| Introduction | Program Aim and Goals | Philosophy | Three Components of Arts Education | Saskatchewan and Canadian Content | The Role of Specialized Courses |
Two Minister's advisory committee reports released in the 1980s provided the basis for the development of new policy and curricula in Arts Education in Saskatchewan.
In 1981 the Minister's Advisory Committee on the Fine Arts in Education released its final report with forty-five recommendations for improving the teaching of the arts in Saskatchewan schools. It recommended that a new Arts Education curriculum be developed, and provided guidelines for curriculum development. The committee also recommended that high schools be encouraged to offer specialized credit courses in the arts at the 10, 20 and 30 levels and that the Department of Education establish rigorous standards for specialized studies in the arts.
From 1982 until 1984, the Minister's Advisory Committee on Curriculum and Instruction Review undertook a province-wide study of education. The committee's final report, Directions, recommended that aesthetic education be a part of the kindergarten to grade 12 core curriculum for all students.
In fall of 1986, an advisory committee was formed to advise Saskatchewan Education, Training and Employment in the areas of dance, drama, music and visual art. Curriculum writers and the committee began to prepare curriculum documents for a four-strand Arts Education program and for specialized arts courses at the 10, 20 and 30 levels. Drama 10, 20 and 30 curriculum requirements were established in response to four main guidelines:
During the development of these curriculum requirements, drafts were taken periodically to the Drama sub-committee of the Arts Education Curriculum Advisory Committee and to the Indian and Métis Education Advisory Committee for review and comment. In addition, the document underwent a field review during which comments and suggestions were gathered from drama specialists and classroom teachers throughout the province. These comments and suggestions were incorporated during the revision process.
| Introduction | Program Aim and Goals | Philosophy | Three Components of Arts Education | Saskatchewan and Canadian Content | The Role of Specialized Courses |
The Arts Education program has one major aim: to enable students to understand and value arts expressions throughout life. This one aim describes the main outcome for students and the primary reason for including Arts Education in the Core Curriculum for all students.
The aim of the program can be achieved through meeting the following goals. By participating in the Arts Education program, students will:
| Introduction | Program Aim and Goals | Philosophy | Three Components of Arts Education | Saskatchewan and Canadian Content | The Role of Specialized Courses |
The Saskatchewan Arts Education program provides a unique "way of knowing" about the world and human experience. In order for students to benefit from this unique way of knowing, the Arts Education program encourages the following:
In addition, the program recognizes that artists are thinkers. Their ideas have contributed and continue to contribute to an understanding of human existence. The Arts Education program provides a place for their ideas.
| Introduction | Program aim and Goals | Philosophy | Three Components of Arts Education | Saskatchewan and Canadian Content | The Role of Specialized Courses |
All Saskatchewan Arts Education Courses, including specialized courses, must incorporate the three components of the Arts Education curriculum. These components are the creative/productive component, the cultural/historical component and the critical/responsive component.
The program is structured, through the inclusion of the three components, to achieve a balance in focus. The three components are not to be segregated, but are intended to be inter-woven throughout the program. The explanations below are specific to Drama.
The Creative/Productive Component
This component includes the exploration, development and expression of ideas through dramatic art form. In order for a project to be creative, the student must be actively engaged in a thinking process. The student will learn where ideas come from and how ideas can be developed and transformed through dramatic art form. Reflection is an essential part of the creative process and allows the students to evaluate their own growth in their creative endeavours.
The Cultural/Historical Component
This component deals with the role of drama in culture, the development of drama throughout history, and the factors that influence drama and dramatic artists. This component does not include just the historical development of drama, but also focuses on drama in contemporary cultures. This includes popular culture and provides opportunities for various cross-cultural studies. The intention of this component is to develop students' understanding that drama is an integral aspect of living for all people.
The Critical/Responsive Component
This component aims to develop students' ability to respond critically to dramatic performances and events in the artistic environment. Students will become willing participants in the inter-active process between artist and audience, and not just passive consumers of drama. The curriculum provides the teacher with a suggested method for guiding discussion when presenting students with drama performances. The method is intended to move students beyond snap judgment to informed personal interpretation.
| Introduction | Program Aim and Goals | Philosophy | Three Components of Arts Education | Saskatchewan and Canadian Content | The Role of Specialized Courses |
This curriculum requirements document encourages students to explore the rich and exciting theatre community that exists in this province and Canada. It is important that students become familiar with their own artistic heritage and surroundings. If they study Saskatchewan and Canadian drama and dramatic artists, they will recognize themselves, their environment, their concerns and their feelings expressed in many different ways. They will learn that the dramatic artists of Saskatchewan and Canada deal with personal, cultural, regional and global concerns, and that artistic accomplishments in this province and country are cause for celebration.
| Introduction | Program Aim and Goals | Philosophy | Three Components of Arts Education | Saskatchewan and Canadian Content | The Role of Specialized Courses |
All students will have taken the four strand Arts Education program at the Elementary and Middle Levels. Both the Arts Education curriculum and specialized courses at the Secondary Level are developed along a continuum of learning about and through the arts that began at the Elementary Level.
Many Secondary Level students will wish to continue their study of the arts through a four strand Arts Education program. Others who have a particular interest in one arts area will choose to further their studies by pursuing 10, 20 and 30 level courses in that one particular area.
There are similarities as well as differences between the drama strand of the secondary Arts Education program and the Drama 10, 20, 30 courses. Similarities are easily identifiable among the objectives of these courses as well as in the approaches taken to the teaching and learning of drama. In both cases the continuum of learning about and through drama that began with the Elementary Level program is reflected.
The most obvious difference lies in the time allotments. The drama strand of the four strand program receives only one quarter of an allotted one hundred hours while the specialized Drama courses receive the entire one hundred hour allotment. This makes it clear, then, that within Drama 10, 20, 30 students will be able to explore the study of drama in greater depth.