Grade Nine Arts Education - Overview of Inter-related Unit

Overview

Inter-related Unit
Time Frame: 20% of total time allotment
This unit focuses on the exploration of a common idea or theme through the four strands.

Foundational Objectives

Vocabulary and Concepts
The students will:

continue to explore relationships among the processes and language of each of the four strands and apply this understanding to enhance all of their arts experiences
The vocabulary and concepts for this unit will depend upon the experiences selected from each of the four strands. Use vocabulary and concepts appropriate to the strand-specific objectives selected.

Common Essential Learnings

Resources

work toward the use of both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT)
begin to understand and use the vocabulary, structures and forms of expression which characterize dance, drama, music and visual art (C)
develop an understanding that technology both shapes and is shaped by society (TL)
increase understanding of the personal, moral, social and cultural aspects of Arts Education (PSVS)
increase understanding of prejudice, discrimination, racism, sexism and all forms of inequality and exploitation, and a desire to contribute to their elimination (PSVS)
develop a positive disposition toward life-long learning (IL)
develop understanding of the uses and abuses of mathematical concepts in everyday life (N).
The resources for this unit will depend upon the experiences selected from each of the four strands. It is possible that the teacher will be able to use the same resources for experiences in each strand.

Instruction

Assessment
The approaches used in the inter-related unit are those described within each strand throughout the curriculum. For example, the teacher will structure:

drama episodes
dance experiences
sound and music experiences
visual art experiences.
The teacher will incorporate into each of the four strands such instructional methods as:

research
discussion
reflection
brainstorming
problem-solving
group projects
individual projects
co-operative learning groups
concept mapping.
Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on the student's creative and responsive processes, as well as on any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment.
The teacher should:

discuss objectives and assessment criteria with students
select criteria for assessment based on the foundational objectives for the unit
observe and record students' ongoing development related to the selected criteria
design assessment charts
keep anecdotal records
keep cumulative records
observe students' contributions and commitment to individual and group experiences
discuss students' arts experiences with them
listen to students' reflections on their own arts experiences
assess student progress over time.

Overview Inter-related Unit	Time Frame: 20% of total time allotment This unit focuses on the exploration of a common idea or theme through the four strands.
Foundational Objectives	Vocabulary and Concepts
The students will: continue to explore relationships among the processes and language of each of the four strands and apply this understanding to enhance all of their arts experiences	The vocabulary and concepts for this unit will depend upon the experiences selected from each of the four strands. Use vocabulary and concepts appropriate to the strand-specific objectives selected.
Common Essential Learnings	Resources
work toward the use of both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) begin to understand and use the vocabulary, structures and forms of expression which characterize dance, drama, music and visual art (C) develop an understanding that technology both shapes and is shaped by society (TL) increase understanding of the personal, moral, social and cultural aspects of Arts Education (PSVS) increase understanding of prejudice, discrimination, racism, sexism and all forms of inequality and exploitation, and a desire to contribute to their elimination (PSVS) develop a positive disposition toward life-long learning (IL) develop understanding of the uses and abuses of mathematical concepts in everyday life (N).	The resources for this unit will depend upon the experiences selected from each of the four strands. It is possible that the teacher will be able to use the same resources for experiences in each strand.
Instruction	Assessment
The approaches used in the inter-related unit are those described within each strand throughout the curriculum. For example, the teacher will structure: drama episodes dance experiences sound and music experiences visual art experiences. The teacher will incorporate into each of the four strands such instructional methods as: research discussion reflection brainstorming problem-solving group projects individual projects co-operative learning groups concept mapping.	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on the student's creative and responsive processes, as well as on any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.