Grade 10 - Arts Education (2021)

Creative/Productive (CP) - Children will inquire, create, and communicate through dance, drama, music, and visual art.

Cultural/Historical (CH) - Children will investigate the content and aesthetics of the arts within cultural, historical, and contemporary contexts and understand the connection between the arts and human experience.

Critical/Responsive (CR) - Children will respond to artistic expressions of Saskatchewan, Canadian, and International artists using critical thinking, research, creativity, and collaborative inquiry

Investigate creative processes for producing arts expressions.

Incorporate more than one art form in an individual or collaborative multidisciplinary arts expression.

Experiment with ways of communicating ideas to others, creatively through the arts.

Experiment with personal preferences, media, styles and techniques to develop artistic voice.

Collaborate within an arts community.

Investigate how the arts can challenge, reinforce or draw attention to ideas, values and/or beliefs.

Identify skills, strengths and interests and set goals for continued growth in the arts.

Analyze how the arts can express identity and culture, past and present.

Examine various creative processes and ways of thinking.

Research artists who create work in response to the natural world.

Explore a range of creative processes (e.g., choreographers, composers, visual artists, theatre directors, filmmakers, writers, designers).

Identify potential sources of inspiration (e.g., work of other artists, local environment, current event) to use as starting points for creative work.

Generate questions, drawing on sources of inspiration, to engage in artistic inquiry (e.g., How can we artistically express our views on recent events? How could we play or compose in a style similar to an artist that inspires us?).

Determine how inquiry and creative exploration will be documented for potential sharing and/or assessment (e.g., video, journal notes, digital portfolio).

Identify artistic skills and techniques that could be further developed through creative inquiry and set goals for personal growth (e.g., What do I want to learn or improve from this exploration/experience?).

Reflect on artistic work and personal growth throughout creative processes.

Investigate examples of multidisciplinary projects as potential sources of inspiration for individual or collaborative work.

Explore ways of combining more than one art form (e.g., combine soundscape with dance, use visual imagery in drama, create video including music, dance, costumes and visual effects).

Discuss challenges encountered and problems solved when engaging in multidisciplinary work.

Examine how some individual artists use multiple art forms within their own work.

Create, individually or collaboratively, an arts expression using more than one art form and/or other discipline (e.g., arts, sciences, math).

Document and reflect on own progress during, and at the conclusion of, a multidisciplinary arts expression.

Examine different ways of communicating messages through the arts (e.g., compare how different artists convey a similar message, examine the same issue from different artists’ perspectives) and use as inspiration for own work.

Apply techniques and skills to express ideas.

Communicate, through arts expressions, thoughts and feelings about a topic of interest.

Take risks and discuss the value of mistakes and challenges in contributing to growth.

Practise ways of providing constructive feedback throughout the creative process.

Discuss the communication of ideas and intent of own work.

Discuss the meaning of artistic voice and share examples.

Reflect on own ideas and preferences in development of artistic voice.

Take inventory of own interests and strengths in the arts and reflect on how those are connected to artistic voice.

Express an idea in several different ways and reflect on personal artistic preferences (e.g., learn a dance sequence and represent it in Bollywood, robotic, country or contemporary style).

Practise being part of a school-based arts community (e.g., contributing ideas, encouraging others’ work, demonstrating focus and leadership).

Examine different roles in a school-based arts community.

Discuss how to take and give constructive feedback and apply to class discussions.

Discuss inquiry questions, such as: • What are the characteristics of an arts community?, How does the community make me a stronger artist? and How does feedback help me grow?

Provide examples of arts expressions that challenge ideas, values and/or beliefs.

Provide examples of arts expressions that reinforce or highlight ideas, values and/or beliefs.

Examine arts expressions of First Nations and Métis artists whose work challenges or draws attention to contemporary issues of concern to Indigenous communities (e.g., treaty education outcome TPP10 – investigate issues related to resource development and treaties).

Research the background of the artist and context in which the selected work was created.

Examine how ideas and/or themes evolve in the arts as the world changes (e.g., influence of newcomer artists, evolving technologies).

Reflect on own skills, strengths and interests in the arts (e.g., What do you have to offer? What are your skills and competencies? What are your strengths?).

Create a personal learning plan for continued development and involvement in the arts.

Explore opportunities to apply artistic abilities in school and communities.

Analyze and explore ways that creative interests, skills and competencies, learned from the arts, could apply to life after high school.

Discuss and investigate ways the arts can express personal and cultural identity (e.g., gender and sexual diversity, newcomer worldviews, pop culture associations).

Examine the role of traditional and contemporary arts in expressing Indigenous cultural and individual identity, past and present (e.g., treaty education outcome SI10: Analyze the spirit and intent of treaties and investigate the extent to which they have been fulfilled).

Communicate own understanding about relationships between arts, culture and identity (e.g., present to teacher or peers).

Investigate creative processes and ways of working and thinking in the arts and in STEAMrelated disciplines such as: interior design; architectural engineering; directing; composing; choreography; fashion design; make-up and hair design; cinematography; and, graphic and web design.

Research innovative responses to problems and explore how they can be overcome through different ways of thinking in various fields of work (e.g., STEAM disciplines).

Create a visual representation that compares and contrasts different ways of thinking or solving problems (e.g., design, science, math, music, robotics, technology).

Generate questions for inquiry regarding artists who are inspired by nature. For example: How do artists use materials from nature?, How do First Nations and Métis artists express cultural and historical connections to the land? and How did nature inspire a selected artwork (e.g., comments on sustainability, seasonal imagery in Japanese art)?

Research artists who are inspired by the natural world such as: eco-friendly artists, soundscapes composers, place-based performance artists; or, and First Nations drummers, singers, dancers and regalia designers.

Document the research process (e.g., digital documentation, research notes, journal entries).

Share research findings with peers and/or others (e.g., in person, virtual presentations).