Use inquiry in dance to extend understanding of place (e.g., examine historical relationships of people to the land in Saskatchewan):

• Generate key questions to guide inquiry in dance (e.g., How could we represent through dance the relationships between people and the prairie landscape or the difference between urban and rural environments?).
• Summarize and focus knowledge of topic to determine information needs.
• Generate additional relevant questions for exploration.
• Prepare and use a plan to access the Internet and other sources (e.g., print, digital, community) to gather ideas for dance-making.
• Use the dance-making process to explore the central questions and ideas (e.g., How can we show through movement the vastness of the prairie spaces or the migration of peoples?).
• Expand on dance and movement ideas in reflective records such as journals, blogs, and video or audio recordings.
• Keep a record of dance phrases using invented and/or traditional notation symbols, and video where possible, to explore, record, and reconstruct movements.
• Reflect, analyze, and make connections between the original topic or inquiry question and subsequent dance explorations.

]]> Investigate how a single idea can be developed in many ways and directions (e.g., How many different ways can we represent in movement a sense of community within an isolated landscape?).

]]> 19608 Recognize valuable accidents in exploration and put them to use when appropriate.

]]> 19609 Demonstrate self-awareness in decision making about own movement selections.

]]> 19610 Reflect on how movement, dance elements, and principles of composition can be organized to convey meaning in dance (e.g., What message or ideas does our dance communicate about our sense of place in Saskatchewan?).

]]> 19611 19607 Investigate and demonstrate ways of creating tension and resolution using the elements of actions, body, relationships, dynamics, and space.

]]> Analyze, discuss, and explore through movement, the principles of tension and resolution in dance.

]]> 19614 Use inquiry to investigate questions about relationships among the elements of dance and principles of tension and resolution:

• Generate questions about the elements of dance and principles of tension and resolution to guide inquiry (How can we build a feeling of tension using the elements of dynamics and shape? How could we use the principles of tension and resolution in a composition about relationships between people and the land?).

]]> 19615 Identify ways that dances begin, build toward something, and come to resolutions during specific sections or within the dance as a whole.

]]> 19616 Investigate and demonstrate ways that tension can function as a highlight or turning-point in a dance.

]]> 19617 Investigate and demonstrate ways that resolution resolves or settles sections within the dance or the dance as a whole.

]]> 19618 View and analyze own and peers' dance compositions for application of dance elements and tension and resolution.

]]> 19619 Use the elements and principles expressively in dance.

]]> 19620 Practice sustaining and controlling energy.

]]> 19621 Explore and apply biomechanical concepts and principles of balance, stability, spin, and rotation (see grade 7 physical education curriculum outcome 7.6) during warm-ups and dance compositions.

]]> 19622 19613 Sequence movements purposefully to support transitions when creating and combining dance phrases.

]]> Demonstrate clarity of transitions between dance phrases.

]]> 19625 Develop and refine transitions using reflection, decision making, and movement problem solving.

]]> 19626 Create dance transitions for various forms such as binary (AB), ternary (ABA), theme and variations, narrative, collage, chance, and organic.

]]> 19627 Demonstrate how the whole body contributes to focus that can be inward or outward during movement phrases and transitions.

]]> 19628 Repeat movement phrases and transitions of increasing difficulty with accuracy.

]]> 19629 Take risks and solve dance problems in new ways.

]]> 19630 Extend body's range of movement, strength, and balance with attention paid to correct alignment and clarity of action.

]]> 19631 19624 Demonstrate confidence and imagination when working in various roles.

]]> Investigate when in role how character may be expressed through actions.

]]> 19634 Use language with purpose to develop character and achieve dramatic intent when speaking and writing in role.

]]> 19635 Discuss own roles and analyze contributions to the work.

]]> 19636 Demonstrate when in role how characters use actions or interact with others for different purposes.

]]> 19637 Revise work based upon reflection and critical analysis of the role and character.

]]> 19638 Identify how roles and drama work can contribute to deeper understanding of self and others.

]]> 19639 19633 Contribute to the choice and use of drama strategies such as tableau, tapping in, writing in role, improvisation, and a variety of others to achieve purpose.

]]> Investigate the many possibilities for structure and direction of dramatic works.

]]> 19642 Recognize that co-operative effort is essential to satisfaction in drama and collaborate with others to help direct the course of the drama work.

]]> 19643 Negotiate, accept the ideas of others, and work toward consensus in dramatic work.

]]> 19644 Identify and discuss the importance of focus to successful drama work.

]]> 19645 Identify and discuss the presence of tension and contrast in own drama work.

]]> 19646 Identify the objects or events in drama work that function as symbols.

]]> 19647 Reflect on and describe the contributions and the work of each group member.

]]> 19648 Explain how drama work helps to develop a deeper understanding of communication and interdependence.

]]> 19649 19641 Use inquiry in drama to extend understanding about the importance of place in peoples' lives:

• Generate questions to guide inquiry about the concept of place (e.g., What if we traveled back in time to observe the signing of the Treaties? What if urban youth were given control of city planning for one year? What is unique about being from, or living in, Saskatchewan?).
• Prepare and use a plan to access the Internet and other sources (e.g., print, digital, community) to research and gain information and ideas that will contribute to the authenticity and significance of the drama.

]]> Collaborate with others to manipulate tension, focus, contract, and symbol to express ideas about the importance of place in peoples' lives.

]]> 19652 Pose questions about the work for purposes of reflection and further development of the drama (Is our drama capturing the time and place of living in the 1800s in Saskatchewan?).

]]> 19653 Discuss conflicts that may have arisen during the work and how these conflicts were resolved.

]]> 19654 Recall and express responses to the work using a variety of reflective strategies such as `hot seating', `marking the moment', or `walls have ears'.

]]> 19655 Describe how dramas and collective creations relate to own lives, cultures, and society.

]]> 19656 19651 Sing and play accurately and expressively, and improvise individually and in groups, with voice and instruments.

]]> Experiment with the voice and instruments by creating and imitating sounds and apply these discoveries in own work.

]]> 19659 Maintain melodic and harmonic parts.

]]> 19660 Experiment with ways that a single musical idea can be developed or evolve in many ways and directions.

]]> 19661 Explore and determine appropriate sound sources, forms, and processes for creating music expressions.

]]> 19662 Investigate music from various places of the world, and analyze relationships among the instrument, the use of sound, and the place of origin (e.g., steel drums, sitar, didgeridoo, First Nations' flutes).

]]> 19663 Pose questions about sound to guide inquiry into the expressive and symbolic use of sound and silence.

]]> 19664 Use sounds symbolically to convey a variety of ideas and meanings.

]]> 19665 Demonstrate sensitivity to the ways voices change with age and musical experiences.

]]> 19666 Distinguish among diverse voice types, styles, and forms of vocal expression.

]]> 19667 Demonstrate appreciation for the acquisition of instrumental/vocal technical and improvisational skills and set goals to improve own skills.

]]> 19668 19658 Use inquiry in music to extend understanding of composition principles of tension and resolution:

• Pose questions to guide inquiry into how elements of music can be manipulated to create tension and resolution (e.g., How is rhythm used to create tension and resolution? How can dynamics be used to create tension and resolution? How can the elements be combined to create tension and resolution?).
• Conduct a collaborative inquiry and experiment with voice and instruments to explore the inquiry questions.
• Collaborate with peers to document the inquiry process (e.g., record on video).

]]> Demonstrate how musicians and composers create principles of composition such as tension and resolution by manipulating the elements of music (i.e., rhythm, melody/pitch, dynamics, timbre/tone colour, texture).

]]> 19671 Identify tension and resolution in own music and the music of others, and analyze how it is achieved.

]]> 19672 Demonstrate how metre can be regular (123-123-123), irregular (12-12345-123), or alternating (12-123-12-123).

]]> 19673 Use standard and invented notation to represent rhythmic and melodic patterns.

]]> 19674 Analyze ways of using the elements of music expressively in own compositions and other music.

]]> 19675 Manipulate the elements to create tension and resolution and evaluate choices and results.

]]> 19676 Describe the use of the elements using appropriate terminology.

]]> 19677 Demonstrate the ability to collaborate with others to improve the quality of compositions and performances.

]]> 19678 Keep an ongoing record of ideas and problem solving processes for own sound/music expressions, and recognize the value of doing so.

]]> 19679 Discuss the intentions, problem-solving process, and interpretations of their own and others' music expressions.

]]> 19680 Examine how principles of composition connect and organize elements of music into cohesive works.

]]> 19681 19670 Use drums and other percussion instruments (traditional and/or homemade) to play world music rhythms (e.g., African and Latin rhythms).

]]> Create various call and response patterns, follow a leader, and collaborate in percussion groups such as drum circles.

]]> 19684 Play traditional world rhythms and notate using traditional and/or invented notation.

]]> 19685 Create improvised rhythms using percussion instruments, or digital technologies where possible, and notate using traditional and/or invented notation.

]]> 19686 Research using the Internet and other sources of information (e.g., books, CDs, local musicians) to investigate how musicians and composers are influenced by music from various parts of the world.

]]> 19687 Analyze and describe how musicians and composers incorporate world music into contemporary work (e.g., STOMP).

]]> 19688 Demonstrate imaginative use of world rhythms in own sound compositions.

]]> 19689 Investigate ways that the elements of music are used expressively in different places of the world and apply this understanding to own work.

]]> 19690 Describe how music is a unique means of communication and recognize the importance of musical expression in various world locales.

]]> 19691 19683 Use inquiry in visual art to extend understanding of the importance of place (e.g., examine historical relationships of people to the land in Saskatchewan):

• Generate key questions to guide inquiry in visual art (e.g., How could we represent visually the uniqueness of the prairie landscape or the difference between urban and rural environments in Saskatchewan?).
• Summarize and focus knowledge of topic to determine information needs.
• Generate additional relevant questions for deeper exploration.
• Prepare and use a plan to access the Internet and other sources (e.g., print, digital, community) to gather ideas for visual art.
• Explore the central questions and ideas visually (e.g., How can we visually depict the vastness of the prairie spaces or the migration of peoples?).
• Expand on ideas in visual journals or other reflective records such as video.

]]> Analyze and discuss connections between the original topic or inquiry question and subsequent visual art explorations.

]]> 19694 Investigate how a single idea can be developed in many ways and directions (e.g., How many different ways could we represent visually a sense of community within an isolated prairie landscape?).

]]> 19695 Reflect on how images, elements of art, and principles of composition can be organized to convey meaning in visual art (e.g., What message or ideas does our art work communicate about our sense of place in Saskatchewan?).

]]> 19696 Demonstrate awareness that artists are observant of their environment and often express ideas about the role and representation of place in their work.

]]> 19697 Recognize that visual art is a means of personal exploration and communication, and appreciate the importance of visual expression.

]]> 19698 19693 Select various visual art forms (e.g., comics, photography, sculpture, film) to express ideas about the students' place (e.g., neighbourhood, the prairie, inner city).

]]> Describe own decision-making processes, and discuss how essential they are to the creative process.

]]> 19701 Demonstrate awareness of various health and safety hazards and procedures in visual art (e.g., electric kiln safety).

]]> 19702 Manipulate the elements of art, principles of design, images, and symbols to express ideas and communicate visually.

]]> 19703 19700 Demonstrate skillful use of a range of appropriate tools, technology, materials, and techniques.

]]> Demonstrate keen observations of detail, and represent unique features of individual people, animals, plants, and so on.

]]> 19706 Depict people and objects using correct proportion.

]]> 19707 Explore and demonstrate understanding of the role of light and shadow in creating the illusion of form.

]]> 19708 Demonstrate how point-of-view can be manipulated.

]]> 19709 Demonstrate understanding of the concept of a vanishing point in linear perspective.

]]> 19710 Explore relationships among shape, space, and form.

]]> 19711 Recognize that scale may or may not be realistic.

]]> 19712 Experiment with different ways of creating focal points or emphasis (e.g., size, contrast, outlining, repetition, isolating).

]]> 19713 Describe own problem-solving processes and discuss explorations and comparisons of various media.

]]> 19714 19606 Describe, analyze, and interpret dance, drama, music, and visual art works.

]]> Demonstrate critical and creative thinking using one or more approaches such as those described in "Responding to Arts Expressions".

]]> 19718 Conduct research into the contexts within which selected arts expressions were created, and present findings in innovative ways (e.g., role drama, talk show from specific historical period, using presentation software).

]]> 19719 19717 Analyze and discuss the intentions, development, and interpretations of the concept of place as represented in own and peers' art works.

]]> Research, using the Internet and other sources, to investigate how some professional artists express a sense of place in their work.

]]> 19722 Share research findings or documentation with others.

]]> 19723 19721 Distinguish among diverse styles of visual art, dance, drama/theatre, music, and other forms of expression (e.g., film) from different cultural and historical contexts.

]]> Examine own and peers' work as expressions of unique experiences, and personal values and beliefs, created within a particular time and place.

]]> 19726 Examine and analyze diverse artistic representations and interpretations of place (e.g., relationships with the land and urban/rural environments) in the work of Saskatchewan artists including, for example, music, lyrics, First Nations' drum groups and dances, Métis arts, heritage social dances, dramatic arts, landscape painters, architects, or site specific works.

]]> 19727 19716 Examine arts expressions from around the world to determine how, and why, place is often represented or reflected in the work.

]]> Describe ways that an artist's place might be a source of inspiration in different arts disciplines (e.g., photography, music styles, architecture, theatre, heritage dances).

]]> 19731 Analyze and describe contributions that artistic work makes to the individual and his or her place/community (e.g., commercial value, cultural value, functional value, expressive value).

]]> 19732 19730 Research Indigenous artists from around the world to examine how their work conveys the importance of land, and share these insights with others.

]]> Analyze and interpret the work of Indigenous artists within its cultural and contemporary contexts.

]]> 19735 Examine and compare how the land influences the choices made by Indigenous artists around the world (e.g., choice of medium and subject matter such as Haida totem carving, Dakota pipestone carving, Inca gold engraving).

]]> 19736 Demonstrate awareness of how contemporary Indigenous artists are influenced by place (e.g., hip hop and graffiti artists who use the urban landscape as a space for expressing ideas).

]]> 19737 19734 Research to determine various influences on the work and careers of selected Canadian artists.

]]> Describe some of the entrepreneurship abilities (e.g., marketing, networking, risk taking, innovation, self-discipline, technological literacy, independent learning) required by artists in different disciplines.

]]> 19740 Analyze relationships among artistic work, the community, and the economy (e.g., What do artists and arts organizations contribute to the community?).

]]> 19741 Examine work scenarios in the arts involving issues such as stereotyping, bias, and discrimination (e.g., stereotyping of male dancers, or males and females using non-traditional visual art materials) and discuss how these may limit opportunities.

]]> 19742 Explain ways that technology is used by artists in dance, drama, music, visual art, and interdisciplinary creations.

]]> 19743 Research and analyze new forms of technology used by contemporary artists to create and market their work.

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