Arts Education

An Information Bulletin
for Administrators

Saskatchewan Education
March 1996

Table of Contents

General Information: Kindergarten to Grade 12
Program Aim
The Four Strands
The Three Components
Required Learnings
What is New About This Program?
Is This Program Compulsory for All Students?
What About Kindergarten?
Implementation Timelines
Arts Education and Special Events

Program Overview:
Dance
Drama
Music
Visual Art

Secondary Level Credits
Secondary Level Arts Education
Modules One Through Seven

Program Implications
Time Allotment
Personnel
Facilities
Resources
Implementation Inservice
Maintenance

What Can Administrators Do To Help?

Key Resources for Implementation of Secondary Level Arts Education

General Information: Kindergarten to Grade 12

The Four Strands
The four strands of the program are dance, drama, music and visual art.

The Three Components
The Arts Education curriculum is structured, through the inclusion of the three following components, to achieve a balance in focus.
The creative/productive component

• making
• doing
• experiencing
• reflecting

• role of the arts
• arts in the community
• arts and culture
• past and present

• viewing and listening
• reacting and describing
• talking about
• thinking
• understanding
• life long involvement

Required Learnings

• foundational objectives provided for each grade in all four strands describe the required learnings of the curriculum
• foundational objectives are broad in scope and develop from grade to grade
• the provided activity sequences and model units are suggested ways of achieving the foundational objectives

• four compulsory strands (dance, drama, music, visual art)
• balance among three components (creative/productive, cultural/historical, critical/responsive)
• developed for all students
• contains Indian, Métis and Inuit content which is for all Saskatchewan students according to Saskatchewan Education, Training and Employment's Indian and Métis Education Policy
• facilitates the inclusion of various cultural perspectives
• facilitates use of a wide range of instructional methods such as reflective discussion, questioning, research projects, etc. in addition to performance and production
• focus on problem-solving, and creative and critical thinking
• focus on the arts as expression of ideas
• broad definition of "arts" (fine arts, commercial arts, popular arts, functional arts, traditional arts, mass media)
• encourages use of community resources
• focus on meaningful contexts for arts lessons
• focus on sequential learnings rather than "one-shot" activities

At this time, an interim policy remains in effect which states that a minimum of two credits is required from the three areas of arts education, practical and applied arts, and health/physical education at the Secondary Level.

• kindergarten program taught through the structure of an integrated day
• kindergarten teachers should understand all strands and components of Arts Education program
• kindergarten teachers to attend Elementary Level Arts Education inservice to become familiar with the planning processes and approaches included in Arts Education

Grade 1 to Grade 5	the three-year implementation window took place in 91/92, 92/93 and 93/94. Implementation must now be complete in all Saskatchewan schools.
Grades 6-8	the three-year implementation window began in September 1994, and continues in 95/96 and 96/97.
Grade 9	implementation of the interim edition began September 1990 and the final curriculum document was distributed to schools in September 1992.
Secondary	the three-year implementation window for Arts Education 30 begins in September 1995 and runs through 95/96, 96/97, 97/98.

Arts Education and Special Events

Often teachers are expected to use the Arts Education program as an opportunity for providing entertainment or decorations for school events. This might result in a conflict for the teacher, as artistic products and presentations are not always the outcome of daily arts lessons. The use of Arts Education time toward the planning or presentation of special events such as the Christmas concert should be no more than is expected in any other subject area.

Much of the daily work in Arts Education is process oriented and of a problem-solving nature. While students must be encouraged to take pride in their artistic products, the creative process is equal in importance to the resulting product. It should not be expected that the aim of all students' work is for public presentation although it can provide opportunities to demonstrate acquired learnings to parents, administrators and the public at large. Public presentations do not constitute evidence of a successful Arts Education program.

The foundational objectives of the Arts Education program describe the required content. These objectives require teachers to emphasize the processes used in the arts and to teach the arts within meaningful contexts. To maintain the integrity of the Arts Education program, any artistic products should be an outgrowth of the foundational objectives and classroom activities, otherwise the students' arts education is being compromised.

Program Overview:
Kindergarten to Grade 12

• learn specific dances, including social, cultural and choreographed dances
• create dances in order to express personal ideas and feelings, and value their creations as unique expressions
• develop their dance techniques and deepen their spatial and kinaesthetic awareness (the internal feelings of the body's muscles and joints)
• further their understanding of dance by studying dance artists, dances and the roles of dance in cultures and societies, local, national and global, past and present
• examine the roles of dance in their own communities and daily lives
• gain understanding and develop appreciation of dance through critical reflection on dances of various styles experienced as participant and as audience.

Drama
The drama curriculum is designed to provide students with opportunities to:

construct and communicate meaning through dramatic art form
• deepen their understanding of human behaviour, their cultures and society
• examine the roles of drama and dramatic artists in their communities, local, national and global, past and present
• view their own work as worthy artistic endeavour
• gain a lasting appreciation of dramatic art form through critical reflection on drama experienced as participant and as audience.

Music
The music program will give students opportunities to:

express their ideas through creation of their own sound compositions
• develop an understanding of music of various cultures through participation and critical reflection
• value their own work as worthy artistic endeavour and understand that music making is accessible to everyone
• develop their abilities as creators and performers of music
• realize the functions of music in their own communities and daily lives
• further their understanding of music by studying music and musicians and their roles in cultures and societies, local, national and global, past and present.

Visual Art
The visual art curriculum is designed to provide students with opportunities to:

• develop perceptual abilities
• learn to use the language, methods and materials of visual art
• explore their own and other artists' ideas, feelings, cultural identities, observations and imaginations through visual expression
• examine the roles of visual art and artists in cultures and societies, local, national and global, past and present
• explore the roles and functions of visual art and images of all kinds in their communities and daily lives
• gain understanding and develop appreciation of visual art through critical reflection on art works experienced as participant and audience.

Secondary Level Credits

At the Secondary Level, students may obtain Arts Education credits through various course offerings.

Students may obtain credits in the four strand Arts Education course registered as Arts Education 10, 20, 30. This course provides students with inter-related studies in dance, drama, music and visual art. The curriculum has been designed with a flexible modular structure to draw on the strengths and interests of personnel and students. See chart on page 7. Implementation began in September 1995 and extends through 95/96, 96/97 and 97/98.

• This course may be taught by one Arts Education teacher or by an inter-disciplinary teaching team. It is desireable that teachers have background in at least one or two of the strands. An interest and enthusiasm for the arts is essential. Teachers with little background in the arts may use the suggested activities in the guide and will require inservice support and networking opportunities. Key resources have been identified and included in this bulletin to help teachers get started with the program.
• There are no prerequisites for Arts Education 10, 20, 30, therefore, classes may be multi-graded.
• Students may obtain Arts Education 10, 20, 30 credits as well as credits in individual arts courses such as Drama 10, 20, 30.
• A description of the modules to be contained in the document entitled Arts Education: A Curriculum Guide for the Secondary Level, Sept. 1995 appears on pages 7 to 10.
• 1 credit = 100 hours of instruction. Each of the modules is 50 hours in length, therefore, two modules are required to obtain one Arts Education credit.
  Note that students must study the required Module One to receive an Arts Education 30 credit. Also, the Independent Study module is recommended as most appropriate for selected Arts Education 30 students. Decisions will be made at the school division level as to which modules will be offered in each semester or year of the program.
• Program delivery will vary among schools according to the specific timetabling and personnel situations.
• Sample school #1 - The school offers a three year non-semestered Arts Education course, including Arts Education 10, 20 and 30, with two different 50-hour modules taught at each grade level.
• Sample school #2 - In the first year of implementation, a semestered school offers Arts Education 30 in the fall semester and Arts Education 10 in the winter semester. The next year the school offers Arts Education 20 in the fall and Arts Education 30 in the winter. The third year repeats the first scenerio. Administrators and staff decide which modules will be offered in each year, ensuring that the required module is always offered for the 30 credit. Sample school #3 - One school is able to provide only Arts Education 30. A number of grade 10, 11 and 12 students are registered in the Arts Education 30 course at the same time. As there are no prerequisites, these students may all receive an Arts Education 30 credit.
• Can a student repeat a module? Yes. However, it is strongly recommended that schools offer new modules at each grade level. Activities provided in the curriculum guide are suggestions only. If, due to availability of personnel, timetabling or other restrictions, a few students find that they will be repeating the required Module One in their second or third year, the teacher should address the foundational objectives with new themes, topics and activities. For example, if repeating Module One: History in the Making, the teacher may decide to examine different periods of history, explore a different variety of arts styles or cultural perspectives than had been previously studied, and create new artistic problems for the students to solve.

Current Status

Arts Education 10, 20, 30 The three year implementation window began in Sept. 1995.

Band 10, 20, 30 Completed in 1993. Implementation effective Sept. 1994.

Drama 10, 20, 30 Completed in 1993. Implementation effective Sept. 1994.

Visual Art 10, 20, 30. Distribution to schools fall, 1996.Implementation effective Sept. 1997.

Choral 10, 20, 30. . . . Distribution to schools fall, 1996. Implementation effective Sept. 1997.

Dance 10, 20, 30 . . . . Distribution to schools fall, 1996. Implementation effective Sept. 1997.

Secondary Level Arts Education

Note: Module One is required for Arts Education 30 credit. Module Two is an option for selected students at the Arts Education 30 level only. Refer to the respective modules in the curriculum guide for more specific information.

Module One: Core Arts Education 30 Module 50 hours History in the Making This module will involve students in a wide variety of participatory activities in a non-traditional approach to the study of arts history. Experiences and resources that are intended to promote independent learning and active involvement in each of the four strands will be suggested. The students will: become familiar with some outstanding individuals and groups in the arts from the past and present respond to examples of works of art from various time periods and places examine factors which brought about the developments and changes in the arts examples studied increase understanding of Saskatchewan and Canadian arts, artists and arts history continue to explore the contributions of women in the arts, examining the relationship between women artists, their work and historic traditions explore Aboriginal perspectives on arts history examine local, national and international arts issues, old and new explore the influence of arts history on contemporary work create arts expressions with historical reference.

Module Two 50 hours Optional Independent Study At the grade 12 level, some individual students or groups of students may be at a level in Arts Education whereby they may benefit most from an individualized program of study. The decision for some students to study independently should be made through assessment by their teacher and school administrators. Their study must include the creative/productive, cultural/historical and critical/responsive components of the program and may take the form of: an individualized arts project which culminates in an arts presentation or display and final report a co-operative Work Study experience with a professional artist, arts teacher, arts industry or organization in the community.

Module Three 50 hours Tell It Like It Is! This module will actively involve students in arts experiences that explore topics of interest selected by the students and teacher. Topics might include: On Being a Teenager Making Choices Leadership Families and Other Relationships Drug and Alcohol Abuse Sports Careers Authority Runaways/Street Kids Innovations and New Ideas Crime/Violence (teen gangs, violence against women) Fitting In Discrimination Poverty/The Economy/Earning Money What is a Handicap? Healthy Lifestyles Psychology/Emotions/What Motivates People? Farming Driving Suicide Sexuality Mysteries of the Universe Fashions and Fads School Balancing Work and School Personal Identity/Cultural Identity Leaving Home The Avant Garde

Module Four 50 hours Film and Video Media studies have been integrated into the Arts Education curriculum throughout the elementary, middle and secondary years. In addition, twenty hours is allocated specifically to the study of the arts and mass media in the grade nine curriculum. At the Secondary Level, Module Four provides students and teachers with an opportunity to focus on film and video in more depth than in previous years. Students will continue their investigation into how the media shapes people's lives and views of the world, examining the important role that the arts play in how individuals see themselves and their societies. Students will also continue to view and respond to film and video as art forms. They will increase their abilities in film and video production, focusing on the aesthetic aspects of film- making, and will learn more about the language of cinema, film history, genres and film-making styles. Some students, for example, may focus projects on video production, while others might focus on developments in world cinema, thrillers, westerns, documentary, animation or experimental film-making. It is important that students increase their knowledge of Canadian film-makers and their work, and continue to examine important issues such as gender representation, stereotyping, censorship and Canadian content regulations. Some interested students might choose to research new technology such as "virtual reality" and predict its impact on the arts and film-making. A wide variety of options will be provided so that teacher and students can make use of available resources and experience a high level of personal interest and commitment.

Module Five 50 hours The Arts and Popular Culture In this module, students will focus on the significance of popular culture in their daily lives. Through activities in each of the arts they will explore current fashions, role models and their own works of art. They will examine the personal and societal effects of popular music, dance, drama and visual images. They will see how artists may be agents of change in their time and will examine some of the similarities and differences between the arts as entertainment and the arts as personal expression. Students will also examine the nature of celebrity and commercial motivations, and explore the role of the arts in the mass media, in the marketplace and in entrepreneurship. They will be looking at the complex relationships between popular culture and the arts, examining the benefits and effects of each on their lives today and in the future. Teachers will involve students in designing activities and experiences that have personal meaning and significance from their own perspectives as young adults in a rapidly changing world.

Module Six 50 hours Expanding Horizons: The Arts in Canada This module focuses on increasing students' understanding and enthusiasm for the arts in Saskatchewan and Canada. The activities and experiences will actively involve students in discovering ways in which the arts in Canada preserve and create a diverse Canadian culture and identity. Students will continue to develop and convey their own ideas, personal experiences and cultural perspectives through their arts expressions. They will be expected to demonstrate critical thought and support interpretations and opinions when responding to the work of Saskatchewan and Canadian artists. This module will also encourage students to learn about the roles of provincial and national arts organizations and institutions such as the Saskatchewan Arts Board, the National Gallery, the Canada Council, the National Film Board and the Canadian Conference on the Arts. It will emphasize the significance of the arts to Saskatchewan and Canada and to each student by posing questions such as the following: Why are the arts important for Canada? Why should we (students, the public) support the arts? How can students continue to be involved in the arts? Students will be encouraged to identify personal goals and design action plans for continuing their education and lifelong involvement in the arts.

Module Seven 50 hours Global Connections In this module, students will be involved in activities, discussions and arts projects that will explore the relationships between the arts, their own work and the global environment. Students will increase their understanding of the significant role that some artists choose to play in raising public awareness about such global concerns as the environment (logging), health (AIDS), human rights (the homeless), politics (apartheid), technology (media) and values (racism, gender). The students will: continue to examine contemporary Saskatchewan and Canadian arts in relation to international trends and arts around the world increase awareness of international arts and artists examine global issues through the arts explore the role of the arts as social commentary gain an understanding of contemporary Indigenous peoples' ideas and socio-political aspirations expressed through the arts -- national and global explore individual artistic vision within an international context.

Program Implications: Kindergarten to Grade 12

Time Allotment

• Elementary and Middle Levels (K-9) -- 200 minutes per 5 day-week (240 minutes per 6-day week).
• grade 9 curriculum functions as either 200 minutes per week program or may be adapted to function as 100 hour course
• Secondary Level courses -- 100 hours

Personnel

• curriculum developed for use by either classroom teachers or specialists
• suggested activities and model units written with classroom teachers in mind teachers can work independently or as an inter-disciplinary team
• suggested activities and model units are optional content which may be regarded as suggestions or models for adaptation
• access to library personnel and resources a definite advantage
• teachers with training in one or more of the strands desired
• teachers with strong interest in the arts essential
• program is flexible to allow for various methods of delivery

Facilities

Dance	access to gym or empty classroom needed
Drama	classroom adequate if no drama room available
Music	classroom adequate if no music room available
Visual Art	classroom adequate if no art room available; however, art room with sinks, storage space, etc. is desirable

Resources

• Arts Education curricula for grades one to nine have been distributed to schools.
• annotated bibliographies have been distributed for grades 1 to 9 and Drama 10,20,30. The Secondary Level Arts Education bibliography will be distributed in June 1995. A list of key resources is included in this bulletin.
• the bibliographies include listings for books, films, videos, kits, recordings, etc. for all four strands
• the bibliographies contain listings to support Indian, Métis and Inuit content the curriculum facilitates use of available community resources and collaboration with local artists, musicians, etc.
• bibliographies include names and addresses of Saskatchewan organizations, many of which have lending libraries and outreach programs
• all curricula and bibliographies are available from the Book Bureau
• many of the resources are appropriate for K - 12 teachers. School divisions may already have some of the suggested resources
• Saskatchewan Education, Training and Employment has also prepared the following:
  (The first three videotapes and slide tape are available from regional offices and Media House Productions. Handbooks are available from Book Bureau. The last four resources have been sent to respective school libraries).
  - Arts Education "awareness" slide tape and/or video, French or English (K-12)
  - Arts Education: The Dance Strand video and handbook (K- 5)
  - Arts Education: Drama in Context video and handbook (K- 5)
  - Métis Dances (kit) K-9
  - Musical Chairs (audio-cassette) K-5
  - Saskatchewan Art Works (slides/booklet) K-8
  - Visual Art Resource for Grades 9 and 10 (slides/booklet)
• duplication rights for other supporting videos have been purchased to allow teachers to obtain low-cost copies through Media House Productions catalogues.

Implementation Inservice

Maintenance

• teachers should be encouraged to continue their professional development in arts education networking opportunities would assist teachers in their delivery of the program
• in part, Saskatchewan Education, Training and Employment plans to support maintenance of the program through information provided in Update Bulletins of the Humanities and Instructional Resources Units. Other support will come through Core Curriculum initiatives involving school divisions such as the Evergreen Curriculum on the internet. There is currently an Arts Education Conference Area on the system for teachers to exchange unit and lesson plans. Teachers may also contact other Arts Educators for advice and assistance on line by posting a message to the Arts Education mailing list.
• in addition administrators are encouraged to consider the following questions which focus upon maintenance needs:
  - To what extent are teachers familiar with the actual curriculum guide, its philosophy, foundational objectives, activities and methods? (This is what is meant by the intended curriculum.)
  - To what extent do the actual experiences which teachers provide (the taught curriculum) match the intended curriculum?
  - How are teachers structuring their observations of students to ensure that foundational objectives are being met?
  - Do teachers have a system for providing information to students and parents?
  - Are all students progressing as a result of the experiences teachers provide?
  - Are teachers adapting materials, methods, or setting when necessary to meet individual student's needs?
  - Are teachers regularly incorporating opportunities for independent exploration and learning?
  - To what extent do teachers understand the relationships between the Common Essential Learnings and the Arts Education program?
  - Are teachers attending to the incorporation of the Common Essential Learnings in their lesson (and unit) planning process?
  - To what extent do teachers appear to be enthusiastic about the Arts Education program and their lessons?
  - To what extent do the activities and teacher questions involve students in creating and reflecting upon content and processes of the program?
  - What teaching methods are used? Are they appropriate? Are they varied? Are they consistent with what the curriculum recommends?
  - What human and material resources are used?
  - To what extent are community resources and programs used to enrich the program?
  - Are sufficient resources available to teach the program as intended?
  - Has an in-school or school division(s) network been established to support delivery of this program through idea exchanges and peer coaching?
  - What other provisions are made for staff development? Are they appropriate and sufficient?
  - Are equipment and facilities adequate to facilitate the achievement of program objectives?
  - What areas need further improvement?
  - Is equipment well utilized?
  - Are the financial resources allotted sufficient to support the achievement of program objectives?
  - Are there creative ways to free up funding to support the program further?
  

What Can Administrators Do To Help?

The administrator can:

• Ensure that curriculum requirements and objectives are being addressed in all new and existing programs and courses.
• Inform parents/boards/community that the program is not just a production or performance-oriented program. The problem-solving that the student will go through is as important as the result, and the product may not always be intended for an audience. Parents, boards and community need to know that the program has three components (creative/productive, cultural/historical, critical/responsive). They may be expecting to see just the creative/productive. They also need to know that the arts encompass important ways of knowing, learning about and viewing the world - ways which will enrich students' lives and strengthen their understanding of other school subjects.
• Inform parents/boards/community that the Arts Education program has specific content that needs to be covered in the school year. The administrators can help protect arts teaching time from requests that appear to be related to the program (for example, poster contests, decorating a space for a seasonal or other special function, providing entertainment for special functions). These may be valuable experiences but should not diminish the amount of time available for the requirements of the arts program.
• In rare cases, administrators might encounter parents who for religious reasons are reluctant to have their children participate in some aspects of the Arts Education program. Administrators, teachers and parents should work together to avoid a situation where individual students do not take part in some aspects of the program. Parents should be informed about the aim and objectives of the Arts Education curriculum. This should serve to dispell any misconceptions they might have. Often through discussion, mutually agreeable solutions can be found for those individual students. It is important that in an effort to find such solutions, the intent of the Arts Education program and its objectives are maintained.
• Support the development of a strong collection of library resource materials for Arts Education. Encourage teachers to use resources at hand in the community. All communities have artists, musicians, dancers, story-tellers, etc. who would be willing to share their experience and expertise with students.
• Support teachers in their endeavours to learn more about the arts. This is an area where many teachers feel inadequate.
• Support teachers who wish to work together to plan units and coach each other in their arts teaching.
• Support teachers in integrating Indian and Métis content and perspectives throughout the curriculum. This might include providing Indian and Métis Awareness Workshops which can be arranged through the Regional Offices.

Program Information Bulletin Continues