About the course
This course offers students the opportunity to explore connections between dance, drama, media arts, music and/or visual arts. Students will use the creative process individually and/ or collaboratively to produce integrated artworks that draw on various disciplines, and they will critically analyze artworks and determine how interpreting these works affects their own development. Students will develop responsible practices that are transferable beyond the classroom. They will explore solutions to integrated arts challenges and discover that art is everywhere, influencing and reflecting society.
Exploring and Creating in the Arts
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
Any Grade 9 or 10 arts course (ALC1O / ALC2O,AVI1O,AVI2O)
Course Code
Department Head & Contact Information
AEA3O/AEA4O
Anu Sharma (anu@mylearningoasis.com)
Course Type
Open
Grade Level
Grade 11 or 12
Course Development Date
June 10th, 2021
Course Outline
Creating and Presenting
Students will explore strategies to generate innovative ideas and to develop and refine detailed plans to address an integrated art challenge, individually and/or collaboratively. Students will select and apply a combination of elements, principles, and technologies from multiple arts disciplines to create and present complex integrated art works/productions; demonstrate creativity and innovation, communicate an idea or message; and demonstrate the appropriate standards, conventions, and practices.
Expected Hours of Instruction: 30 hours
Reflecting, Responding, and Analyzing
In this unit students will explore their feelings towards various arts disciplines. They will look at the elements and principles used to create integrated art works, and analyze the methods used to combine these elements and principles into unified art works. They will interpret, reflect, and critique a variety of art works and evaluate how their interpretation of specific artworks has changed over the course of this process. They will explore the impact that art has had and still has on society. They will assess, on the basis of research, the ability of the arts to inform and instruct and to contribute to social change; the impact of a range of factors on the development of artists from various arts disciplines. They will analyze how creating, presenting, and analyzing a variety of art works has affected their personal values and their understanding of the values of their community and culture and those of other cultures. They will explore opportunities for continuing engagement in artistic and cultural endeavors beyond the classroom.
Expected Hours of Instruction: 39 hours
Foundations
In this unit students will be introduced to the correct and appropriate use of terminology related to elements, principles, and other key concepts from all the arts disciplines when creating, analyzing, or presenting various types of art works. They will look at some elements, principles, and other key concepts associated with all the arts disciplines, and identify those that are common to more than one discipline. Students will analyze similarities and differences in approaches to the creative process in various arts disciplines. They will explore symbols used in a variety of past and present art works from various cultures from around the world. Students will research, reflect on, and explain how common themes are addressed in a variety of past and present art works from various cultures. They will evaluate how past and present social, economic, and/or political factors have affected artistic form and content. Students will explore conventions associated with the experiencing of various types of art works. They will look at safe, conscientious, ethical, and legal work practices associated with various arts disciplines, and apply these practices when engaged in the creative process. They will examine the environmental issues associated with the arts, and be taught how to apply environmentally responsible practices when creating, presenting, and promoting art works, including integrated art works/productions.
Expected Hours of Instruction: 39 hours
Final Exam
(30% of course) - 15% for a project and presentation and 15% written
Expected Hours of Instruction: 2 hours
Total: 110 hours
Resources
This course does not require or rely on any textbook.
- Every student needs access to an electronic device to communicate with their teacher
- All class notes and assignments will be provided by teachers.
Overall Curriculum Expectations
A. CREATING AND PRESENTING
A1: apply the creative process to create integrated art works / productions, individually and /or collaboratively;
A2: apply elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions;
A3: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity;
A4: present and promote art works, including integrated art works/ productions, for a variety of purposes, using appropriate technologies and conventions.
B. REFLECTING, RESPONDING, AND ANALYSING
B1: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions;
B2: explain and assess the functions and impact of the arts in past and present societies;
B3: demonstrate an understanding of the interrelationship between the arts and personal development, including their own personal development;
B4: demonstrate an understanding of and apply the types of skills developed through creating, presenting, and analyzing artworks, including integrated art works/ productions, and describe various opportunities to pursue artistic endeavors outside the classroom
C. FOUNDATIONS
C1: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other concepts related to various arts disciplines;
C2: demonstrate an understanding of symbols and themes associated with art works produced by various cultures from around the globe nd of past and present influences on works from various arts disciplines; C3: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, experiencing, and promoting art works.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: The Arts, 2010; (Pg 32-34) Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English-language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other.
Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members. This Constructivist approach will be further accentuated by implementing “fish-bowling”.
There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and having each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this. The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills.
One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself. Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments.
However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution. Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application.
Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows: For material evaluated throughout the course, seventy percent of the grade will be assigned.
This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams: 70%
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