Use inquiry in dance to express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability):

• Generate key questions to guide inquiry in dance (e.g., How could we represent through dance the devastating effects of poverty or racism?).
• Summarize and focus knowledge of topic to determine information needs.
• Generate additional relevant questions for deeper exploration.
• Use the Internet and other relevant sources (e.g., print, digital, community) to research and gather ideas for dance-making.
• Adjust inquiry and research strategies to accommodate changing perspectives.
• Use the dance-making process to explore the central questions and ideas (e.g., How could we show through movement the effects of a hurtful comment?).
• 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 through movement a feeling of hopelessness or anger about this injustice?).

]]> 19748 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 current attitudes towards poverty or racism?).

]]> 19749 Contribute to the creation of a plan to document the inquiry and creative process (e.g., video, photography, blog, or digital diary).

]]> 19750 19747 Collaborate on the creation of a concept web of dance elements and possible movements related to an inquiry question.

]]> Use the concept web as a guide for movement exploration and improvisation.

]]> 19753 Order the movements (sequence) into various forms (e.g., ABA, ABBA, canon).

]]> 19754 Use body and actions in innovative ways to develop sequences and ideas.

]]> 19755 Investigate expressive ways of using dynamics, rhythm, spatial design, focus, relationships, transitions, and contrast.

]]> 19756 Sequence and develop movements to express and communicate ideas.

]]> 19757 Perform self-created and collaboratively-created sequences of movements with smooth transitions (see grade 8 physical education curriculum outcome 8.9) during warm-ups and dance compositions.

]]> 19758 19752 Demonstrate leadership and collaborative skills in the creation of one section of a group choreography.

]]> Encourage peers to explore and contribute movement phrases to group choreography.

]]> 19761 Draw on own imagination and ideas, and strengths of other dancers, when choreographing dance section.

]]> 19762 Contribute to group discussions regarding possible structures or form for the dance (e.g., ABA, ABACA, narrative).

]]> 19763 Improvise and collaborate to refine movements and develop the choreography.

]]> 19764 Record dance phrases (e.g., notation or video) to further explore and reconstruct movements.

]]> 19765 Encourage peers to extend bodies' range of movement, strength, and balance with attention paid to correct alignment and clarity of action.

]]> 19766 19760 Sustain belief in own roles and in the roles assumed by others for extended periods of time.

]]> Demonstrate confidence and curiosity when assuming different kinds of roles in drama work.

]]> 19769 Describe own roles and specific contributions to the collective drama work.

]]> 19770 Describe how focus, tension, and contrast function within the drama.

]]> 19771 Demonstrate awareness of how focus is maintained and shifts during pair, small, and whole group drama work.

]]> 19772 Reflect on sources and functions of tension expressed in relationships among roles or characters portrayed.

]]> 19773 Examine how contrasts among characters function within the drama.

]]> 19774 19768 Identify how theatrical elements (e.g., story, role or character, technical design) can be manipulated to achieve a creative purpose and consider how such elements relate to own drama work.

]]> Analyze how each character's actions and the consequences of those actions affect the progression of the drama.

]]> 19777 Consider and analyze how set, costumes, lighting, and sound/music design can be manipulated to achieve different effects in own work.

]]> 19778 Demonstrate imagination when creating imaginary places and situations in own drama work.

]]> 19779 Analyze the use of movement, and the use of space and time in own work.

]]> 19780 19776 Analyze and discuss how drama may be used to explore perspectives on social issues and promote understanding of topics of personal significance.

]]> Use inquiry in drama to investigate topics of importance to students (e.g., issues of concern to youth or recent news items):

• Collaborate with other students to explore compelling questions through drama (What if a new law was passed that ...?).
• Brainstorm and negotiate with other students to determine how fictional situations and dramatic episodes might be explored.
• Collaborate on the development and refinement of several drama episodes or collective creation to address the selected issue.
• Recognize how research contributes to the authenticity and significance of the drama work.
• Contribute to the creation of a plan to document the creative process (e.g., reflective journal entries, video, photography, blog, or web-based diary).

]]> 19783 Demonstrate awareness of how to use language and negotiate the use of drama strategies to achieve dramatic purpose.

]]> 19784 Analyze and describe the effectiveness of own drama to convey perspectives.

]]> 19785 19782 Examine and apply the technique of vocal improvisation in song and speech.

]]> Improvise simple pieces around a given structure.

]]> 19788 Create and improvise with an instrument paying attention to sound quality and intonation.

]]> 19789 Investigate ways that silence can be used in improvisation and music composition.

]]> 19790 Investigate timbres, textures, and rhythmic and melodic possibilities in improvisation.

]]> 19791 Create composed and improvised melodic and rhythmic ostinati to accompany singing and playing.

]]> 19792 Use the Internet and other sources to research and discuss composers who work in contrasting styles.

]]> 19793 Prepare, rehearse, present, and evaluate individual and group performances of contrasting styles of music.

]]> 19794 19787 Use inquiry in music to extend understanding of the elements of music and principles of composition:

• Pose questions to guide inquiry into how elements of music can be manipulated and structured to create balance and unity (e.g., What are the rhythmic and melodic possibilities/limitations with this instrument? What different timbres are possible with this instrument? What textures can be created by combining or layering a variety of vocal or instrumental sounds?).
• Conduct a collaborative inquiry and experiment with voice and instruments to explore inquiry questions about musical structure (e.g., In what ways could we rearrange these motifs or phrases in different sequences?).
• Collaborate with peers to document the inquiry process (e.g., traditional and/or invented notation, audio or video recording).

]]> Critically examine the connections between the elements of music and principles of composition in own compositions and other music.

]]> 19797 Demonstrate knowledge of how the elements and principles are used to create form and structure in music.

]]> 19798 19796 Examine the intentions, development, and interpretations of own and others' music expressions in relation to social issues (e.g., antiwar songs, music with environmental messages, hip hop songs that promote positive life choices).

]]> Create and perform own music compositions, improvisations, or song lyrics in response to a social issue of importance to students.

]]> 19801 Make interpretive decisions, demonstrating understanding of a variety of ways in which music concepts can be applied (e.g., tempo, dynamics, articulation, tone colour).

]]> 19802 Determine appropriate sound sources, forms, and processes for creating music expression.

]]> 19803 Explore and expand upon a musical idea to achieve more depth of meaning and expression.

]]> 19804 Generate and develop music ideas from a variety of sources regarding social issues of interest to students.

]]> 19805 Keep an ongoing record of ideas for own sound/music expressions (e.g., journals, audio tapes, video, blog, or web diary).

]]> 19806 Describe how compositions are personal expressions of own sound/music ideas.

]]> 19807 Extend understanding and use of traditional and non-traditional notational systems in representing sounds/music.

]]> 19808 19800 Use inquiry in visual art to express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability):

• Generate key questions to guide inquiry (e.g., How could we represent through visual art the devastating effects of poverty or racism?).
• Collaborate with other students to develop a plan to guide inquiry.
• Collaborate with other students to determine how to document the creative process.

]]> Demonstrate co-ordination and skills for using appropriate tools, materials, and techniques to express ideas visually.

]]> 19811 19810 Select visual art forms (e.g., print-making, installations, animation) to express ideas about social issues.

]]> Create three-dimensional and two-dimensional art works, and use knowledge of art elements and design principles to enhance the work.

]]> 19814 Investigate the effects of using more or less contrast.

]]> 19815 Examine how visual weight is created through the use of size, colour, contour, contrast, texture, value, position, and so on.

]]> 19816 Analyze and discuss how images and materials work together to express ideas in a work of art.

]]> 19817 Describe how emphasis controls the sequence in which parts or images are noticed, and indicates their relative importance.

]]> 19818 Use symbols and other images to develop and represent ideas.

]]> 19819 Examine how artists use symbols and imagery to communicate meaning, and apply this understanding in own work.

]]> 19820 19813 Explore and expand upon an idea to achieve more depth of meaning and expression.

]]> Generate and develop ideas from a variety of sources that are of interest or personal significance.

]]> 19823 Keep an ongoing record of ideas and works in progress for own visual art expressions (e.g., journals, blog, online diary, or portfolio).

]]> 19824 Take risks by working with innovative ideas, unfamiliar styles, or media.

]]> 19825 Explain original intent, why choices were made, how problems were solved, and how work might be refined or extended.

]]> 19826 19746 Describe, analyze, and interpret arts expressions of personal interest.

]]> Analyze and discuss how dance, drama, music, visual and interdisciplinary arts are expressions of individual or collective perspectives.

]]> 19830 Respond to arts expressions using one or more approaches such as those described in online curriculum support materials entitled "Responding to Arts Expressions".

]]> 19831 Create own work (e.g., visual or performing arts) in response to a professional arts expression, and describe how own work is inspired or influenced by the original work.

]]> 19832 19829 Reflect on and analyze the intentions, development, and interpretations of own and peers' arts expressions in relation to social contexts (e.g., Is the work influenced by pop culture or local community issues?).

]]> Conduct inquiry into social justice and diversity issues in the arts including stereotyping and bias (e.g., stereotyping of male dancers, or the lack of women or First Nations artists represented in history of the arts books).

]]> 19835 Describe, analyze, and interpret the work (dance, drama, music, visual, film) of a variety of artists whose work incorporates social commentary.

]]> 19836 19834 Discuss and describe the meaning of worldview.

]]> Describe how diverse worldviews may be represented in the arts.

]]> 19839 Examine global change and its influence on today's arts expressions.

]]> 19840 Examine, discuss, and participate in cultural/historical studies from diverse cultural perspectives (e.g., learn heritage social dances, play Latin music, or create Indonesian shadow puppets).

]]> 19841 19828 Research independently, using the Internet and other sources, the work of visual and performing artists who address social issues.

]]> Present research findings, using technology where appropriate, on Canadian visual and performing artists whose work includes social commentary.

]]> 19845 Analyze and comment on the effectiveness of using the arts as a vehicle for social change.

]]> 19846 19844 Research First Nations, Métis, and Inuit artists who use their art work to explore and comment on social issues (e.g., Susan Aglukark, Edward Poitras).

]]> Identify social factors that influence First Nations, Métis, and Inuit artists, their work, and careers (e.g., typecasting of actors, limited access to venues and markets).

]]> 19849 Investigate the work of artists that reflects a concern with historical events including Treaties and the impacts of colonization such as residential schools, racism, and marginalization.

]]> 19850 Create a plan to share the research findings with younger and older students and community members where possible (e.g., create a dance, drama, music performance, or visual installation).

]]> 19851 19848 Ask questions to initiate and develop inquiry into artists who use technology and incorporate technology into their work.

]]> Describe the role of new technology in the creation and marketing of contemporary arts (e.g., innovative graphics programs, music editing software, social networking sites).

]]> 19854 19853 Examine and discuss various interdisciplinary arts expressions (i.e., using two or more disciplines in the work).

]]> Collaborate with others to create interdisciplinary work that addresses issues of social justice and/or other topics of interest to youth (e.g., relationships, body image, racism, sustainability).

]]> 19857 19843 113906 113907 113908