Page 27 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

Categories
Level 1
Level 2
Level 3
Level 4
Communication – The conveying of meaning through various forms
The student:
Expression and organization of ideas and understandings in art forms (dance, drama, media arts, music, and visual arts) (e.g., expression of ideas and feelings using visuals, move- ments, the voice, gestures, phrasing, techniques), and in oral and written forms (e.g., clear expression and logical organization in critical responses to art works and informed opinion pieces)
expresses and organizes ideas and understand- ings with limited effectiveness
expresses and organizes ideas and understand- ings with some effectiveness
expresses and organizes ideas and understand- ings with considerable effectiveness
expresses and organizes ideas and understand- ings with a high degree of effec- tiveness
Communication for different audi- ences (e.g., peers, adults, younger chil- dren) and purposes through the arts (e.g., drama presentations, visual arts exhibitions, media installations, dance and music performances) and in oral and written forms (e.g., debates, analyses)
communicates for different audiences
and purposes with limited effectiveness
communicates for different audiences
and purposes with some effectiveness
communicates for different audiences and purposes with considerable effectiveness
communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions in dance, drama, media arts, music, and visual arts (e.g., allegory, narrative or symbolic represen- tation, style, articulation, drama conven- tions, choreographic forms, movement vocabulary) and arts vocabulary and terminology in oral and written forms
uses conventions, vocabulary, and terminology of the arts with lim- ited effectiveness
uses conventions, vocabulary, and terminology of the arts with some effectiveness
uses conventions, vocabulary, and terminology of the arts with considerable effectiveness
uses conventions, vocabulary, and terminology of the arts with a high degree of effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
The student:
Application of knowledge and skills
(e.g., performance skills, composition, choreography, elements, principles, processes, technologies, techniques, strategies, conventions) in familiar contexts (e.g., guided improvisation, performance of a familiar work, use of familiar forms)
applies knowledge and skills in familiar contexts with limited effectiveness
applies knowledge and skills in familiar contexts with some effectiveness
applies knowledge and skills in familiar contexts with considerable effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills
(e.g., concepts, strategies, processes, techniques) to new contexts (e.g., a work requiring stylistic variation, an original composition, student-led choreography, an interdisciplinary or multidisciplinary project)
transfers knowl- edge and skills to new contexts with limited effectiveness
transfers knowl- edge and skills to new contexts with some effectiveness
transfers knowl- edge and skills
to new contexts with considerable effectiveness
transfers knowl- edge and skills
to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., between the arts; between the arts and personal experiences and the world outside the school; between cultural and historical, global, social, and/or environmental contexts; between the arts and other subjects)
makes connections within and between various contexts with lim- ited effectiveness
makes connections within and between various contexts with some effectiveness
makes connections within and between various contexts with considerable effectiveness
makes connections within and between various contexts with a high degree of effectiveness
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT
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