Page 46 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
Cooperative education and work experience possibilities in the arts include a variety of placements related to each art form. For example, visual arts students could extend their understanding of graphic design and computer technologies by completing an internship in a graphic arts studio or a publishing house. Music students could apply knowledge acquired in class by working in a music library or a compact disk outlet. Media arts students could gain insight into the practical and ethical issues associated with this subject by assisting in a broadcasting facility or an advertising agency. Drama students could apply skills gained at school and acquire insight into theatre practice by volunteering as a production assistant at a professional theatre or community drama centre. Dance students could enhance their knowledge of the elements of movement by leading creative movement activities at a childcare centre. They could learn more about rehearsal discipline by completing a placement at a professional dance company.
Teachers of the arts can support their students’ learning by maintaining links with community-based arts organizations to ensure that students have access to hands-on experiences that will reinforce the knowledge and skills gained in school.
PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING TO A SPECIALIST
HIGH SKILLS MAJOR
Arts courses are well suited for inclusion in programs leading to a Specialist High Skills Major (SHSM) or in programs designed to provide pathways to particular apprenticeship or workplace destinations. In an SHSM program, arts courses can be bundled with other courses to provide the academic knowledge and skills important to particular industry sectors and required for success in the workplace and postsecondary education, including apprenticeship. Arts courses may also be combined with cooperative education credits to provide the workplace experience required for SHSM programs and for various program pathways to apprenticeship and workplace destinations. (SHSM programs would also include sector-specific learning opportunities offered by employers, skills-training centres, colleges, and community organizations.)
HEALTH AND SAFETY IN THE ARTS PROGRAM
As part of every course, students must be made aware that health and safety are every- one’s responsibility – at home, at school, and in the workplace. Students must be able to demonstrate knowledge of the equipment being used and the procedures necessary for its safe use.
In planning learning activities to help students achieve the arts curriculum expectations, teachers need to ensure that students have opportunities to consider health and safety issues. In the visual arts studio, for example, use of various liquids that may contain toxic properties must be carefully monitored, and such materials must be securely stored when
not in use. Appropriate routines need to be in place in the dance and drama studio to help students avoid physical injury as a result of carelessness or lack of proper warm-up. Teachers should ensure that students feel comfortable emotionally and psychologically. For example, they should discuss emotional roles in drama with the students; encourage sensitivity to others’ cultural values; and encourage students to be aware of the personal space of others, emphasizing that touching required for a dance or drama activity needs to be respectful.
44