Page 85 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
A1. The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively;
A2. Elements and Principles: apply key elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions;
A3. Tools, Techniques, and Technologies: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity;
A4. Presentation and Promotion: present and promote art works, including integrated art works/ productions, for a variety of purposes, using appropriate technologies and conventions.
SPECIFIC EXPECTATIONS
A1. The Creative Process
By the end of this course, students will:
A1.1 use a variety of strategies (e.g., brainstorming with a partner, word webs, mind maps) to generate ideas to address an integrated arts challenge, individually and/or collaboratively
Teacher prompts: “Where might you find inspiration for an integrated art work?” “Why is it necessary to consider more than one way of approaching a creative challenge?” “What are some of the challenges and benefits of using a collaborative process to generate ideas?”
A1.2 use exploration, input, and reflection to develop, revise, and refine plans for integrated art works/productions, individually and/or collaboratively (e.g., use a think-pair-share strategy to explore ideas and select one for their art work; use a checklist to develop their plan; reflect on
the input of their peers and revise their plan as appropriate)
Teacher prompt: “What steps are involved in developing a plan to create integrated art works? Why is it important to follow all of these steps? What can happen if you do not reflect carefully on the feasibility of your plan?”
A1.3 use the appropriate stages of the creative process to produce and present preliminary integrated art works, individually and/or
collaboratively, in response to creative challenges
(e.g., a multidisciplinary art work on a topic such as folklore, body image, or the environment; a work that integrates drama and music to represent a First Nation, Métis, or Inuit world view), and revise their works on the basis of peer- and self-assessment (e.g., present versions of their preliminary work to a small group of their peers and make notes on the group’s response; reflect on the applicability of the input before revising their work)
Teacher prompts: “Which arts disciplines might you combine in a work on an environmental theme?” “Have you been able to integrate more than one discipline into a seamless work? What might you do to enhance the integrative aspects of the work?” “In what ways did the feedback of your peers affect your own assess- ment of your work? What did you change about your work as a result of peer assessment?”
A2. Elements and Principles
By the end of this course, students will:
A2.1 select and apply a combination of key elements and principles from more than one arts discipline when creating and presenting integrated art works/productions (e.g., combine the elements of space and energy from dance with focus from drama to depict a “living” art work; create a work that combines the principle of rhythm from
CREATING AND PRESENTING
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Integrated Arts
ALC1O/ ALC2O