Healthy School” framework, the equity and inclusive education strategy, and the Safe Schools strategy, are designed to foster caring and safe learning environments in the context of healthy and inclusive schools. These policies and initiatives promote positive learning and teaching environments that support the development of healthy relationships, encourage academic achievement, and help all students reach their full potential.
In its 2008 report, Shaping a Culture of Respect in Our Schools: Promoting Safe and Healthy Relationships, the Safe Schools Action Team confirmed “that the most effective way to enable all students to learn about healthy and respectful relationships is through the school curriculum” (p. 11). Teachers can promote this learning in a variety of ways. For example, by giving students opportunities to apply critical thinking and problem-solving strategies and to address issues through group discussions, role play, case study analysis, and other means, they can help them develop and practise the skills they need for building healthy relationships. Co-curricular activities such as clubs and intramural and inter- school sports provide additional opportunities for the kind of interaction that helps students build healthy relationships. Teachers can also have a decisive influence on students by modelling the behaviours, values, and skills that are needed to develop
and sustain healthy relationships, and by taking advantage of “teachable moments” to address immediate relationship issues that may arise among students.
Skills in building healthy relationships are developed as part of the arts curriculum.
For example, courses include expectations that develop skills associated with ensemble performances in dance, drama, and music, and collaborative work in visual and media arts. They help students to appreciate the value of each others’ contribution and to support each other in these experiences. The Foundations strand in each arts course includes expectations on etiquette and ethical practices related to the discipline to encourage respect, trust, and honesty. Students have many opportunities to develop healthy relationships in the arts classroom and during rehearsals. In addition, arts teachers can encourage students to participate in arts councils or other arts groups where students can interact with various
other students and make friends.
EQUITY AND INCLUSIVE EDUCATION IN THE ARTS PROGRAM
The Ontario equity and inclusive education strategy focuses on respecting diversity, pro- moting inclusive education, and identifying and eliminating discriminatory biases, sys- temic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society. Antidiscrimination education continues to be an important
and integral component of the strategy.
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