Arts Education

Arts Education 10, 20, 30 enables students to experiment and communicate ideas through the languages and creative processes of various art forms such as dance, drama, music, visual art, video and/or multidisciplinary expressions. 

In Arts Education 10, students investigate creative processes for producing arts expressions. They engage in multidisciplinary work individually and/or collaboratively and explore ways of communicating ideas to others. They experiment with personal preferences, media, styles and techniques and begin to develop their own artistic voices. Students identify their skills, strengths and interests and set goals for continued growth in the arts. They analyze how the arts can express identity and culture. They examine creative processes and ways of thinking and research artists who create work in response to the natural world. 

In Arts Education 20, students apply creative processes for producing arts expressions within a local context. They engage in multidisciplinary work, communicate ideas that have personal meaning and examine how artists respond to place and topics such as sustainability (e.g., social, economic, environmental). In addition, students explore their own and others’ artistic voices and begin building a school-based arts community with a shared purpose. They investigate artistic pathways and potential arts related careers of personal interest. They also discover how the arts support, influence and shape diverse communities (e.g., gender and sexual diversity, people with disabilities, ethnic groups, popular music subcultures, social media-based groups). Students also explore connections between the arts and diverse ways of knowing (e.g., multicultural, Indigenous, multiple literacies, emotional, STEAM disciplines). 

In Arts Education 30, students create original work in selected arts disciplines, individually and/or collaboratively, and examine how the arts provide opportunities to learn about themselves. They communicate ideas of social relevance through engagement in multidisciplinary experiences and present their work to an audience of peers and/or others. Students apply their artistic voices with purpose and demonstrate leadership in the arts community they are helping to build. They also investigate contemporary arts practices as a response to place and time and discover how the arts engage people holistically, including physically, spiritually, intellectually and emotionally. In addition, students examine how learning gained through the arts may be transferrable to careers and personal pathways. 

Band 10, 20, 30 enables students to develop instrumental skills and musicianship while enjoying the challenges and rewards of playing with others in a concert band. Students attain deeper knowledge of the language of music for individual and collective creative expression. They improve their listening skills, reading and interpretation abilities and strive for fluency and proficiency on their instruments in collaboration with others. They explore and apply music elements, techniques and practices that prepare them to perform a range of Canadian and international music repertoire that includes a variety of genres and styles. They examine the cultural and historical environments in which the repertoire was created and assess the roles and impact of music within diverse communities. Students also reflect on the importance of music in their own lives and plan ways to continue lifelong engagement in music. 

In Band 10, students develop foundational skills, techniques and practices necessary to grow as individual musicians and as contributing members of an ensemble. Students learn to perform specific tasks particular to their instruments and sections within the ensemble. They respond to constructive feedback, during rehearsals and following performances, to identify strengths and areas on which to focus and improve. In addition, students discuss the role of music in their own lives and learn about the historical, cultural and social contexts of the Canadian and international repertoire they learn to play. 

In Band 20, students develop complex skills, techniques and practices that increase their knowledge and improve interpretation and expressive choices required for high quality ensemble performances. They engage in focused listening to critically reflect on their own and the ensemble’s work which includes music from various time periods, genres, styles and worldviews. Students provide constructive feedback to build on their strengths and set goals for practice. They learn about the historical, cultural and social contexts of the music they are playing and examine characteristics of high quality Canadian and international music repertoire. In addition, students investigate the music of diverse communities and cultures and plan ways to continue their own engagement in music. 

In Band 30, students consistently incorporate complex skills, techniques and practices for further development as musicians and as leaders during ensemble rehearsals and performances. Students strive to be self-reflective independent learners who set goals to improve their own playing and assist others in their efforts to conduct effective rehearsals and produce high quality performances. They achieve this through dedicated practice and actively seeking constructive criticism for personal growth and improved ensemble quality. They analyze historical, cultural and social contexts of the repertoire they are playing and investigate diverse Canadian and international music literature including established and historically under-represented composers. In addition, students analyze the impact and role of music in their own lives and plan ways to continue involvement in music as active practitioners and critical consumers. 

Dance 10, 20, 30 enables students to belong to an inclusive community, to empower a holistic and personal voice and to develop self in relation to the world. Students deepen their understanding of dance-making processes and learn techniques within a range of dance types, styles and cultural contexts. Students investigate how Indigenous ways of knowing, including local cultural knowledge, impact the creation of traditional and contemporary dance in Saskatchewan, Canada and beyond. Throughout these courses, students experience the physical, emotional, spiritual and intellectual benefits of dance as a challenging and joyful way of expressing their personal and collective voice. 

In Dance 10, students experiment with a range of dance types, styles and techniques, choreograph and perform dances inspired by daily life and consider their relationship with dance as an artistic discipline. Students analyze how dance reflects a time and place and learn how to access and interpret materials for inspiration and use in dance making. Students continue to learn about First Nations and Métis dances, respond thoughtfully to their own and others’ dances and begin to investigate dance-related careers. 

In Dance 20, students experience dance technique within a range of global contexts. They create and perform solo, duo or group dances in response to historical and/or contemporary world issues and/or events. Students examine how dance develops insights into self and expands one’s relationship with others and the world. Students respond to dance using collaboratively-developed criteria, analyze how dance reflects social conditions on a global level and consider ethics related to accessing and interpreting materials for inspiration and use in dance making. Students examine the role of dance in expressing Indigenous cultural and individual identity, past and present, and reflect on the expression of their own voice through dance. In addition, students explore a dance-related career path of personal interest. 

In Dance 30, students investigate and demonstrate dance technique and related protocols within a range of cultural contexts, including First Nations and Métis. Students create and perform solo, duo or group dances that convey personal vision and/or social commentary. They also analyze how dance challenges and influences personal and collective thinking about Canadian social, environmental and/or political issues. Students examine how dance increases understanding of self and expands relationships with communities. They also respond to dances using form-specific rationale and terminology and examine issues concerning appropriation of voice. They develop understanding of dance within Canadian social and historical contexts, and investigate how Indigenous perspectives and ways of knowing, including local cultural knowledge, impact the creation of traditional and contemporary dance. Students also analyze how skills and competencies learned in dance apply to careers one is interested in pursuing. 

Drama 10, 20, 30 enables students to increase understanding of self and others through drama work that requires openness to diverse experiences, stories and perspectives. Students explore and express their individual and collective ideas about human nature, relationships and social and cultural situations using a range of drama strategies, group processes, theatre tools and styles to create meaning for themselves and others. 

In Drama 10, students explore sources of inspiration for drama work and, through active participation, learn about various theatre genres, styles and performance practices. Students respond thoughtfully to their own and others’ work and, using collaborative processes, create scenes or build a play that conveys their ideas and perspectives. In addition to researching the role of storytelling and oral history in Indigenous and other cultures, students examine theatre history from a variety of traditions. They investigate career and training opportunities for theatre artists and consider how drama reflects and affects human experience. 

In Drama 20, students use storytelling and various genres, styles, theatre traditions and performance practices to express their ideas and build a play, incorporating artistic and technical components. Students learn, through active participation, how drama is influenced by social, cultural, environmental and personal contexts, and examine how Indigenous perspectives and ways of knowing, including local cultural knowledge, impact the creation of dramatic work. Students experiment with ways that diverse perspectives can be expressed through drama and respond thoughtfully to their own and others’ work. They investigate specific aspects of working in theatre and/or film, including performance and career opportunities in Saskatchewan. 

In Drama 30, students use world theatre traditions to inspire ideas for their own drama work. They experiment with contemporary theatre practices, genres and styles and explore a multiplicity of artistic voices and perspectives. They consider the purpose of theatre in societies and research contemporary and/or current theatre practices of First Nations, Inuit and Métis artists in Canada. Through active participation in drama work, students explore the role of theatre and artists as potential agents of social change. Students make directorial choices for a performance that demonstrates creativity and innovation and reflect on their decisions, the creative process and the impact of their work. 

Guitar 10, 20, 30 provides students with opportunities to perform, improvise, compose, research and experience music through playing the acoustic or electric guitar. 

In Guitar 10, students explore beginner guitar techniques and the elements of music for solo and/or ensemble performances in one or more music contexts. Students develop their knowledge of music theory and examine types of guitar music from a variety of cultural and historical contexts. With teacher guidance, students develop practice plans and respond thoughtfully to their musical expressions. They learn about the role of the guitar in contemporary music of Saskatchewan Métis and First Nations peoples, and examine guitar music from different eras, genres and styles produced by local, Canadian and international musicians. Students also describe the role of music in their lives and explore opportunities for increasing involvement in music. 

In Guitar 20, students experiment with intermediate guitar techniques and apply, with guidance, the elements of music for solo and/or ensemble performances in one or more music contexts. Students experiment with music theory and examine types of guitar music from a variety of cultural and historical contexts. With peer or teacher guidance, students develop practice plans and respond thoughtfully to their musical expressions. They examine the role of the guitar in contemporary music of Saskatchewan Métis and First Nations peoples, and guitar music from different eras, genres and styles produced by local, Canadian and international musicians. Students also reflect on the role of music in their lives and explore opportunities for increasing involvement in music. 

In Guitar 30, students apply independently, advanced guitar techniques and apply, with guidance, the elements of music for solo and/or ensemble performances in one or more music contexts. Students apply knowledge of music theory and examine types of guitar music from a variety of cultural and historical contexts. With peer guidance or independently, students develop and examine practice plans, responding thoughtfully to their musical expressions. They analyze the role of the guitar in contemporary music of Saskatchewan Métis and First Nations peoples, and guitar music from different eras, genres and styles produced by local, Canadian and international musicians. Students also evaluate the role of music in their lives and explore opportunities for increasing involvement in music. 

Music 10, 20, 30 provides students with opportunities to perform, improvise, compose, research and experience music through one or more learning contexts or approaches (e.g., contemporary music, guitar, First Nations drumming and singing, small instrumental and vocal ensembles, world music, Métis music, creative technologies). 

In Music 10, students explore music techniques (i.e., instrumental, vocal or creative technologies) and the elements of music for solo and/or ensemble performances in one or more music contexts (e.g., rock band, hip hop group, First Nations drumming and singing group, string quartet). Students develop their knowledge of music theory, examine various types of notation and/or culture specific practices and experiment with the creation of music within the selected context. Students set short term goals and respond thoughtfully to their musical expressions. They learn about the music of Saskatchewan Métis and First Nations peoples, and examine music from different eras, genres and styles produced by local, Canadian and international musicians. Students also reflect on the role of music in their lives and explore opportunities for increasing involvement in music. 

In Music 20, students apply, with guidance, techniques (i.e., instrumental, vocal or creative technologies) and knowledge of the elements of music to solo and/or ensemble performances. Through participation in one or more music contexts (e.g., garage band, Métis fiddle group, techno DJ collaboration, acapella quartet), students create and perform, applying increased levels of music theory and cultural or performance practices. Students consider how personal preference impacts critical analysis, examine the diverse music of Saskatchewan First Nations and Métis peoples as well as music from different eras, genres and styles through listening, researching and performing within the selected music context. Students critique their own music and formulate a plan for growth and ongoing participation in music. 

In Music 30, students independently apply techniques (i.e., instrumental, vocal or creative technologies) and the elements of music to solo and/or ensemble performances. Through studies in one or more music contexts (e.g., guitar, drum circle, brass quintet, audio recording team), students use their knowledge of music theory or culture specific practices to create and expressively communicate musical ideas. Students incorporate characteristics of a particular style, era, and/or genre into their own performance of that music, expand and refine their solo or ensemble skills, engage in critiques of their work and implement a plan for musical growth. Students analyze and respond to the musical expressions of others and examine ways in which contemporary Canadian First Nations and Métis music reflects social and cultural contexts. Students research acclaimed local, Canadian and international musicians and examine their influence on current music and society. Students also analyze the impact of music in their own lives and plan pathways for careers or continuing engagement in music. 

Studio Art 20, 30 enables students to develop technical skills and experience artist practices through an inquiry lens. This course is designed for students who are interested in the practice of art making while exploring connections to the art community and post-secondary options. Students will develop a portfolio of original artwork using traditional and/or new media and technologies. Showing commitment and enthusiasm for art making along with an openness to constructive feedback are essential elements of the Studio Art student. 

In Studio Art 20, students examine practices of art making as methods of inquiry, a means of self-expression and a fundamental part of being human. A collaborative approach to learning is meant to simulate how artists work with one another utilizing the inquiry process in developing a body of work or portfolio that investigates a series of ideas. Students learn about themselves and their identity as artists while imagining positive possibilities for the future of their communities. Students are challenged to create work that is thoughtful and non-derivative with the goal of exhibiting their most resolved work. Students will refine and apply artistic skills through investigation, practice, experimentation, exploration, communication, revision and reflection. Critical analysis of artwork occurs regularly allowing students to become increasingly skilled at evaluating their own work. 

In Studio Art 30, students use art as a lens for viewing the world and to discover who they are and envision who they might become. They become active learners and leaders in the artmaking process. Students learn how to design, compose, problem solve, inspire change and contribute innovative ideas that can improve the quality of their own lives and the lives of others. The inquiry-based approach invites students to take ownership of their own learning while developing key questions to guide their work. They will be encouraged to develop the confidence to push experimental works as well as strive for mastery in technical approaches. Improving works is guided through self-reflection, peer conversation, educator and class critiques and personal investigation. Through regular practice, students’ technical proficiency increases and the quality of work is further refined. Students will develop increased sophistication in deconstructing art works for deeper understanding. They will analyze forms of art from a variety of historical and contemporary cultures and societies; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life experiences. Working beyond scheduled class time to complete art-related research, gallery visits, sketchbook work and independent projects is encouraged at this level. 

Visual Art 10, 20, 30 enables students to engage in artistic investigations to explore their own and others’ ideas and diverse worldviews, experiment with various art practices, techniques and media and work towards development of their personal styles and artistic voices. Students collaborate with peers, teachers and/or community mentors and learn about historic and contemporary work of Saskatchewan, Canadian and International artists. 

In Visual Art 10, students develop ideas for art works by applying and manipulating elements, design principles and image development strategies. They experiment with techniques and compositional strategies using media and art practices such as drawing, painting, printmaking, digital technologies and sculpture. They examine how design and compositional strategies are used to convey ideas including perspectives related to treaties, building of relationships and newcomer experiences. Students create an art work inspired by a Saskatchewan artist, reflect on their own and others’ work, investigate the impact of visual culture on daily life and consider opportunities for lifelong involvement with visual art. 

In Visual Art 20, students engage in artistic risk-taking with ideas, media and image development strategies. They explore ideas derived from various sources of inspiration including perspectives of First Nations and Métis people in Saskatchewan. Students use inquiry to create art in response to the work of national and international artists and experiment with a variety of art practices such as drawing, painting, crafting, printmaking, digital technologies, sculpture and installation. Students critique their own and others’ work and analyze factors that influence art-making globally. They investigate visual and interdisciplinary works that address diverse worldviews and evoke commentary on the human rights of Indigenous and various cultures. Student discover a range of opportunities to continue involvement in visual art related practices and careers. 

In Visual Art 30, students purposefully select and manipulate media and image development strategies to express ideas demonstrating personal style and voice. They independently plan and create art works, in selected media and forms, that demonstrate their ability to innovate and take risks. They use inquiry to create art inspired by Canadian artists whose work responds to socially relevant topics such as sustainability, social justice, diversity, inclusion, resistance and resilience. Students investigate how visual art in Canada can support and build relationships and deepen understanding that we are all treaty people. They critique art works and reflect on their choice of discipline, content and media in the development of their own voices and styles. Students examine how visual art expressions have evolved over time and continue to inspire change. Student have opportunities to engage with artists and communities to collaborate and build relationships beyond the classroom through visual art experiences.