Page 15 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Each course in the arts is organized
into three strands, numbered A,
B,
and C.
A numbered subheading introduces each overall expectation. The same heading is used to identify the group of specific expectations that relates to the particular overall expectation (e.g., “A1. The Creative Process” relates to overall expectation A1 for strand A).
The overall expectations describe in general terms the knowledge and skills students are expected to demonstrate by the end of each course. Three or four overall expectations are provided for each strand in every course. The numbering of overall expectations indicates the strand to which they belong (e.g., A1 through A3 are the overall expectations for strand A).
A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively;
A2. The Principles of Media Arts: design and produce media art works, applying principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts);
A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.
The specific expectations describe the expected knowledge and skills in greater detail. The expec- tation number identifies the strand to which the expectation belongs and the overall expectation to which it relates (e.g., A1.1, A1.2, A1.3, and so on, relate to the first overall expectation in strand A).
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
92
By the end of this course, students will:
SPECIFIC EXPECTATIONS
A1. The Creative Process
By the end of this course, students will:
A1.1 use a variety of strategies (e.g., brainstorming, concept webs, mind maps, research using sources such as the Internet and/or oral sources) to generate ideas, individually and/or collaboratively, for solutions to creative challenges (e.g., creating
a media art work based on a theme such as child poverty in Ontario)
Teacher prompts: “What sources might you use for inspiration when trying to generate ideas? How can you access oral sources, such as First Nation, Métis, and Inuit storytelling, in your research?” “Why is it necessary to generate more than one idea to address a creative challenge?” “What are some of the challenges and benefits of using a collaborative process
to generate ideas?”
A1.2 develop plans, individually and/or collabo- ratively, that address a variety of creative chal- lenges (e.g., use thumbnail sketches, storyboards, and/or production notes to help them develop their plans), and revise their plans on the basis of peer- and self-assessment
Teacher prompt: “What are some of the potential problems in addressing this challenge that must be considered in your plan? How can these problems be resolved? Can your experience in developing plans to address other challenges help you solve these problems?”
The examples help to clarify the requirement specified in the expectation and to suggest its intended depth and level of complexity. The examples are illustrations only, not requirements. They appear in parentheses and are
set in italics.
A1.3 produce and refine media art works, using experimentation, peer and/or teacher input, and personal reflection (e.g., experiment with techniques and materials to find ones that are appropriate for their planned media art work; reflect on input from class critiques and/or discussion boards, and apply the comments to revise their works)
Teacher prompts: “Do you agree with the critical input of your peers? Why or why not? How could you use their comments to revised your art work?” “When experimenting with different ideas to address the creative challenge, why is it important to track your attempts and results?”
A1.4 present media art works, individually and/or collaboratively, using a variety of methods that are appropriate for their work (e.g., a classroom exhibition, projected digital images accompanied by sound, an interactive web page, a site-based installation, a projected animation or live action video)
Teacher prompt: “What factors should you consider when deciding what presentation methods and media you might use?”
A1.5 use a variety of tracking tools (e.g., sketch- books, process journals, digital collections of images and/or sounds) to document their use of the creative process, and use this record as a basis for reflection on the effectiveness of their procedures
Teacher prompts illustrate the kinds of questions teachers might pose in relation to the requirement specified in the expectation. They are illustrations only, not requirements. Teacher prompts follow the specific expectation and examples.
THE PROGRAM IN THE ARTS
A. CREATING AND PRESENTING OVERALL EXPECTATIONS
13