Responding
The process of responding provides students with opportunities to respond to their own and other artists' works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of drama, dance, music and visual ar ts, including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.
The responding strand is not simply about reflecting; responding may include creative acts, and encompasses presenting, sharing and communicating one’s own understanding. By responding to their own artwork and that of others, students become more mindful of their own artistic development and the role that arts play in the world around them.
The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Learners are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing the close link between these strands.
Overall Expectations |
Conceptual Understandings |
| Learners show curiosity about live and recorded dance performances |
| Learners describe the ideas and feelings communicated through body movements |
| Learners identify and explain why certain body postures and movements communicate certain ideas and feelings |
| Learners display audience etiquette and appropriate responses such as watching, listening and responding to favourite parts of the performance |
| Learners respond to dance through spoken, written, visual and/ or kinesthetic mediums. |
| Learners respond to live performances, stories and plays from other times and/or places |
| Learners talk about ideas and feelings in response to dramatic performances |
| Learners display audience etiquette and appropriate responses |
| Learners realize that dramatic conventions are used to craft performance |
| Learners use materials to symbolically show location and character |
| Learners respond to dramatic ideas through spoken, visual, auditory and kinesthetic mediums. |
| Learners use voice to imitate sounds and learn songs |
| Learners bring music from home to share |
| Learners describe the differences in music |
| Learners move their bodies to express the mood of the music |
| Learners describe how music makes them feel |
| Learners distinguish the sounds of different instruments in music |
| Learners listen to music and create their own work in response |
| Learners express their responses to music in multiple ways (drawings, games, songs, dance, oral discussion) |
| Learners explore body and untuned percussion instrument sounds |
| Learners recognize different sources of music in daily life |
| Learners recognize that sound can be notated in a variety of ways. |
| Learners enjoy experiencing artworks |
| Learners show curiosity and ask questions about artworks |
| Learners describe what they notice about an artwork |
| Learners identify the materials and processes used in the creation of an artwork |
| Learners analyse the relationships within an artwork and construct meanings |
| Learners communicate their initial responses to an artwork in visual, oral or physical modes |
| Learners make personal connections to artworks |
| Learners express opinions about an artwork |
| Learners create artwork in response to a variety of stimuli. |
Overall Expectations |
Conceptual Understandings |
| Learners compare a variety of dance genres over time to the contemporary dance form of their culture |
| Learners recognize the theme of a dance and communicate their personal interpretation |
| Learners identify dance components such as rhythm and use of space in their own and others' dance creations |
| Learners describe and evaluate the learnings and understandings developed through their exploration of dance |
| Learners realize that there is a dynamic connection between the audience and performer. |
| Learners compare varied styles of performance with drama from their own culture |
| Learners use drama performance to tell stories about people and events from various cultures, including their own |
| Learners discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance |
| Learners describe and evaluate the learning and understandings developed through their exploration of drama |
| Learners describe the dynamic connection between the audience and performer |
| Learners sing individually and in unison |
| Learners recognize music from a basic range of cultures and styles |
| Learners express their responses to music from different cultures and styles |
| Learners create a musical composition to match the mood of a visual image (for example, paintings, photographs, film) |
| Learners explore individually or collectively a musical response to a narrated story |
| Learners reflect on and communicate their reactions to music using musical vocabulary |
| Learners record and share the stages of the process of creating a composition |
| Learners share performances with each other and give constructive criticism. |
| Learners investigate the purposes of artwork from different times, places and a range of cultures including their own |
| Learners sharpen their powers of observation |
| Learners identify the formal elements of an artwork |
| Learners use appropriate terminology to discuss artwork |
| Learners describe similarities and differences between artworks |
| Learners identify the stages of their own and others' creative processes |
| Learners become an engaged and responsive audience for a variety of art forms. |
Overall Expectations |
Conceptual Understandings |
| Learners recognize that dance plays an innovative role in communicating ideas within cultures and societies |
| Learners reflect on their personal and family history and make connections with cultural and historical dance forms |
| Learners consider the composition of an audience when preparing an effective formal and/or informal presentation |
| Learners reflect on artistic processes in dance achievements and how to incorporate new ideas into future work |
| Learners recognize how dance can be used to express and understand our inner thoughts and our understanding of the world around us. |
| Learners discuss aspects of drama that illustrate relationships between culture, history and location |
| Learners explore how dramatic meaning illustrates the values, beliefs and observations of an individual or community |
| Learners consider the composition of an audience when preparing an effective formal and/or informal presentation |
| Learners reflect on achievement and challenges and how they can incorporate these influences in future work |
| Learners recognize and discuss how the consequences and actions of a performance teach audience members and performers life lessons |
| Learners sing with accuracy and control focusing awareness on the musical elements |
| Learners sing partner songs |
| Learners discuss music that relates to social issues and/or values |
| Learners compare aspects of music |
| Learners create and perform a movement sequence accompanied by music that they have created |
| Learners share and compare their experiences as audience members at various performances |
| Learners describe the process used to create their own music and compare it with others, in order to improve their compositions |
| Learners analyse different compositions describing how the musical elements enhance the message |
| Learners reflect upon how their music expresses their personal voice and the impact it has on others |
| Learners compare, contrast and categorize artworks from a range of cultures, places and times |
| Learners identify and consider the contexts in which artworks were made |
| Learners use their knowledge and experiences to make informed interpretations of artworks |
| Learners reflect on their own and others' creative processes to inform their thinking |
| Learners use relevant and insightful questions to extend their understanding |
| Learners recognize that different audiences respond in different ways to artworks |
| Learners provide constructive criticism when responding to artwork. |
Overall Expectations |
Conceptual Understandings |
| Learners investigate a cultural or historical dance form and identify how it communicates artistic, ritual or social issues, beliefs or values |
| Learners recognize the role and relevance of dance in their own society through exposure to a variety of performers and their perspectives |
| Learners analyse how the meanings of movements can change in various cultural and historical contexts |
| Learners analyse and integrate the reflections of others into the creative process when evaluating and improving. |
| Learners describe how drama plays an innovative role in communicating ideas within cultures and societies |
| Learners understand the role and relevance of drama in their own society through exposure to a variety of performers and their perspectives |
| Learners reflect on a variety of dramatic forms to identify new understandings within the arts |
| Learners recognize and explore some of the different roles in theatre |
| Learners use responses to drama to adapt and improve work, considering the original intention. |
| Learners sing individually and in harmony |
| Learners explain the role and relevance of music in their own culture, its uses and associations through place and time |
| Learners interpret and explain the cultural and/or historical perspectives of a musical composition |
| Learners modify their practices and/or compositions based on the audiences' responses |
| Learners explore different artistic presentations that are/ were innovative and their implications |
| Learners explain the cultural and historical perspectives of an artwork |
| Learners understand the role and relevance of visual arts in society |
| Learners reflect on the factors that influence personal reactions to artwork |
| Learners reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities |
| Learners critique and make informed judgments about artworks. |
Overall Expectations |
Conceptual Understandings |
| Learners respond to word, rhythm and/or music through movements |
| Learners communicate and express feelings through body movements |
| Learners explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation |
| Learners move freely through the space to show levels of low, medium and high and change of direction |
| Learners use stimulus materials to extend the body and enhance body movements such as streamers, scarves, props and costumes |
| Learners develop physical awareness in using isolated body movements and gross motor skills |
| Learners explore different types of movements such as travelling, jumping and turning |
| Learners develop the ability to cooperate and communicate with others in creating dance |
| Learners work individually or in groups with trust and confidence. |
| Learners engage in imaginative play using a range of stimuli |
| Learners develop the ability to cooperate and communicate with others in creating |
| Learners explore basic bodily movements and the use of space |
| Learners explore familiar roles, themes and stories dramatically |
| Learners create roles in response to props, set and costumes |
| Learners work individually or in groups with confidence. |
| Learners use vocal sounds, rhythms and instruments to express feelings or ideas |
| Learners create and accompany music using a variety of sounds and instruments |
| Learners play untuned percussion instruments in time with a beat |
| Learners use the voice and body to create musical patterns |
| Learners explore sound as a means of expressing imaginative ideas |
| Learners recreate sounds from familiar experiences |
| Learners participate in performing and creating music both individually and collectively |
| Learners record their personal, visual interpretation of elements of sound (for example, loud/soft, high/low, fast/slow) |
| Learners create their own basic musical instruments. |
| Learners engage with, and enjoy a variety of visual arts experiences |
| Learners select tools, materials and processes for specific purposes |
| Learners combine different formal elements to create a specific effect |
| Learners realize that their artwork has meaning |
| Learners use their imagination and experiences to inform their art making |
| Learners create artwork in response to a range of stimuli |
| Learners take responsibility for the care of tools and materials |
| Learners take responsibility for their own and others’ safety in the working environment |
| Learners participate in individual and collaborative creative experiences. |
Overall Expectations |
Conceptual Understandings |
| Learners create movement to various tempos |
| Learners interpret and communicate feeling, experience and narrative through dance |
| Learners design a dance phrase with a beginning, middle and ending |
| Learners create movement that explores dimensions of direction, level and shape |
| Learners develop physical balance and coordination |
| Learners share dance with different audiences by participating, listening and watching |
| Learners work cooperatively towards a common goal, taking an active part in a creative experience |
| Learners consider and maintain appropriate behaviours in dance, as an audience member or as a performer, by listening, watching and showing appreciation. |
| Learners share drama with different audiences by participating, listening and watching |
| Learners identify with characters through role-play development |
| Learners use performance as a problem-solving tool |
| Learners work cooperatively towards a common goal, taking an active part in a creative experience |
| Learners make use of simple performance conventions to share ideas |
| Learners consider and maintain appropriate behaviours in drama, as an audience member or as a performer |
| Learners value and develop imaginary roles or situations |
| Learners explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings |
| Learners express one or more moods/feelings in a musical composition |
| Learners create music to represent different cultures and styles |
| Learners create a soundscape based on personal experiences |
| Learners collaboratively create a musical sequence using known musical elements (for example, rhythm, melody, contrast) |
| Learners read, write and perform simple musical patterns and phrases |
| Learners create music for different purposes. |
| Learners identify, plan and make specific choices of materials, tools and processes |
| Learners sharpen their powers of observation |
| Learners demonstrate control of tools, materials and processes |
| Learners make predictions, experiment, and anticipate possible outcomes |
| Learners combine a variety of formal elements to communicate ideas, feelings and/or experiences |
| Learners identify the stages of their own and others’ creative processes |
| Learners consider their audience when creating artwork. |
Overall Expectations |
Conceptual Understandings |
| Learners explore various sources of musical and natural rhythms such as beat, breath, emotional and environmental rhythms |
| Learners investigate and perform a cultural or historical dance form with an understanding of the function of the dance form as artistic, ritual or social perform increasingly more difficult sequences with control |
| Learners create movement to show contrast in designs such as symmetry/asymmetry and opposition/succession |
| Learners develop physical flexibility and strength |
| Learners experience varying groupings when performing dance, including ensemble performance |
| Learners express their unique values, beliefs and interests through a dance form |
| Learners interpret and replicate a variety of dance styles and genres. |
| Learners create a devised or scripted performance for a particular audience or purpose |
| Learners make artistic choices about role, situation and context |
| Learners identify how cultural connections can be made with different types of drama |
| Learners identify and develop the personal and related skills encountered through the drama experience |
| Learners find appropriate ways to communicate specific meaning using dramatic action |
| Learners express their unique values, beliefs and interests through a dramatic form |
| Learners interpret written dialogues or scenarios. |
| Learners create a musical composition expressing their own ideas and feelings on a social issue |
| Learners deliver a musical message to different audiences (for example, peace message to parents, kindergarten children, friends) |
| Learners create and perform a movement sequence using known musical elements |
| Learners improvise upon a basic pattern to reinforce the importance of the individual within the group |
| Learners create and record a composition focusing on form, structure and style to give more meaning to their message |
| Learners express themselves as individuals through musical composition |
| Learners read and write music using non-traditional notation. |
| Learners show awareness of the affective power of visual arts |
| Learners make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures |
| Learners create artwork for a specific audience |
| Learners use a personal interest, belief or value as the starting point to create a piece of artwork |
| Learners use a range of strategies to solve problems during the creative process. |
Overall Expectations |
Conceptual Understandings |
| Learners improvise to create various movements for specific purposes |
| Learners choreograph movement to music, word and sound |
| Learners choreograph performance to express and communicate an idea, feeling, experience, relationship or narrative. |
| Learners create and perform in a variety of dance genres and cultural dance types |
| Learners show physical confidence in the use of their bodies |
| Learners work to develop each other's ideas during the creative process |
| Learners analyse and integrate the reflections of others into the creative process when evaluating and improving. |
| Learners manipulate a variety of different drama strategies and techniques to create informed scripts, characterizations and contexts |
| Learners work to develop each other's ideas during the creative process |
| Learners create and perform a sequential drama that explores a particular issue by experimenting with different dramatic forms |
| Learners consider the skills and techniques used by a range of drama practitioners in the performing arts |
| Learners show an awareness of audience and adapt performances accordingly |
| Learners consider the advice and feedback of others as an essential part of the creative process |
| Learners explore writing for performance. |
| Learners create music that will be continually refined after being shared with others |
| Learners present, in small groups, innovative musical performances on a selected issue |
| Learners incorporate the other arts and available resources in order to broaden their creative expression |
| Learners read and write music in traditional and/or non- traditional notation. |
| Learners become increasingly independent in the realization of the creative process |
| Learners adjust and refine their creative process in response to constructive criticism |
| Learners identify factors to be considered when displaying an artwork |
| Learners utilize a broad range of ways to make meaning |
| Learners select, research and develop an idea or theme for an artwork |
| Learners develop an awareness of their personal preferences. |