Grade 11 - 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

Apply creative processes for producing arts expressions within a local context.

Design and produce, individually or collaboratively, a multidisciplinary arts expression.

Communicate ideas that have personal meaning, creatively through the arts.

Investigate use of own and others’ artistic voice.

Collaborate with peers and others to build an arts community with a shared purpose.

Conduct an inquiry into how the arts can challenge or reinforce societal norms of a given time and place

Investigate artistic pathways and potential careers within the arts, or other creative fields, of personal interest.

Investigate how the arts support, influence and shape diverse communities (e.g., gender and sexual diversity, people with disabilities, ethnic groups, popular music sub-cultures, social media-based groups).

Explore connections between the arts and ways of knowing (e.g., multicultural, Indigenous, multiple literacies, emotional, intuitive, STEAM disciplines).

Examine how artists use arts to raise awareness about place and sustainability (e.g., social, economic, environmental).

Discuss and examine how creating in the arts is a process that can be explored in multiple ways (e.g., imagining, planning, researching, generating, experimenting, risking, observing, drafting, reflecting, documenting, practicing, refining, sharing).

Discuss how place-based inquiry is dependent on the local context (e.g., locale, people, history, season).

Research local place (e.g., local artists, history, geography) as inspiration for arts expression.

Examine and conduct a place-based artistic inquiry, drawing on ideas, resources and influences from one’s place (e.g., current urban issues, rural or land-based sources of inspiration, newcomers’ worldviews, First Nations and Métis perspectives on local historic events, environmental or social sustainability concerns).

Utilize technology as a tool to organize, express and share ideas.

Create place-based arts expressions (e.g., compose music inspired by community, use found objects in visual art, create dance in response to community issue, create drama about local history).

Document and reflect on the creative process (e.g., challenges, discoveries).

Research multidisciplinary arts examples to use as inspiration for own work (e.g., interview artists in person or online, search for project examples).

Experiment with various tools, materials, techniques and technologies to combine multiple arts disciplines

Create a multidisciplinary project (e.g., individual student or small groups combine art forms, some students combine arts with other disciplines such as science or math).

Document and reflect on ideas, skills, techniques and technologies incorporated in own multidisciplinary project (e.g., individual project or collaborative work).

Reflect on personal experiences as possible sources of inspiration for arts expression.

Experiment with various techniques and skills to express personal meaning (e.g., memory, event, experience, concern, interest).

Communicate, through the arts, thoughts and feelings about an idea, event or concept that has personal meaning.

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

Collaborate to construct criteria to use when providing feedback throughout the creative process.

Apply feedback to improve creative work.

Discuss the communication of ideas and intent of own work.

Investigate inquiry questions such as: How is voice represented in each art form?, How does one develop artistic voice? and How do we see voice expressed in the work of others?

Reflect on own ideas and development of artistic voice (e.g., identifying one’s preferred style, experimenting with ideas of personal relevance, expressing one’s sense of humour).

Express ideas in own style and personal voice.

Discuss potential meanings of ‘artistic merit’.

Establish goals and work towards developing a sense of ‘artistic merit’ in an area of the arts and discover possible engagements within the community.

Decide on a shared purpose for an arts expression/project.

Develop through collaboration with peers and others, where applicable, a plan for the creation of artistic work.

Create an artistic work with a shared purpose.

Gather feedback on the artistic work during the process and at project completion.

Construct rubrics with peers to determine expectations for collaborative work.

Reflect on strengths of the work and challenges overcome.

Generate questions for inquiry into how the arts reinforce or challenge norms of various time periods.

Research and discuss examples of controversial arts expressions.

Examine the influence of pop culture on societal norms.

Examine selected First Nations, Métis and international Indigenous artists who challenge societal inequities through their arts (e.g., treaty education outcome SI11 - analyze how the unfulfilled aspects of treaties, with international Indigenous people, have resulted in inequities).

Begin to develop a portfolio of examples that demonstrate skills and interests in the arts.

Explore a creative opportunity one might pursue.

Investigate and identify creative careers that would suit one’s strengths, beliefs and interests.

Examine working conditions associated with careers in the arts (e.g., travel requirements, working project to project, earning potential, training and professional development opportunities and costs, intense periods of work followed by gaps in employment, maintaining or sharing an artistic space, opportunities for scholarships and grants).

Examine the role of promotion and advocacy if pursuing a career in the arts (e.g., advertising online, social media).

Refine personal learning plan for continued development and involvement in the arts (e.g., find people in community that share one’s interests).

Examine local arts expressions and discuss the benefits to communities

Generate inquiry questions concerning the value of the arts for all members of communities.

Advocate for the arts in own communities (e.g., create an visual display, exhibition or performance, commercial advertisement, podcast).

Participate in a service learning opportunity involving the arts (e.g., performance at seniors’ home, raising money for foodbank through drama or dance production, selling art work).

Generate inquiry questions to examine the meaning of “ways of knowing” such as: What are some cultural ways of knowing? , What are some subject area or discipline-based ways of knowing? and What is meant by multiple literacies?

Research artists to discover how the work was/is created and its sources of inspiration (e.g., Leonardo’s images, Jane Ash Poitras’ images, Martha Graham’s technique, A Tribe Called Red’s electronic music).

Research and engage (e.g., in person, online) with artists from various cultural backgrounds to explore connections between the arts and diverse worldviews.

Examine the work of artists who incorporate diverse disciplines within their arts practice (e.g., STEAM - science, technology, engineering, arts, mathematics) and incorporate interdisciplinary ideas into own work.

Conduct an inquiry into ways that artists respond to the natural world without harming the environment (e.g., How do artists source and harvest resources sustainably?).

Examine arts expressions created in response to diverse environments (e.g., constructed, imagined, ecological).

Research Indigenous artists whose work incorporates cultural references and/or reflects concern for sustainability.

Examine the use of arts as activism in various places (e.g., locally, nationally, internationally).