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About the course

This course integrates two or more of the arts (dance, drama, media arts, music, and visual arts), giving students the opportunity to produce and present integrated artworks created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles, and conventions unique to the various arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.

Integrated Arts

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 9 or 10

Course Development Date

June 10th, 2021

Course Outline

What is Art?
In this unit students will be four disciplines of art that will be introduced and they will be explored throughout the course. Ways of combining two or more of these disciplines will be addressed. In groups, students will analyze the different ways of the integration of the arts. In group settings, students will reflect on an integrated arts work and share their thoughts with other groups. Students may then offer their reflections in various forms, namely, process worksheets, written responses, artistic interpretations and peer reflection.

Estimated Hours of Instructions: 24 hours

Art and You
In this unit, students will delve deeper in the arts by starting with visual arts and dance. Students will look back in time to appreciate the history of these art forms. They will now incorporate movement and rhythm and the artistic element of space to get a deeper understanding of language, conventions, history and technique. Students will learn how to incorporate artistic expressions. They will indulge in peer reflection, personal reflection, written responses, historical reports, performance and process worksheets. This unit will conclude with the student giving a written reflection on an integrated art work of his/her choice.

Estimated Hours of Instructions: 24 hours

Art and Us

In this unit, students will explore the impact that art has on culture and the impact that culture has on art. Students will explore the disciplines of drama and visual art. In particular they will look at the character and tension and the value they bring to the artistic element. This unit concludes with the students assessing/doing an integrated work of art, based on their understanding of the works studied throughout the course. They will be assessed in this unit by evaluating written responses, performances and reflections, historical reports, discussions, artistic works and style analysis.

Estimated Hours of Instructions: 23 hours

Art and the World

In this unit, students will explore the role of the arts beyond the classroom setting. They will evaluate the impact of the environment in various works of art. They will explore how the communities can work to create a culture of art that will. This will allow students to make the connection between life and art. They will work to explore ways in which they can integrate media arts with the other forms of art discussed. At this point they will choose a project that combines all of what they have learnt so far in this course. Assessment in this unit includes an analysis of green art, students’ written reflections and a discussion, career graphic organizers, performances and reviews, written responses to articles and works, a quiz and multimedia creations.

Estimated Hours of Instructions: 30 hours

In this unit, students will choose a culminating project that will encompass the use of language, conventions, style and technique associated with integrated arts. This project becomes part of their portfolio. This project is worth 15% of the student's final mark.

Estimated Hours of Instructions: 7 hours


This is a proctored exam worth 30% of your final grade.

Estimated Hours of Instructions: 2 hours

Total 110 hours


Resources required by the student:

Note: This course does not require or rely on any textbook.

- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work.
- A digital video camera, a web camera, or similar device to record and upload video recordings.
- A computer microphone, smartphone microphone, or similar device to record and upload audio recordings.
- Drawing materials such as pencils, paint, pastels for a variety of visual art activities.
- Room to move about when planning a short dramatic presentation and experimenting with some dance steps.
- Ability to interview a local artist.
- A copy of Michel Tremblay's, Les Belles Soeurs.
- 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 Expectation

A. Creating and Presenting

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.

B. Reflecting, Responding, and Analysing

B1 The Critical Analysis Process: 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 The Function of the Arts in Society: demonstrate an understanding of various functions of the arts in past and present societies.
B3 Values and Identity: demonstrate an understanding of how creating, presenting, and analysing artworks has affected their understanding of personal, community, and cultural values and of Canadian identity.
B4 Connections Beyond the Classroom: describe the types of skills developed through creating, presenting, and analysing artworks, including integrated art works/productions, and identify various opportunities to pursue artistic endeavours outside the classroom.

C. Foundations

C1 Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other key concepts related to various arts disciplines.
C2 Contexts and Influences: demonstrate an understanding of symbols and themes associated with art works produced by various cultures, and describe past and present influences on various arts disciplines.
C3 Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, and experiencing 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 9 and 10: The Arts, 2010 Pg:30-32; 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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