Grade: 9 or 10
Development Date: 2009
Most Recent Revision Date: 2013
Curriculum Policy Document: The Arts, The Ontario Curriculum, Grades 9 and 10, 2010 (Revised)
Course Developer: Virtual High School
Department Head: Jeremy Clowater, B.A. (Hon), B.Ed., OCT
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.
Time Allocated: 25 Hours
In this unit students will be introduced to the four art disciplines that will be explored throughout the course. An introduction to some of the questions that surround the creative process, as well as a first look at the process of combining two or more art disciplines in an integrated way. This will provide the first opportunity for discussion. Students will finish the unit with a reflection on an integrated arts work. Assessment opportunities in this unit will include prompted discussion, process worksheets, written responses, artistic interpretations and peer reflection.
Time Allocated: 25 Hours
In this unit, students will begin working through the art disciplines of dance and visual arts. Students will work through the artistic elements of space, movement and rhythm in order to develop an understanding of language, conventions, history and technique. Assessment opportunities in this unit include artistic expression, peer reflection, personal reflection, written responses, historical reports, performance, process worksheets and a quiz. Students will complete this unit with a choice of an integrated arts work with written reflection.
Time Allocated: 25 Hours
In this unit, students will explore the effect of art on culture and the effect of culture on art. Using the disciplines of drama and visual art, students will explore the artistic elements of value, character and tension. By the end of this unit, students will complete an integrated arts work based on their understanding of the works studied throughout the course. Assessment opportunities in this unit include written responses, performances and reflections, historical reports, discussions, artistic works, style analysis and a quiz.
Time Allocated: 25 Hours
In this unit, students will explore the role of the arts outside of the classroom. Identifying career opportunities, the role of the environment in various works, and how community can work to create a culture of art will allow students to examine the practical uses of art disciplines. Students will work within the discipline of media arts to create a series of integrated projects which relate to the outside world. Assessment opportunities in this unit include an analysis of green art, written reflections, discussion, career graphic organizers, performances and reviews, written responses to articles and works, a quiz and multimedia creations.
In this unit, students will complete a culminating project which will ask them to use the language, conventions, style and technique associated with integrated arts. Students will submit the project as part of their portfolio. This project is worth 15% of the student's final mark.
This is a proctored exam worth 15% of your final grade.
Note: This course is entirely online and does not require or rely on any textbook.
The arts broaden young minds and exalt our spirits; they help us understand what it is that makes us human by validating our commonalities and celebrating our differences – which is so important in a multicultural society like Canada. Artistic expression involves clarifying and restructuring personal experience. It engages students in perception, production, and reflection. Learning in, through, and about the arts involves using the mind, body, heart, and soul to achieve intellectual, social, emotional, and spiritual well-being.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Nimbus Christian Education teachers. Nimbus Christian Education assessments and evaluations,
It is also very important to incorporate different teaching/learning strategies so that every student has the opportunity to access and demonstrate learning according to their own learning style, whenever possible.
This course will be delivered in an online learning environment which will incorporate regular online discussions with the instructor and online learning material through Nimbus Christian Education online learning. This affords students a more individualized approach as the learning material is accessible anytime and anywhere.
Inquiry projects will also be given to the students (either as groups or individuals) to help promote self-learning as well as higher level thinking and application of previous knowledge. These projects allow students to explore and represent abstract mathematical ideas as teacher’s gain insightful knowledge of student understanding.
Program planning for exceptional students can be implemented by accommodations, modifications, or modified expectations with the possibility of accommodations.
If there are students with special needs identified (IEP) in this class, accommodations will be administered based on individual needs. For specific support that Nimbus Christian Education is prepared to provide please refer to this document.
The accommodations required to facilitate the student’s learning must be identified in his or her IEP, which will likely reflect similar accommodations for many, or all courses. Accommodations may include instructional, environmental, and/or assessment.
Modified expectations that differ from regular course expectations, will be provided and monitored by the course instructor. These modifications will reflect the recommendations of the student’s IEP and the principal will determine whether achievement of the modified expectations constitutes successful completion of the course.
While most ELL students will begin studying in ESL or ELD classes, the goal is to transition these students to English classes. Teachers must incorporate appropriate adaptations and strategies for instruction and assessment to facilitate the success of ELLs in their classroom. These may include:
The learning activities presented within this course are created from a Christian worldview perspective that promotes respect for varying cultural backgrounds, abilities, interests, and learning styles. By providing historical influences on theories and principles, the teacher enlightens students regarding the variety of cultural groups that have influenced society over the centuries.
Students are encouraged to develop terminology and implement this vocabulary when asking and answering inquiry questions. Opportunities to develop the ability to locate relevant information within statistical databases, primary and secondary sources, and reported documents; will be provided.
Nimbus Christian Education courses will include opportunities to make use of technology like graphing tools; such as graphing calculators and online graphing programs (Desmos, Geogebra), spreadsheets, and others as needed throughout the course. Students will be given exposure to the many ways that technology can be used.
Opportunities to consider the many varieties of careers will be given to students. This will occur primarily in the many application questions that students will complete during their lessons as well as the inquiry based projects included in each course.
Cooperative education helps to broaden students’ knowledge of employment opportunities in a wide range of fields. Nimbus Christian Education recognizes opportunities for students to explore their career interests; however, cooperative education initiatives are not available at this time. Teachers do provide support in the creation of work related documents appropriate for the workplace in an experiential learning environment.
When the learning involves fieldwork or investigations based on experimentation, teachers will ensure that the activities planned are done so with consideration given in order to protect student’s health & safety.