High School Block:
Creative Arts 110 / 120
Creative Arts 110 and Creative Arts 120 are elective courses in the Creative Arts cluster which will engage learners to consider the difference between enjoying, understanding, and appreciating art.
Opportunities for learning in Creative Arts 110 and Creative Arts 120 focus on:
- Building capacity for aesthetic sensitivity and response through the enjoyment, creation and understanding of the arts.
- Appreciating expressive qualities of a variety of arts through investigation of language, materials, and structures.
- Developing awareness of and value for the role of the arts in creating and reflecting culture in local and global contexts.
- Developing awareness of a broad range of the arts in society.
It is important to note that “Creative Arts” encompass a variety of genres and styles. Creative arts may include drama, dance, music, creative writing, film, video production, etc. This course is not intended to focus on Visual Art unless the learner chooses that pathway.
- In Creative Arts 110, learners establish a basis of understanding through essential questions and exposure to a variety of art forms. Through exposure to a variety of art, learners will increase awareness of arts groups, institutions, and organizations at local, provincial, and other levels.
- In Creative Arts 120, learners build on previously learned vocabulary and technical skill to create works which demonstrate those skills in a variety of situations or in innovative ways culminating in a final portfolio to capture development.
Learners develop skill in respectful dissent through critical analysis – how to appreciate things which may not align with personal preferences – and to differentiate between subjective and objective. Through dialogue and research, learners will gain insight into world views and individual perspectives to facilitate appreciation of and connection to views which may be different from their own.
Learners practice reflection through consideration of reasons why art is created, why it can be influential, and the ways in which media is consumed. Additionally, learners will examine the importance of their role as consumers of the arts and how that has influence over local, provincial, and global economies.
In Creative Arts 120, learners continue to build on these concepts and demonstrate understanding at a higher level of consistency and independence. At this level, learners are expected to seek out and select opportunities to enhance learning.
In both courses, learners are required to work both individually and collaboratively and are encouraged to design their learning in collaboration with educators. Input and guidance from industry professionals and/or mentors is also encouraged.
Enrollment in Creative Arts 120 is only recommended after successful completion of Creative Arts 110 (or another grade 11 creative arts option) or after consultation with an arts educator about the learners’ experience. Learners may enroll in Creative Arts 110 or Creative Arts 120 concurrently with any other music, visual art, or dramatic art elective.
Educators with limited experience in a specific medium are encouraged to seek out resources within the school community and with the larger community for mentorships and expertise.
For Educators:
CONTEXTS AND CONCEPTS
Create
- Language of the Arts
- Skill development
- Impact of regulation in creating art
Connect
- Art and Culture connection
- Motivation
- Impact of Technology
- Creative Economy
Communicate
- Consuming Media
- Critical Analysis through Respectful Dissent
Strand: Create
Big Idea: Language of the Arts
Skill Descriptor: Develop capacity to use vocabulary specific to art forms and/or media.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Define a variety of art forms
- Explain why art is not easily definable
- Discuss motivations and intentions for creating art
- Discuss the characteristics that make one believe a work of art is ‘good’ or ‘bad’
Big Idea: Skill development
Skill Descriptor: Demonstrate how creative art skills can be transferred.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Implement technical skill to align with artistic intent.
- Justify using a skill in the creation of an artwork.
- Measure ways skill has been developed.
- Apply previously learned skills in new situations.
Big Idea: Impact of regulation in creating art
Skill Descriptor: Appraise the impact of economics on creative industry.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Identify “influence” in creative works (to influence purchases, values, etc.)
- Discuss the elements of a sponsorship. (Are they ethical? How are they different than a grant from an advocacy group?)
- Define censorship and discuss the balance between censorship and freedom of expression
Strand: Connect
Big Idea: Art and Culture connections
Skill Descriptor: Examine the ways art reflects culture and culture reflects art.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Deconstruct examples of art for purpose and meaning within a cultural context both historical and contemporary. For example: protest songs, political cartoons, propaganda, etc.
- Correlate personal experiences to changing preferences.
- Respond to examples of how the arts and artists have a role in influencing, preserving, and celebrating culture.
- Discuss how the arts influence personal identity.
- Discuss ways personal experiences, culture, values, and beliefs impact perception of art.
Skill Descriptor: Examine how the arts are an integral part of collective experiences.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Articulate the importance of arts in creating “community”.
- Demonstrate how engaging with an audience builds community.
- Discuss the ways arts engagement helps create a sense of belonging to a community.
Big Idea: Motivation
Skill Descriptor: Examine reasons why artists are motivated to create art.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Examine the motivation to create in a variety of instances.
- Outline the ways in which art has responded to an evolving society and vice versa.
- Discuss the importance of social commentary through art and media.
Big Idea: Impact of technology
Skill Descriptor: Discuss the impact of technology on creating, distributing, and experiencing art.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Investigate how technology use affects the role of the artist and the creative process.
- Examine the ways technology has impacted distribution of art.
- Discuss the impact of Artificial Intelligence in creating art work.
Strand: Communicate
Big Idea: Consuming Media
Strand: Create
Big Idea: Language of the Arts
Skill Descriptor: Develop capacity to use vocabulary specific to art forms and/or media.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Elaborate and extend definitions of art
- Examine the purpose for creating specific art works/forms
- Construct a persuasive argument about what art is or is not
Big Idea: Skill development
Skill Descriptor: Demonstrate how creative art skills can be transferred.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Implement technical skill to align with artistic intent.
- Justify using a skill in the creation of an artwork.
- Measure ways skill has been developed
- Apply previously learned skills in new situations.
Big Idea: Impact of regulation in creating art
Skill Descriptor: Appraise the impact of economics on creative industry.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Justify “influence” in creative works (to influence purchases, values, etc.)
- Debate the benefits and drawbacks of a sponsorship.
- Debate the balance between censorship and freedom of expression.
Strand: Connect
Big Idea: Art and Culture connections
Skill Descriptor: Examine the ways art reflects culture and culture reflects art.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Deconstruct examples of art for purpose and meaning within a cultural context both historical and contemporary. For example: protest songs, political cartoons, propaganda, etc.
- Correlate personal experiences to changing preferences.
- Respond to examples of how the arts and artists have a role in influencing, preserving, and celebrating culture.
- Validate how the arts influence personal identity.
- Theorize why personal experiences, culture, values, and beliefs impact perception of art.
Skill Descriptor: Examine how the arts are an integral part of collective experiences.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Articulate the importance of arts in creating “community”.
- Justify ways in which artist presentation / performance have influence on an audience.
- Recommend ways to further build sense of community through arts engagement.
Big Idea: Motivation
Skill Descriptor: Examine reasons why artists are motivated to create art.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Examine the motivation to create in a variety of instances
- Outline the ways in which art has responded to an evolving society and vice versa.
- Debate the importance of social commentary through art and media.
Big Idea: Impact of technology
Skill Descriptor: Discuss the impact of technology on creating, distributing, and experiencing art.
Global Competencies: CTPS, ICE, SASM, CL, CM, SGC
Achievement Indicators:
- Debate the merits and pitfalls of technology use in role of the artist and the creative process.
- Evaluate the ways technology has impacted development and distribution of art.
- Debate the impact of Artificial Intelligence in creating art work