Page 17 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

The Creative Process
Challenging and Inspiring
Reflecting and Evaluating
Presenting and Performing
Revising and Refining
Imagining and Generating
Feedback
(from Peers and Teacher) and Reflection
Producing Preliminary Work
Planning and Focusing
Exploring and Experimenting
Students will sometimes follow the complete cycle of the creative process, beginning with a challenge or inspiration in a particular context and ending with producing a final product and reflecting on their approach to the process. At other times, the process may be followed through only to the exploration and experimentation stage. Research clearly shows that the exploration and experimentation stage is critical in the development of creative thinking skills. Students should be encouraged to experiment with a wide range of materials, tools, techniques, and conventions, and should be given numerous oppor- tunities to explore and manipulate the elements within each art form.
Ongoing feedback and structured opportunities for students to engage in reflection and metacognition – for example, reflecting on strengths, areas for improvement, and alter- native possibilities, and setting goals and identifying strategies for achieving their goals – are woven into each stage of the creative process. In this way, assessment by both teacher and student is used to enhance students’ creativity and support their development and achievement in the arts. The communication and reflection that occur during and after
THE PROGRAM IN THE ARTS
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