Page 135 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

The following definitions of terms are intended to help teachers and parents use this document. Terms that apply throughout the document are listed first, then terms connected with Dance, Drama, Media Arts, Music, and Visual Arts.
Aboriginal person. A person who is a descendant of the original inhabitants of North America. In Canada, the Constitution Act (1982) recognizes three primary groups as Aboriginal peoples: Indians, Inuit, and Métis.
achievement levels. Brief descriptions of four different degrees of student achievement of
the provincial curriculum expectations for any given grade. Level 3, which is the “provincial standard”, identifies a high level of achievement of the provincial expectations. Parents of students achieving at level 3 in a particular grade can be confident that their children will be prepared for work at the next grade level. Level 1 identifies achievement that falls much below the provin- cial standard. Level 2 identifies achievement that approaches the standard. Level 4 identifies achievement that surpasses the standard.
aesthetic. Relating to the nature and apprecia- tion of beauty, especially in the arts.
artistic scope. The breadth of creative study and application.
artist’s statement. A concise summary in which the artist reflects on and/or analyses what he
or she has done, in order to help the audience understand his or her purpose, priorities, and techniques.
audience etiquette. Acceptable audience behav- iour for an arts performance, presentation, exhibition, or installation.
context (for a work of art). The interrelated social, cultural, historical, and personal circum- stances surrounding and influencing the creation of an art work.
critique. A critical judgement regarding the effectiveness of an art work, performance, or presentation, including the appropriateness of the choices made by the creator or performer of a work. Critiques, in the form of constructive feedback, of an art work in progress can be used by the artist during the revision process.
culture. The customs, beliefs, institutions, and achievements of a particular nation, people, or group, including the art works and other embodiments of the intellectual achievements of the group.
expectations. The knowledge and skills that students are expected to develop and to demon- strate in their class work, on tests, and in various other activities on which their achievement is assessed. Overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each grade. Specific expectations describe the expected knowledge and skills in greater detail.
strands. The three major areas of knowledge and skills into which the curriculum for the arts is organized. The strands for the arts are: Creating and Presenting or Creating and Performing or Creating, Presenting, and Performing (depending on the arts subject); Reflecting, Responding, and Analysing; and Foundations.
133
GLOSSARY