Grade 12 - 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

Create original work in selected arts disciplines, individually and/or collaboratively.

Produce and present to an audience, an individually or collaboratively created multidisciplinary arts expression.

Communicate ideas of social relevance, creatively through the arts.

Apply artistic voice with purpose.

Demonstrate leadership in an arts community through shared purpose.

Create an arts expression to challenge, reinforce or draw attention to ideas or societal norms.

Examine how learning gained through the arts may be transferrable to careers and personal pathways

Examine and express how the arts provide opportunities to learn about oneself.

Investigate how the arts engage people holistically, including physically, spiritually, intellectually and emotionally.

Generate inquiry questions to help develop understanding of what contemporary practice means (e.g., What is contemporary arts practice?).

Investigate inspiration and departure points for own artistic work.

Engage in creative processes to develop artistic projects individually or collaboratively (e.g., choreographic process, visual art-making process, music composition process, dramatic/theatrical process).

Document the creative process and discuss one’s ideas, decisions and problem-solving.

Take risks and recognize the value of mistakes.

Explore and incorporate use of digital technologies in arts expressions

Reflect on experiences of self, peers and others as potential inspiration for creative work.

Create personal goals, timelines and assessments for selected artistic project.

Discuss critically one’s ideas and progress towards goals of selected artistic project.

Document development of skills and techniques in selected artistic project.

Demonstrate increased autonomy and innovation in arts expressions

Share work and discuss ideas, artistic intent and process of creating with peers and/or audiences (e.g., written artist statements, after performance reviews or talks).

Examine contemporary practices in multidisciplinary arts expressions.

Design and present, individually or collectively, a multidisciplinary work for an audience.

Assume responsibility for the role of multidisciplinary artist and/or production crew member (e.g., sound designer, scenic designer, choreographer, dancer, visual effects technician, dramatic artist, makeup designer).

Apply technologies in multidisciplinary art works and/or productions.

Work with others (e.g., peers, cultural groups, guest artists) on multidisciplinary art works, presentations or productions.

Discuss evolving fields of practice that integrate or combine arts disciplines (e.g., interdisciplinary artistic practices).

Create own work inspired by contemporary multidisciplinary work of others.

Represent ideas, communicate messages, thoughts and feelings through arts expressions.

Investigate artistic styles to use as inspiration for own work

Demonstrate growth of techniques and skills in one or more arts disciplines.

Develop and share artistic creations using ideas based on a topic of social relevance to students

Create presentations of own work.

Reflect on how one’s arts expression connects with an audience.

Represent and/or challenge society through own arts expressions.

Share work live or using digital technologies.

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

Create goals and criteria for self improvement.

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

Apply skills and strategies to express own voice through the arts.

Reflect on own ideas and development of artistic voice.

Set goals for growth and development of personal expression.

Express point of view through selected arts discipline.

Respond to the perspectives and artistic voices of others.

Refine own work to develop voice.

Document own work (e.g., process portfolios, evidence, digital).

Discuss the role of the arts in developing self understanding.

Identify personal style leading to personal voice.

Reflect on the value of art and share perspectives with others

Research career opportunities within the community and beyond to continue the artistic journey.

Discuss ways to continue engaging with the arts (e.g., professional, community member).

Examine the meaning and importance of ‘arts community’ (e.g., What are some of the arts communities that exist locally or globally? What can be learned from them?).

Research local arts communities (e.g., collectives, arts advocacy groups, funding organizations).

Build and share understanding of the value of building communities through the arts.

Create a community, in own classroom, through a shared focus.

Examine the purpose of arts organizations in supporting communities of artists (e.g., CARFAC, Listen to Dis’, OSAC, SK Arts, SaskCulture).

Examine the social, economic and personal benefits of belonging to arts communities

Discuss ways to engage and sustain communities through the arts (e.g., How can we honour existing connections? How can we bring families into the school and share learning with others?).

Design, plan and carry out a student-created arts collective (e.g., storyteller collective, visual art collective).

Generate inquiry questions to explore big ideas such as: engagement (e.g., how to involve families, outreach).and connecting and sharing and teaching talents within the students’ own world.

Generate ideas for investigation and examine how various artists have responded to those ideas.

Discuss how arts expressions evolve and influence societal norms (e.g., artists as agents of social change).

Research Indigenous artists whose work challenged or challenges the norms of a particular time and place (e.g., treaty education outcome HC12 - examine how treaties within contemporary society impact on individual’s lives).

Propose and create an arts expression to draw attention to a concern or idea of personal interest.

Reflect on and discuss transferable skills (e.g., communication, digital skills, collaborative processes, creative problem solving, self expression, empathy, innovation, being able to construct).

Explore skills that are useful for careers in the arts and other fields, such as knowing how to: think critically and creatively; write grant applications; source project funding; identify tax benefits; anticipate and solve problems creatively; create budgets; encourage patrons; network with others; collaborate with partners; trade and share goods and services; and, form collectives

Discuss the benefits of networking including how to find collaborators and support other artists and arts communities.

Reflect on own life goals and assess how one’s creative skills could be applied in various fields.

Reflect on own art works and personal growth.

Construct assessment criteria and set goals for own work.

Document own progress.

Invite feedback from peers (e.g., dialogue, personal responses).

Plan ways to share own work and make connections with community (e.g., class, school, external groups).

Examine the holistic nature of the arts and the benefits to wellbeing and mental health (e.g., connect with teachers, community leaders, artists, Elders, online experts, counsellors).

Examine connections between spirituality and the arts, for example: religious patrons; arts commissions; arts in ritual and ceremony; cultural storytelling; contemplation and sand mandalas; medieval illuminated manuscripts; and, traditional cultural dances.

Investigate how artists reveal connections of body, mind and spirit through their practices

Discuss examples of First Nations and Métis arts expressions that engage people physically, spiritually, intellectually and emotionally (e.g., treaty education outcome SI12 - investigate the values and beliefs of self, family, community, and society in relation to the importance of honouring the spirit and intent of treaties).

Reflect on connections between own arts expressions and the spiritual, physical, emotional and intellectual domains (e.g., How does my work connect to one or more domains?).

Examine the work of artists who respond to contemporary social issues as potential points of inspiration such as: How are artists responding to current social justice issues (e.g., marginalization of newcomers, bias or hatred based on race or gender and sexual diversity, economic inequities, environmental and social sustainability)? and How do First Nations and Métis arts expressions reflect historical and contemporary concerns (e.g., treaty education outcome TPP12 indicator - examine the importance of decolonization as a process that supports the understanding that We Are All Treaty People.)?

Respond to site-specific arts expressions.

Investigate immersive and interactive arts (e.g., moving from place to place, non-traditional performance and exhibition spaces, virtual spaces).