| The Curriculum Structure | Secondary Level Program Overview | Model Module |
At the Secondary Level, the Arts Education curriculum incorporates the four strands of dance, drama, music and visual art within modules. The curriculum is designed to allow for a variety of possibilities for delivery, respecting that time-tabling situations and personnel vary from school to school. The course may be taught by one teacher or several, working individually or as a team. The four strands could be interrelated throughout the module, or they could be taught as four separate units within the module framework.
The curriculum is resource-based; therefore, once teachers are familiar with the curriculum they may address the objectives by choosing themes or topics suited to their particular teaching situations. Sample themes are provided; however, teachers and students may choose other themes that would provide a broad context for learning arts concepts. These themes might arise from any of the four arts strands, from other areas of study, or from topics of particular interest to Secondary Level students. These topics could include local and international events, traditions, issues, or broad areas such as media studies or global education.
The modular curriculum structure encourages teachers to plan their arts programs in series of connected lessons. This practice ensures a larger context for each lesson and enables teachers and students to build upon previous ideas, knowledge and experience. It also provides opportunities for students to make meaningful connections between arts activities, other curricula and their daily lives.
The activities provided are suggested ways of achieving the foundational objectives. Within each module in the curriculum, there are many more suggested activities than can be completed in the time allotted. This is to provide as many ideas for teachers as possible. Remember that the activities are suggestions only and are provided as examples for teachers to draw upon when planning. A Planning Guide is included in this document.
Arts Education 30 - Select Module One plus one other module.
Arts Education 20 - Select any two modules.
Arts Education 10 - Select any two modules.
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(Core Module required for Arts Education 30) History in the Making |
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50 hours History in the Making This module involves 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 are suggested.
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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 administrator. Their study must include the creative/productive, cultural/historical and critical/responsive components of the program and may take the form of:
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50 hours Tell It Like It Is! This module actively involves students in arts experiences that explore topics of interest selected by the students and teacher. Topics might include:
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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 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 also continue to view and respond to film and video as art forms. They increase their abilities in film and video production, focusing on the aesthetic aspects of filmmaking, and learn more about the language of cinema, film history, genres and filmmaking 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 filmmaking. It is important that students increase their knowledge of Canadian filmmakers 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 filmmaking. A wide variety of options are provided so that teacher and students can make use of available resources and experience a high level of personal interest and commitment. |
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50 hours The Arts and Popular Culture In this module, students focus on the significance of popular culture in their daily lives. Through activities in each of the arts they explore current fashions, role models and their own works of art. They examine the personal and societal effects of popular music, dance, drama and visual images. They see how artists may be agents of change in their time and examine some of the similarities and differences between the arts as entertainment and the arts as personal expression. Students 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 look 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. |
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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 actively involve students in discovering ways in which the arts in Canada preserve and create a diverse Canadian culture and identity. Students continue to develop and convey their own ideas, personal experiences and cultural perspectives through their arts expressions. They are expected to demonstrate critical thought and support interpretations and opinions when responding to the work of Saskatchewan and Canadian artists. This module also encourages 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 emphasizes 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 are encouraged to identify personal goals and design action plans for continuing their education and lifelong involvement in the arts. |
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50 hours Global Connections In this module, students are involved in activities, discussions and arts projects that explore the relationships between the arts, their own work and the global environment. Students 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:
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The following is a detailed description of one of the seven modules in the Arts Education Secondary Level program. This model has been fully developed and presented here in order to:
This model is provided as a sample for the following module:
Module Three: Tell It Like It Is!
Time Frame: 50 hours
Resources
The following resources used in this module are only suggestions. As there are many optional activities provided, it is not necessary to obtain all of the resources listed below. The teacher may substitute other resources for any or all of the materials cited. Consult the Secondary Level Arts Education bibliography for annotated listings of resources and ordering information.
Print:
Dance A While: Handbook of Folk, Square, Contra, and Social Dance; Jean-Pierre Perreault: Choreographer; The Intimate Act of Choreography; "Men and Angels" from Eureka! Seven One-Act Plays for Secondary Schools; Oxford Companion to Canadian Theatre; In Character: Reflections in Drama, and teacher's guide; Contemporary Challenges: Conversations with Canadian Native Authors; "Venus Sucked In" from 3D English: Contemporary Canadian Scripts Vol. One, and teacher's guide; Getting Into Art History; Indigena: Contemporary Native Perspectives; In the Rapids: Negotiating the Future of First Nations.
Video:
Antoinette; Steps in Time; Dance Alive Series: Contemporary Traces; Joe; A Love of the Music: Prairie Variations; Toying With Their Future; Art Against Racism.
Kits:
The Ballroom Dance Pack; Let's Dance: Indian Social and Cultural Dances Kit; Métis Dances Kit; Music: Its Role and Importance in Our Lives; Arts Education: Visual Art Resource for Grades 9 and 10; Fear of Others: Art Against Racism; Ideas and Inspiration: Contemporary Canadian Art.
Equipment:
Drum or tambourine; VCR and television; tape or CD player; slide projector.
Foundational Objectives for the Module
Module Three focuses on the following three foundational objectives. Refer to Module Three in this curriculum guide for the list of specific learning objectives for each strand.
The students will:
Common Essential Learnings for the Module
The students will:
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Teacher Information: This model for Module Three is based on the suggested theme "Where do we go from here?" Secondary Level Arts Education students will be thinking about graduation and starting to prepare for the changes that will take place in their lives after they leave high school. This particular module will help students develop an awareness of their goals and various transitions in their lives. If the Arts Education teacher(s) decides to teach this model module, he or she might want to include the Life Transitions teacher in some preliminary interdisciplinary planning. In this Arts Education module, students will be exploring concepts related to identity, their futures and personal artistic vision. Concepts similar to these are also addressed in the Life Transitions course. For example, in Life Transitions, students are focusing on the development of personal self-knowledge, life roles, relationships and career planning. The 50-hour optional Independent Study Module contained in this Arts Education curriculum may also relate well to the career-oriented activities in Life Transitions. Arts Education and Life Transitions teachers may see many opportunities to build and expand upon these shared concepts through varied instructional approaches and activities. Some pre-planning will avoid overlap for those students enrolled in both courses and will encourage indepth reflection and imaginative responses. |