Integrated Arts, Grade 9 or 10
| Course Title | Integrated Arts, Grade 9 or 10 |
| Course Code | ALC1O/2O |
| Grade | 9 or 10 |
| Course Type | Academic |
| Credit Value | 1.0 |
| Prerequisite | None |
| Co requisite | None |
| Department | Arts |
| Name of the Department Head | Camille Dubé - Gladstone (B.Ed., OCT) |
| Course Developer or Teacher | Camille Dubé - Gladstone (B.Ed., OCT) |
| Curriculum Policy Document | The Arts, The Ontario Curriculum, Grades 9 and 10, 2010 (Revised) |
| Course development date | January 2022 |
| Most recent revision date | N/A |
| Course reviser | N/A |
This course integrates two or more of the arts (dance, drama, media arts, music, and visual arts), giving students the opportunity to produce and present integrated art works created individually or collaboratively. Students will demonstrate innovation as they learn and apply concepts, styles, and conventions unique to the various arts and acquire skills that are transferable beyond the classroom. Students will use the creative process and responsible practices to explore solutions to integrated arts challenges.
By the end of this course, students develop the following skills in these different areas:
| 1. Creating and Presenting | |
| 1.1 | The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively; |
| 1.2 | Elements and Principles: apply key elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions; |
| 1.3 | Tools, Techniques, and Technologies: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity; |
| 1.4 | Presentation and Promotion: present and promote art works, including integrated art works / productions, for a variety of purposes, using appropriate technologies and conventions. |
| 2. Reflecting, Responding and Analyzing | |
| 2.1 | The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions; |
| 2.2 | The Function of the Arts in Society: demonstrate an understanding of various functions of the arts in past and present societies; |
| 2.3 | Values and Identity: demonstrate an understanding of how creating, presenting, and analysing art works has affected their understanding of personal, community, and cultural values and of Canadian identity; |
| 2.4 | Connections Beyond the Classroom: describe the types of skills developed through creating, presenting, and analysing art works, including integrated art works/productions, and identify various opportunities to pursue artistic endeavours outside the classroom. |
| 3. Foundations | |
| 3.1 | Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other key concepts related to various arts disciplines; |
| 3.2 | Contexts and Influences: demonstrate an understanding of symbols and themes associated with art works produced by various cultures, and describe past and present influences on various arts disciplines; |
| 3.3 | Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, and experiencing art works. |
| Time Allocated | Online/Offline Component | Learning Expectations | |
|---|---|---|---|
| 1. Foundations of Artistry, Studio Safety, and Career Exploration | |||
This introductory unit establishes foundational safety standards and responsible studio practices required across multiple arts disciplines, focusing on toxicological safety in visual mediums, ergonomic awareness in dance/movement, and volume parameters in audio environments. Students will identify and describe varied career opportunities within the contemporary creative sector (e.g., curator, lighting designer, arts administrator) while examining the profiles and contributions of local Canadian and global artists. Students learn to map initial planning strategies for their individual artistic growth.
| 6 hours | (3 hrs online / 3 hrs offline) | B4.1, B4.2, C3.1, C3.2, C3.3, C3.4 |
| 2. Becoming an Artists | |||
Students will actively engage with art present in their local communities and investigate the diverse spaces where art is publicly exhibited and consumed. This unit unpacks the structural stages of the creative process, including brainstorming, conceptualizing, and selecting appropriate artistic strategies. Students will investigate the ethical dimensions of creation, specifically analyzing copyright legislation, intellectual property parameters, and fair-use boundaries. They will draft project outlines and construct preliminary planning journals to structure their upcoming multi-disciplinary works. | 18 hours | (12 hrs online / 6 hrs offline) | A1.1, A1.2, A1.3, B1.1, B1.2, C2.1, C2.2 |
| 3. Visual Arts | |||
Students will isolate, analyze, and practice the foundational elements of art (line, shape, form, space, color, texture, value) and principles of design (balance, contrast, emphasis, movement, pattern, rhythm, unity/variety) through hands-on creation of paintings, sketches, and three-dimensional structural sculptures. Utilizing the complete critical analysis process, students will decode visual metaphors, identify cultural themes, and evaluate how societal influences shape visual art history. Students apply a disciplined visual creative cycle to move from preliminary thumbnail sketches to a finalized exhibition piece. | 20 hours | (12 hrs online / 8 hrs offline) | A1.1, A1.2, A1.3, A2.1, A2.2, A3.1, A3.2, B1.1, B1.2, B1.3, C1.1, C1.2, C2.1 |
| 4. Drama & Dance | |||
This unit explores physical performance mechanics and dramatic performance structures. Students will investigate kinetic elements of dance (body, space, time, energy, relationship) alongside structural performance elements of drama (role, character, relationship, time and place, tension, focus). Students explore the dynamic role of the audience, the codes of theatrical performance, and methods for conveying political and personal messaging without text. Special emphasis is placed on analyzing how performative arts help construct Canada’s national identity, with focused reflections on the historical and cultural significance of Indigenous (First Nations, Métis, and Inuit) performance traditions. | 18 hours | (12 hrs online / 6 hrs offline) | A2.1, A2.2, A3.1, A3.2, B2.1, B2.2, B2.3, B3.1, B3.2, B3.3, C1.1, C1.2, C2.2, C2.3 |
| 5. Music | |||
Students are introduced to the core concepts and vocabulary of musical compositions, evaluating the elements of music. They will decipher how musicians manipulate major/minor scales, rhythmic meters, and standard chord progressions to elicit precise emotional responses and communicate distinct subtext. The unit investigates music’s historical place in driving social change, the profound impact of digital recording technologies on consumption patterns, and modern employment paths across the modern audio engineering and performance industries. | 20 hours | (12 hrs online / 8 hrs offline) | A2.1, A2.2, A3.1, A3.2, B2.1, B2.2, B4.1, C1.1, C2.1, C2.2 |
| 6. Integrated Arts | |||
This unit synthesizes the independent artistic skills cultivated in previous modules into combined, multi-disciplinary outputs that merge two or more medium forms (Visual Art, Drama, Dance, or Music). Students investigate complex integrated hybrids such as musical theatre, cinematography, and digital media arts. Through a highly collaborative framework, students map an integrated artistic workflow to navigate an identified creative challenge, managing all stages from collaborative scripting and asset production to a finalized multimedia presentation. | 18 hours | (12 hrs online / 6 hrs offline) | A1.1, A1.2, A1.3, A2.1, A2.2, A3.1, A3.2, A4.1, A4.2, B1.1, B1.2, B1.3, C1.1, C1.2, C3.1 |
| 7. Final Evaluation: Project Portfolio | |||
A comprehensive independent presentation portfolio where students curate their best works across the semester, accompanying each artifact with a rigorous, written metacognitive reflection details their usage of the creative and critical analysis processes. | 8 hours | (2 hrs online / 6 hrs offline) | A4.1, A4.2, B1.3, B3.3 |
| 8. Final Evaluation: Exam | |||
| 2 hours | (2 hrs online) | — | |
| Total | 110 Hours | ||
| Online | Offline |
|---|---|
| Communicating with the instructor | Reading materials of the course |
| Contributing to forums | Researching topics on the internet |
| Watching instructional videos | Completing assignments |
| Watching additional resource videos | Completing practice activities |
| Practicing through online quizzes | Reviewing for tests and exams |
| Reviewing peer submissions | |
| Completing online timed exam |
A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following:
- Ongoing descriptive feedback, including descriptive feedback on students’ practice activities
- Self-assessment
- Peer assessment
- Student/Teacher Communication with on a regular basis to:
- ask questions
- clarify understanding
Evidence of student achievement (assessment of learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.
Assessment and evaluation in this course will be based on the provincial curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:
- Knowledge – 30%
- Thinking Inquiry – 25%
- Application – 25%
- Communication – 20%
A final grade will be determined as follows:
- Term Work – 65%
- Final Evaluation – 20%
- ISU (10%)
- Exam (10%)
- Attendance and Participation – 15%
| TEACHING AND LEARNING STRATEGIES | |
| Students enrolled in this course through CHS’s Hybrid (H) program will participate in synchronous learning via live online teaching sessions, online support material, and student-to-student discussions organized throughout the semester. Conversely, students taking this course as part of CHS’s Self-Paced (S) program will learn asynchronously through recorded video lessons, presentations, online support material, and simulations. While self-paced students have up to one year to complete the course, they are encouraged to finish within five months.
A variety of strategies will be used in the online delivery of this course. Instructional strategies will include but are not limited to:
Learning goals will be discussed at the beginning of each assignment and success criteria will be provided to students. The success criteria are used to develop the assessment tools in this course, including rubrics.
The arts curriculum is based on four central ideas – developing creativity, communicating, understanding culture, and making connections. Major aspects of these ideas are outlined in the chart below. |
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| Developing Creativity |
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| Communicating |
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| Understanding Culture |
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| Making Connections |
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Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available.
Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A check list and student-teacher communication will be used to determine the level in each category.
- Responsibility
- Organization
- Independent Work
- Collaboration
- Initiative
- Self-Regulation
- A dedicated notebook or loose sheets to serve as a Visual Diary.
- Basic drawing utensils like standard office pens, pencils, or highlighters.
- Clean cardboard, packaging scraps, or junk mail.
- A mobile device or computer with internet access to upload photographs of work.
- Activities and lesson presentations
- On-Line resources
- Links to simulations and interactives
- Links to extra support material