Page 18 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

the process of problem solving help students not only to articulate and refine their think- ing but also to see the problem they are solving from different perspectives. Descriptive feedback to the students on their work can occur throughout the stages of the creative process and may include assessment by peers and the teacher as well as self-assessment of drafts and other first attempts at creation or production. Sketches and drafts or pre- liminary recordings and videos of works in progress may be housed in each student’s working portfolio. Students may periodically select items or exhibits from their working or process portfolios to place in a presentation portfolio. Both types of portfolios are to be included in the assessment process.
In the chart that follows, some possible activities are listed for each of the stages of the creative process.
THE CREATIVE PROCESS
Stage of the Process
Possible Activities of the Student
Challenging and inspiring
– responding to a creative challenge from the teacher or another student – using creative ideas inspired by a stimulus
Imagining and generating
– generating possible solutions to the creative challenge by using brainstorming, thumbnail sketches, choreographic sketches, musical sketches, mind mapping
Planning and focusing
– creating a plan for an art work by choosing ideas, determining and articulating a focus, and choosing an appropriate art form
Exploring and experimenting
– exploring a range of elements and techniques and making artistic choices for a work
Producing preliminary work
– producing a preliminary version of the work
– sharing the preliminary work with peers and teacher, and seeking their
opinions and responses
Revising and refining
– refining the initial work on the basis of their own reflection and others’ feedback
Presenting and performing
– completing the art work and presenting it to or performing it for an audience (e.g., their peers, a teacher, the public)
Reflecting and evaluating
– reflecting on the degree of success of the work with reference to specific aspects that went well or that could be improved
– using the results of this reflection as a basis for starting another arts project
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
THE CRITICAL ANALYSIS PROCESS
Critical analysis is a central process in all academic work. The critical analysis process involves critical thinking, and thinking critically implies questioning, evaluating, making
rational judgements, finding logical connections, and categorizing.
Critical thinking also requires openness to other points of view and to various means of expression and creation. Everyone views the world through different lenses, and our views of the world and our life experiences inform our understanding of works of art. Students need to be taught that works of art are not created in a vacuum; they reflect the personal, social, and historical context of the artists. This is true for works created by professional artists and by students in the classroom.
16