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 = link to high school example |
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 = link to middle school example |
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| Digital Age Literacy |
| Basic, Scientific and Technological Literacies |
| Visual and Information Literacies |
| Multicultural Literacy and Global Awareness |
| Effective Communication |
| Teaming, Collaboration and Interpersonal Skills |
| Personal, Social and Civic Responsibility |
| Interactive Communication |
| Inventive Thinking |
| Adaptibility, Managing Complexity and Self-Direction |
| Curiosity, Creativity and Risk Taking |
| High Order Thinking and Sound Reasoning |
| High Productivity |
| Prioritizing, Planning and Managing |
| Effective Use of Real World Tools |
| Ability to Produce Relavant, High Quality Products |
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| The arts teach children to make good judgments about qualitative relationships. |
| The arts teach children that problems can have more than one solution and that questions can have more than one answer. |
| The arts celebrate multiple perspectives. |
| The arts teach children that in complex forms of problem solving, purposes are seldom fixed but change with circumstances and opportunity. |
| The arts make vivid the fact that neither words nor numbers define what we can know. |
| The arts teach students that small differences can have large effects. |
| The arts teach students to think through and within a material. |
| The arts help children learn to say what cannot be said. |
| The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling. |
| The arts position in the school curriculum symbolizes to the young what adults believe is important. |
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Planning and Designing |
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Students must plan their studio projects and manage all aspects of the production from timing to materials. New techniques and construction methods challenge students to stretch and add to their lexicon of skills. Projects range from architecture to performance art. After learning how the integration of art history and theory is designed into teacher generated projects, students are then given the chance to design their own projects which must incorporate these elements from start to finish.
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| Analysis and Synthesis | ||
Taking a collection of inert materials and creating something that has meaning is a classic example of analysis and synthesis. Every studio project challenges students to discover how things work, how symbols communicate, how elements integrate to form meaning. In each project there is an element of history and theory that students learn. They are then taken through a series of steps that allow them to identify, analyse and then synthesize the theory in an original example. This theoretical knowledge, coupled with their studio application, builds a deeper understanding of the concepts.
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| Thinking in Context | ||
Art is a language for expressing ideas and feelings that cannot be adequately expressed in other ways, but it is not created in a vacuum. There is a tension between how much culture influences art and how much art influences culture. The Art curriculum is designed to take students through various periods of art history to help them understand that art is about ideas as much as an expression of personal feeling.
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| What Students Are Saying | This class teaches me to be independant above all else. Mr. Reverman gives us instructions but these help us develop our own ideas rather than spoon-feeding ideas to us. - grade 10 student Art is challenging and to be successful you always have to have an open mind to new ideas and visualize old ones in a different way in order to create something new and unexpected. Art constantly challenges me. - grade 9 student I think that what he teaches us is important and relevant. I wish my other classes were structured more like art. - grade 10 student |
In the central column below are the guiding princples that inform the curriculum connection highlighted on this page. The 21st Century Skills and “Ten Lessons” that are woven into these elements appear in white in the corresponding columns to the right and left. Links to teacher and student generated material illustrating how these guiding principles take form in the classroom can be found below as well.
