Proposed+Art+Curriculum

[|Proposed Art Curriculum]


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Arts Education Curriculum Framework Education June 2009 DRAFT Copyright © 2009, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, Curriculum Branch, 44 Capital Boulevard, 10044 – 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6.** Permission is given by the copyright owner to reproduce this document for educational purposes and on a nonprofit basis, with the exception of materials cited for which Alberta Education does not own copyright. Table of Contents Introduction ............................................................................................................................... 1 Rationale for Arts Education ...................................................................................................... 2 Vision ........................................................................................................................................ 4 Guiding Principles ..................................................................................................................... 5 Creativity .................................................................................................................................. 7 General Learning Outcomes ....................................................................................................10 Program Organization ............................................................................................................. 11 Bibliography ..............................................................................................................................14 K–12 Arts Education Curriculum Framework / i © Alberta Education, Alberta, Canada June 2009 (DRAFT) ii / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada A Curriculum Framework serves as a foundation for curriculum development. A K–12 Arts Education Curriculum Framework will provide vision and direction for new programs of study. The Arts (Dance, Drama, Music and Visual Art) While the arts share many commonalities, each art form has its distinctive elements. Art disciplines evolve across cultures and change over time. New technologies, new artistic tools and new forms of expression continue to emerge. At this time, for the purpose of curriculum development, learning outcomes are proposed to be developed for K–12 dance, drama, music and visual art. Arts Education Arts Education provides opportunities for students to learn in the arts, through the arts and about the arts: Learning in the arts involves: • igniting individual imagination, intuition and emotion • understanding and applying the skills, techniques, processes, vocabulary and technologies of the arts • creating and presenting individual and collaborative artistic work. Learning through the arts involves: • honouring the arts as a way of knowing and communicating • sharing traditions, perspectives and stories • infusing other subject areas into the arts and infusing the arts into other subject areas. Learning about the arts involves: • interpreting and responding to artistic work and artistic choices • examining the arts in personal, historical, cultural and global contexts. Introduction “The arts both express and engage the human spirit in profound and powerful ways. They give our children and youth a sense of the world outside themselves, uniquely touching the timelessness of history and the limitlessness of the universe while helping them celebrate community. The arts are an integral part of Canadian society.” (National Symposium on Arts Education 2004, p. 1) K–12 Arts Education Curriculum Framework / 1 © Alberta Education, Alberta, Canada June 2009 (DRAFT) “The arts are a major force in the growth and development of our global business world. Through the arts, people learn creativity and innovation. The partnership between the arts and business improves not only economic development but also the social fabric and enlightenment of society.” Nasher (n.d.) Artistic literacy Literacy in the 21st century demands the inclusion of artistic elements. The artistic languages of image, movement and sound move beyond the limitations of words and numbers to express the whole of human experience. In a global and digital age, individuals must understand deliberate artistic choices in order to read and create increasingly complex forms of communication. Arts Education prepares students to create, share, understand, enjoy and critically respond to artistic and aesthetic experiences. Rationale for Arts Education Why is Arts Education important for students in the 21st century? Research, promising pedagogical practices and the current context of learning and living in the 21st century indicate numerous benefits of Arts Education for all students. Creativity and imagination Social, economic and technological innovation are driven by creativity and imagination. Creativity is the application of imagination, which is a distinctive feature of human intelligence. All students have the capacity to create, and are capable of further developing their creativity through engagement in the arts. Unique learning experiences within Arts Education nurtures the imagination and develops the student’s ability to be flexible, original and to imagine multiple solutions. “As creativity is a key driver in a positive and thriving society, we must continue to nurture an environment that supports the development of creative ideas, work and products and where innovation can continue to pioneer our province’s growth and prosperity. Our artists and creators need to have access to local, national and international markets.” (Alberta Culture and Community Spirit 2008) “Artistic literacy is essential for students to ‘read’ the speed, quantity and complexity of information in an increasingly visual and virtual world.” (Focus group participant 2008) Transferable skills Individuals require a broad range of skills and experiences to compete and contribute in the 21st century. Artistic processes prepare individuals to seek out and solve problems from a variety of perspectives; e.g., critical, innovative, aesthetic, practical. Arts Education develops personal discipline, flexibility and the confidence to take risks and see opportunity in errors. Arts experiences require individuals to show empathy and respect for others. Students participating in Arts Education learn to communicate effectively, contribute as part of a team and demonstrate leadership. Arts Education contributes to the building of transferable skills necessary for students to actively engage in local, provincial and global society. 2 / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada Cultural diversity All cultures contribute unique ways of knowing and transmitting knowledge, history and values. In many First Nations languages, there is no word for “art”—it is a state of being. For First Nations, Métis and Inuit communities, the arts are active expressions of family, tradition and culture. Furthermore, the arts nurture the Francophone identity and are a significant factor in transmitting the French language and ensuring cultural vitality in a minority situation. Historical and recent immigration of individuals from across Canada and around the world builds upon the existing richness of Alberta’s diverse communities. The arts provide a means for individuals to connect to their own culture(s) and to the culture(s) of others. By transcending language and cultural barriers, the arts support global citizenship and the development of intercultural competence. Experiences in Arts Education bring individuals together to share knowledge and perspectives, to understand and respect differences, and to celebrate what is universal. Balanced development of the whole person Research indicates that artistic experiences enhance one’s understanding of the essence of being human and positively affect brain and physical development. Social scientists have put forward that individuals who participate in the arts are less likely to have social, emotional and behavioural problems. The arts promote emotional wellness in an uncertain and complex world by providing a safe place to explore and express powerful ideas and emotions. Artistic experiences provide a unique way for individuals to explore beauty, mystery and meaning in their lives. They allow for both healing and celebration of the human spirit. Arts Education contributes to the intellectual, physical, social, emotional and spiritual development of students. Student success The arts connect students to school communities and offer a wide range of strategies to both teachers and students for improving student learning across the curriculum, resulting in greater academic success. Research indicates that, for many students, the arts are a reason to come to school and stay in school. Many students feel “plugged in” to school through opportunities to experience arts courses, meaningful teacher mentorship and peer support. Research also suggests that when students feel connected to their schools, they show an increase in attendance, academic performance and motivation toward high school completion. Arts learning and learning through the arts engages student interest, embraces learning preferences and encourages students to demonstrate their learning in a variety of ways. The artistic process offers meaningful modes of learning and self-expression for students from diverse cultural backgrounds. Students are more likely to engage and succeed in schools where their ways of knowing and ways of being are honoured. “Arts are an expression of the spirit, of who we are. When you awaken the artist in a person, you awaken the spirit.” (FNMI Elder focus group participant 2008) “Arts are the cornerstone of the Francophone cultural identity.” (Francophone focus group participant 2008) The arts honour a variety of learning preferences and a broad view of intelligence. “The arts engage the whole child … for many students, the arts are the reason they come to school.” (CASS focus group participant 2008) K–12 Arts Education Curriculum Framework / 3 © Alberta Education, Alberta, Canada June 2009 (DRAFT) Arts Education nurtures the development of the whole student, allowing each individual to value his or her unique identity (Being) and to realize his or her full potential (Becoming) through participation in a variety of arts experiences. “The development through Arts Education, of an aesthetic sense, creativity and the faculties of critical thinking and reflection, inherent to the human condition, is the right of every child and young person.” (UNESCO 2006, p. 15) Being and Becoming 4 / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada Vision Guiding Principles What are the essential elements of Arts Education? The intention of K–12 Arts Education is to create an engaging experience that supports the balanced development of the whole student; e.g., intellectual, physical, social, emotional, spiritual. The following five guiding principles are the essential elements of the Arts Education program. Student-centred learning • Considers students as whole persons, with a need to engage their intellectual, physical, social, emotional and spiritual selves. • Honours student life experiences, cultural and family contexts, personal strengths and prior experiences with the arts. • Allows all students to recognize, develop and value their unique identity through the arts. Broad artistic and cultural perspectives • Values the unique cultural identities of students. • Recognizes the value of First Nations, Métis, Inuit, Francophone, western and international cultural perspectives as communicated through the arts. • Offers students a range of experiences in traditional and contemporary arts, from a variety of cultural and individual perspectives. “We are what we envision ourselves to be and art is simply the possibility of who we are and who we are capable of being.” (Jane Alexander, as quoted in Slotkin 2002, p. 51) “Art is a continuum or transfer of knowledge, wisdom and storytelling ... It is a journey of discovery ... It’s like holding hands and ... connecting with grandparents.” (FNMI focus group participant 2008) K–12 Arts Education Curriculum Framework / 5 © Alberta Education, Alberta, Canada June 2009 (DRAFT) Connections and community • Creates opportunities to establish and deepen respectful relationships with peers, artists and other individuals through shared experiences in the arts. • Encourages connections among individuals and groups in schools and in local, regional and global communities. • Supports a sense of belonging, responsibility and acceptance that comes with being a member of a group. Artistic competence • Builds and expands students’ repertoire of artistic vocabulary, concepts, tools and skills in order to understand and participate in the arts throughout their lives. • Applies different artistic conventions, techniques and technologies. • Empowers students to use movement, sound, image and form to convey meaning. • Develops student confidence to create and share artistic work. • Explores how artistic competence applies to a variety of careers and leisure activities. Creativity and design • Enables students of all ages and levels of artistic skill to create original work and develop their creative selves. • Engages students in the process of design; e.g., generating ideas, experimenting and giving ideas form, reflecting on the process and the product. • Guides students toward sources of inspiration. • Encourages collaboration and sharing of ideas. • Provides adequate time to develop and synthesize ideas. • Welcomes exploration of emerging and evolving art forms. “Work in the arts is not only a way of creating performances and products; it is a way of creating our lives by expanding our consciousness, shaping our dispositions, satisfying our quest for meaning, establishing contact with others and sharing a culture.” (Eisner 2002, p. 3) “Art produces joy; one could argue that the creation of art validates our existence as human beings. What are we here for, if not to create beauty, if not to explore the connections between people and nature, between men and women, between philosophy and day-to-day life?” (Hole 2008, pp. 126–127) “Hard as it is to define, we know that the arts open our eyes, ears, bodies and minds to understandings that are only communicated through movement, sound and imagery. Students engaged in artistic expression communicate on a whole new level and think in very different ways than they do in other subject areas. Even if they never again create works of art, they can’t ‘unlearn’ those different ways of thinking.” (Harris 2003, p. 13) 6 / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada K–12 Arts Education Curriculum Framework / 7 © Alberta Education, Alberta, Canada June 2009 (DRAFT) “Finding and developing our creative strengths is an essential part of becoming who we really are. We don’t know who we can be until we know what we can do.” (Robinson 2009, p. 23) Creativity How does the creative process fit into Arts Education? Creativity is at the core of artistic expression. Artistic concepts, skills and techniques are the tools of the creative process. As individuals engage in the creative process and produce original work, they discover a need to further develop their artistic competence. Creativity can be developed in a range of open-ended artistic activities such as adaptation, improvisation, design, composition, choreography and playwriting. “Making a new work is not an act of magically conjuring something new into existence, but rather of turning, adapting and combining pre-existing ideas, images and other elements to reveal something new.” (Wells 2008, p. 60) Can anyone be creative? Imagination is a distinctive feature of human intelligence. Some individuals may feel less inhibited or have more experience in applying their imagination than others. Some individuals may have developed higher levels of artistic knowledge and skill to apply to the creative process than others. However, everyone is capable of demonstrating creativity. What does creativity mean? Creativity is the application of human imagination and the capacity to imagine and make something new, novel or original. 8 / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada What does the creative process look like? • The creative process is dynamic—by allowing us to continually create new possibilities. • The creative process is recursive—by allowing us to revisit previous activities and stages. • Individuals and groups can ignite and develop creativity when they: – generate ideas and continually create possibilities – experiment with ideas and give their ideas form – reflect on the process and initial product and decide whether to revisit previous activities and stages – are supported in environments of inspiration, time and collaboration. Generate ideas Inspiration Time Collaboration Inspiration Time Collaboration Inspiration Time Collaboration Reflect Experiment K–12 Arts Education Curriculum Framework / 9 © Alberta Education, Alberta, Canada June 2009 (DRAFT) Environment Inspiration Time Collaboration The creative process requires creative fuel: inspiration! Inspiration does not mean waiting for an idea to appear. Inspire comes from the Latin spirare, meaning to breathe. Inspiring or becoming inspired means breathing in or taking in stimuli from a variety of sources. Take in the world that surrounds us, using the five senses. View and experience the work of other artists. Seek out a variety of artistic forms and techniques. Call upon personal experiences. The creative process requires adequate time to incubate ideas. The incubation of ideas is an active state that allows intuition and the subconscious to work. Ideas continue to be generated, developed and synthesized.Let the ideas bounce around before the real work begins. Allow questions and problems to be resolved. Allow “eureka” moments and promising ideas to emerge. Creative inquiry and exploration requires a meeting of minds. The exchange of ideas allows individuals to inspire one another. Discuss different sources of inspiration. Generate ideas together. Share problems and possible solutions. Ask for feedback. Listen. Activity Generate Ideas Experiment Reflect Creativity relies upon ideas—and one is never enough. The key is to generate as many ideas as possible, suspending judgement as to the quality or the practicality of the ideas. Decide what questions, statements, observations, stories or emotions are to be expressed in an artistic way. Imagine how these ideas might look, sound and move if they were put into form. Generate more questions. Consider unconventional and unknown outcomes. Creativity requires putting ideas into form. Existing, hybrid or completely new forms may be used to represent a promising idea as an artistic work. Imagine the opportunities and challenges that various decisions might present. Try out several possibilities. Be prepared to make errors and feel uncertain. Creativity calls for reflection on the process and initial form. Consider both the details and the work as a whole. Decide which elements add to or detract from the quality of the work and the power of its message. Revisit previous environments and activities to develop new alternatives and refine the work. How Is the Creative Process Supported Chart: Adapted with permission from R. Kelly and C. Leggo, Creative Expression, Creative Education (Calgary, AB: Detselig Enterprises Ltd., 2008). How Is the Creative Process Supported? 10 / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada General Learning Outcomes What will students be doing in Arts Education? These general learning outcomes reflect the commonalities that exist across arts disciplines. The general learning outcomes complement and support one another. Many outcomes can be achieved simultaneously when students are immersed in engaging arts experiences. The student is central to the Arts Education program. As students participate in artistic experiences, they are “Being and Becoming,” or growing in awareness of their individual capabilities, and developing to their full potential. The following four general learning outcomes occupy four equal quadrants, each of which is essential to a balanced Arts Education experience that contributes positively to the well-being of the student. Connecting and Belonging Students will build relationships within a variety of communities and make connections to others through participation in the arts. Creating and Expressing Students will engage in inquiry, experimentation, design and sharing of their own artistic work. Valuing and Appreciating Students will demonstrate an understanding of the integral place of the arts in society and history and will recognize multiple perspectives by interpreting and responding to artistic work. Acquiring and Practising Students will demonstrate an understanding of specialized concepts and apply techniques, technologies and related vocabulary in arts disciplines. Being and Becoming K–12 Arts Education Curriculum Framework / 11 © Alberta Education, Alberta Canada June 2009 (DRAFT) Program Organization How will programs be organized? The general learning outcomes were developed to achieve the vision of Arts Education. Creating and Expressing, Valuing and Appreciating, Connecting and Belonging, and Acquiring and Practising will be achieved through a variety of arts experiences, including dance, drama, music and visual art. Arts Education is a required program of studies for students in Kindergarten through Grade 6. K–6 Arts Education Program Current research and promising practices in Arts Education indicate that, from a young age, children benefit from a variety of arts experiences. The arts support brain development, physical wellness, language acquisition, literacy and cultural identity. Focus groups recommended that students in K–6 have a range of artistic experiences. A single program of studies allows students to discover what is common and transferable to the arts experience, as well as what is unique and special about distinct arts disciplines. This structure supports a pedagogy that is conducive to learning in the 21st century, and is accessible to both generalists and arts specialists in meeting the needs and interests of students. This structure facilitates flexibility in arts programming, including instruction in individual arts disciplines and integrating the arts and other subjects. Vision: Arts Education nurtures the development of the whole student, allowing each individual to value his or her unique identity (Being) and to realize his or her full potential (Becoming) through participation in a variety of arts experiences. 7–9 Arts Education Program Adolescence is a critical period of change and self-discovery. The dual program structure of Arts Education in grades 7–9 offers students increased flexibility and choice in arts learning. The Arts Education Exploration option engages students in problem seeking and problem-solving experiences within a variety of art forms. The Arts Education Focus option provides students with in-depth experiences in a particular arts discipline: dance, drama, music and visual art. All grades 7–9 Arts Education courses will have flexible entry points, allowing students the freedom to explore a range of arts experiences as their interests evolve over time and/or to focus on an area of interest in the arts. 10–12 Arts Education Program Program choice and flexibility become increasingly important as students enter senior high school. Variety in Arts Education courses supports students in achieving personal fulfillment, finding and pursuing passions and interests, transitioning to post-secondary and preparing for the world of work. Students in grades 10–12 may wish to: • pursue a new area of interest in the arts • continue to develop a broad range of artistic skills • develop highly specialized artistic skills, leading to careers in areas such as dance, arts therapy or multimedia design • add variety and balance to a busy school schedule • combine Arts Education courses with Career and Technology Studies courses. The grades 10–12 Arts Education program will offer opportunities for specialized learning through a variety of 1-credit (25 hour) courses in dance, drama, music and visual art. Students or groups of students may choose Arts Education Project courses to extend their learning in an individual arts discipline or to explore the possibilities of combining two or more arts disciplines. To maximize participation in the arts at the senior high school level, there is no prerequisite for courses at the 10 level. Prerequisites, corequisites and course sequences for 10–20–30 courses will be determined through further consultation with a variety of stakeholders. Vision: Arts Education nurtures the development of the whole student, allowing each individual to value his or her unique identity (Being) and to realize his or her full potential (Becoming) through participation in a variety of arts experiences. Arts Education courses are optional for students in Grades 7–12. The general learning outcomes were developed to achieve the vision of Arts Education. Creating and Expressing, Valuing and Appreciating, Connecting and Belonging, and Acquiring and Practising will be achieved through a variety of arts experiences, including dance, drama, music and visual art. 12 / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada K–6 Arts Education Dance + Drama + Music + Visual Art Required program of studies focused on the holistic development of the students and the actualization of their human potential through experiences in four arts disciplines: dance, drama, music and visual art. 7–9 Arts Education Focus Optional programs of study in dance, drama, instrumental and choral music and visual art are focused on the holistic development of students and the actualization of their human potential through in-depth experiences within individual arts disciplines. 10–12 Arts Education Courses Optional 25-hour 1-credit courses within the scope of dance, drama, music and visual art, focused on the holistic development of students and the actualization of their human potential through specialized learning in areas of interest. See sample of courses below. (Course sequences and prerequisite courses to be determined.) Dance Tap Dance 10 Cultural Dance 30 Dance Choreography 20 Acting 10 Technical Theatre 20 Theatre Directing 30 Jazz Band 10 Music Theory 20 Music Composition 30 Drawing 10 Acrylic Painting 20 Sculpture 30 Arts Ed Project 10 Arts Ed Project 20 Arts Ed Project 30 More 10-level Courses More 20-level Courses More 30-level Courses Drama Music Arts Ed Project 7 Arts Ed Project 8 Arts Ed Project 9 Visual Art 7–9 Arts Education Exploration Optional programs of study focused on the holistic development of students and the actualization of their human potential through project-based problem seeking and problem-solving experiences within a variety of art forms. K–12 Arts Education Scope and Sequence K–12 Arts Education Curriculum Framework / 13 © Alberta Education, Alberta Canada June 2009 (DRAFT) Bibliography Alberta Culture and Community Spirit. The Spirit of Alberta: Alberta’s Cultural Policy. 2008. http://culture.alberta.ca/culturalpolicy/default.aspx (Accessed April 30, 2009). Alberta Education. K–12 Arts Education: Curriculum Consultation Report. 2009 (Draft). http://education.alberta.ca/media/1076364/kto12arts_consult.pdf (Accessed June 1, 2009). ___________. K–12 Arts Education: First Nations, Métis and Inuit Focus Group—Themes and Findings in Arts Education. 2009 (Draft). http://education.alberta.ca/media/1076368/kto12arts_fnmi.pdf (Accessed June 1, 2009). ___________. Our Words, Our Ways: Teaching First Nations, Métis and Inuit Learners. 2005. http://education.alberta.ca/media/307199/words.pdf (Accessed April 30, 2009). ___________. K–12 Arts Education: Summary of Consultations with Francophone and French Immersion Representatives. 2009 (Draft). http://education.alberta.ca/media/1082985/kto12arts_consult_franc.pdf (Accessed June 1, 2009). Alberta Learning. Affirming Francophone Education–Foundations and Directions: A Framework for French First Language Education in Alberta. 2001. http://education.alberta.ca/media/524844/cadreeng.pdf (Accessed April 30, 2009). Delors, J. Learning: The Treasure Within. Report of the International Commission on Education for the 21st Century. UNESCO. 1996. http://www.see-educoop.net/education_in/pdf/15_62.pdf (Accessed April 30, 2009). Eisner, Elliot W. The Arts and the Creation of Mind. New Haven, CT: Yale University Press, 2002. Fédération culturelle canadienne-française. Recherche-action sur le lien langue-culture-éducation en milieu minoritaire francophone. 2004. http://www.fccf.ca/index.cfm?Repertoire_No=-2062714230&Voir=centre_rech&Categorie_No=3074 (Accessed April 30, 2009). Harris, Rae. “Justifying Our Existence.” Manitoba Association of Art Education Journal, 2, 1 (2003), p. 13. Hole, Lois. Lois Hole Speaks: Words That Matter. Mark Lisac (ed.). Edmonton, AB: The University of Alberta Press, 2008. Kelly, R. and C. Leggo. Creative Expression, Creative Education. Calgary, AB: Detselig Enterprises Ltd., 2008. Nasher, Raymond. Former Chairman, Business Committee for the Arts/American for the Arts. http://www.nasaa-arts.org/artworks/creativeeconomy_quotes.html (Accessed May 7, 2009). 14 / K–12 Arts Education Curriculum Framework June 2009 (DRAFT) © Alberta Education, Alberta, Canada National Symposium on Arts Education. Policy Guidelines for Arts Education in Canadian Schools. 2004. http://www.unescobkk.org/fileadmin/template2/culture/Arts_Education/Resource_Links/Policy_Guidelines_for_Arts_Education_in_Canadian_Schools.pdf (Accessed April 30, 2009). Robinson, Ken (with Lou Aronica). The Element: How Finding Your Passion Changes Everything. New York, NY: Viking, 2009. Robinson, S. Promising Practices and Core Learnings in Arts Education: Literature Review of K–12 Fine Arts Programs. Alberta Education. 2008. http://education.alberta.ca/teachers/program/finearts/program-updates.aspx (Accessed April 30, 2009). Slotkin, Lynn. “Nurturing the Arts: An Interview with Jane Alexander.” Orbit: OISE/UT’s Magazine for Schools 32, 3 (2002), p. 51. UNESCO. Road Map for Arts Education. “The World Conference on Arts Education: Building Creative Capacities for the 21st Century.” International – Links to Education and Art (LEA). 2006. http://portal.unesco.org/culture/en/ev.php-URL_ID=30335&URL_DO=DO_TOPIC&URL_SECTION=201.html (Accessed April 30, 2009). Wells, Ker. “Work with Your Hands.” R. Kelly and C. Leggo (eds.). Creative Expression, Creative Education: Creativity as a Primary Rationale for Education. Calgary, AB: Detselig Enterprises Ltd., 2008. K–12 Arts Education Curriculum Framework / 15 © Alberta Education, Alberta Canada June 2009 (DRAFT)
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