Core Curriculum: Plans for Implementation (1987) defines the Core Curriculum as including seven Required Areas of Study, the Common Essential Learnings, the Adaptive Dimension and Locally-determined Options. Arts Education is one of the seven Required Areas of Study.
In addition to these Core Curriculum components, various other initiatives support curriculum development. This curriculum suggests ways to incorporate Indian and Métis perspectives, gender equity and resource-based learning. These initiatives can be viewed as principles that guide the development of curricula as well as instruction in the classroom.
| Common Essential Learnings | The Adaptive Dimension | Indian and Métis Curriculum Perspectives | Gender Equity | Resource-based Learning |
Understanding the Common Essential Learnings, A Handbook for Teachers (1988) defines the Common Essential Learnings and expands on a basic understanding. Teachers should refer to this handbook for more complete information on the Common Essential Learnings.
Visual Art 10, 20 and 30 offer many opportunities for incorporating the Common Essential Learnings into instruction. The purpose of this incorporation is to help students better understand visual art and to prepare them for future learning, both within and outside of the classroom. The decision to focus on a particular Common Essential Learning within a lesson is guided by the needs and abilities of individual students and by the particular demands of visual art. Throughout a unit, it is intended that each Common Essential Learning be developed to the extent possible.
It is important to incorporate the Common Essential Learnings in an authentic manner. They are intended to be developed and evaluated within the visual art program. Throughout Visual Art 10, 20 and 30 the three components (creative/productive, cultural/historical and critical/responsive) reflect an emphasis on the development of the Common Essential Learnings through their content and processes. Therefore, the inherent structure of the curriculum promotes the integration of Common Essential Learnings into instruction. Foundational objectives for the Common Essential Learnings are included in each module overview chart. More specific learning objectives are incorporated throughout the model module.
Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. A unit that has focused on developing Communication and Critical and Creative Thinking, for example, should also reflect this focus during assessment. Assessment strategies should allow students to demonstrate their understanding of the important concepts in the unit and how these concepts are related to each other and to previous learning.
Throughout this guide, the following symbols are used to refer to the Common Essential Learnings:
| C | Communication |
| N | Numeracy |
| CCT | Critical and Creative Thinking |
| TL | Technological Literacy |
| PSVS | Personal and Social Values and Skills |
| IL | Independent Learning |
Communication
In Visual Art 10, 20, 30 the teacher can further students' knowledge, skills, attitudes and abilities related to Communication by:
Numeracy
In Visual Art 10, 20, 30 the teacher can foster Numeracy by:
Critical and Creative
In Visual Art 10, 20, 30 the teacher can foster Critical and Creative Thinking by:
Technological Literacy
In Visual Art 10, 20, 30 the teacher can foster the development of Technological Literacy by:
Personal and Social Values and Skills
In Visual Art 10, 20, 30 the teacher can foster the development of Personal and Social Values and Skills by:
Independent Learning
In Visual Art 10, 20, 30 the teacher can foster Independent Learning by:
The Adaptive Dimension is an essential part of all educational programs. Like the Common Essential Learnings, the Adaptive Dimension is a component of Core Curriculum and permeates all curriculum and instruction. For more complete information refer to The Adaptive Dimension in Core Curriculum, Saskatchewan Education (1992). The Adaptive Dimension is defined as:
...the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum, instruction, and the learning environment meaningful and appropriate for each student (p.1).
A wide range of diversity can be accommodated by using the following general guidelines for adaptation:
The Adaptive Dimension includes all practices the teacher employs to make learning meaningful and appropriate for each student. Because the Adaptive Dimension permeates all teaching practice, sound professional judgement becomes the critical factor in decision making. Visual Art 10, 20 and 30 allow for such flexibility and decision making.
Special Needs Students In Visual Art 10, 20, 30
When there are students with special needs or a designated disability in the visual art classroom, teachers may need to seek professional advice and other forms of support. Consultative services regarding students with special needs may be obtained through local school systems, community resources and Saskatchewan Education's Special Education Branch. The Education Act defines students with designated disabilities as those persons who are visually impaired, hearing impaired, trainable mentally retarded, severely learning disabled, orthographically disabled, chronically health impaired, or socially, emotionally or behaviourally disabled.
In visual art, as in other subjects, there are adaptive techniques and other technical aids that can assist teachers in meeting the needs of students who face special challenges. Some students may require modified visual art tools or materials, a brailler, a voice synthesizer, a personal amplification system, or computer assisted instruction to derive maximum benefit from visual art courses.
In visual art, a student with a chronic physical disability may achieve the foundational objectives related to the cultural/historical and critical/responsive components of the program with few adaptations or with the same adaptations that are required in other subjects. However, to help the student achieve the foundational objectives related to the creative/productive component, the teacher may require further support. Through consultation with a resource person, the teacher could find ways, for example, to encourage the student who is physically challenged to create works with marks and symbols to the best or his of her ability.
A student with a visual impairment might be encouraged to use three-dimensional materials such as clay or wood rather than two-dimensional materials. When learning to respond to visual art that has been created by others, this student might require electronic assistance or braille resource books. The student may rely on interviews, research and a sense of touch when discussing art works.
Visual art is an exciting and unique way of discovering and knowing about the world and human experience. With innovative adaptations and strong support, every Saskatchewan student can realize the benefits of visual art courses.
The integration of Indian and Métis content and perspectives in the kindergarten to grade 12 curriculum fulfils a central recommendation of Directions (1984). The document states:
Saskatchewan Education recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in our society today. Saskatchewan Education recognizes that education programs must meet the needs of Indian and Métis peoples, and that changes to existing programs are also necessary for the benefit of all students (p.6).
The inclusion of Indian and Métis perspectives benefits all students. When culture is reflected well in all aspects of the school environment, children can come to acquire a positive group identity. Appropriate resources also foster meaningful cultural experiences and promote the development of positive attitudes in all students. The awareness of one's own culture and the cultures of others add to an appreciation of Canada's pluralistic society.
Saskatchewan Indian and Métis students come from varied cultural backgrounds and social environments. These include northern, rural and urban areas. Teachers will need to be aware of the diverse social, cultural and linguistic backgrounds of Saskatchewan Indian and Métis students. Cross-cultural communication, first and second language acquisition theory, and standard and non-standard usage of language are increasingly important for educators to know. Teachers can then utilize a variety of instructional approaches which build upon the knowledge, cultures, and strengths that Indian and Métis students possess. Instructional methods, materials and environments need to be adapted to meet unique student learning needs.
Teachers are responsible for integrating resources that reflect accurate and appropriate Indian and Métis content and perspectives. They also share responsibility to evaluate instructional materials for bias and to teach students to recognize such bias. These important actions ensure that all students are exposed to accurate information about Indian and Métis history, culture and values.
The following four points summarize the expectations for Indian and Métis content in curriculum and instruction:
Inviting Elders to School
All cultures are enriched by people with valuable and unique knowledge. Such knowledge can expand students' insight beyond the classroom.
Indian and Métis Elders play an important role in the preservation of Aboriginal cultures. Their support of curriculum objectives can have a strong, positive influence on the growing identity of Indian and Métis students. Benefit extends to all students who thus acquire a heightened awareness and sensitivity that inevitably promotes well-being for all.
Protocol for approaching Elders with requests varies from community to community. The District Chiefs' Office, Tribal Council Office, Band Council, or Education Committee on a nearby reserve may be able to assist you. It is essential that you and your students complete the cycle of giving and receiving through an appropriate offering. The offering represents respect and appreciation for the knowledge shared. Prior to the Elder's visit, the nature of the offering must be ascertained as traditions differ throughout Aboriginal communities. In addition, it would be appropriate to offer honoraria and/or expense reimbursement to a visiting Elder.
To initiate the process a letter should be sent to the local Band Council indicating the role the Elder would play within the program. The Band Council may then be able to provide the names of those who have the specified knowledge and skills that would meet your needs. It is recommended that expectations for learning outcomes be shared.
Friendship Centres across the province are active at the community level and often present cultural workshops and activities in co-operation with Elders and other recognized resource people.
Expectations based primarily on gender limit students' ability to develop to their potential. While some stereotypical views and practices have disappeared, others remain. Where schools have endeavoured to provide equal opportunity for male and female students, continuing efforts are required so that equality may be achieved.
In order to meet the goal of gender equity, Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of society. The new curricula strive to provide gender-balanced content, experiences and teaching approaches. It is hoped that this will assist teachers in creating an environment free of stereotyping, enabling both girls and boys to develop their abilities and interests to the fullest.
The gender equitable approach presented in the curriculum can be reinforced by teachers in two significant ways. First, the curriculum can be supported by the selection of instructional resources that provide greater gender balance. Such materials reflect the current and evolving roles of women and men in society, portray both females and males in non-traditional roles and provide opportunities for discussion of the implications of these pursuits.
The second measure that can be undertaken to improve equity significantly is to employ gender equitable instructional and assessment strategies in Visual Art. Ensuring that both male and female students receive equitable treatment will enable students to learn and grow without facing artificial barriers or restrictions such as those imposed by gender bias.
In order to ensure gender equity in Visual Art courses, the teacher should:
Teachers can greatly assist the development of attitudes and abilities for independent, life-long learning by using resource-based instruction. The teacher and teacher-librarian, if available, should plan units that integrate resources with classroom assignments and teach students the processes needed to find, analyze and present information.
Resource-based instruction is an approach to curriculum which encourages students to use all types of resources: books, magazines, films, videos, computer software and data bases, manipulable objects, maps, museums, field trips, pictures and study prints, real objects and artifacts, media production equipment, galleries, performing arts groups, sound recordings, arts organizations and community resource people.
Resource-based learning is student-centred. It offers students opportunities to choose, explore and discover. Students who are encouraged to make choices in an environment rich in resources, where their thoughts and feelings are respected, are well on their way to becoming autonomous learners.
The following points will help teachers use resource-based teaching and learning: