Shifts in the K–4 Arts Education Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 ARTS EDUCATION CURRICULUM FROM TO BENEFITS Skills Curriculum Arts Education focuses on development of skills. Greater focus on the development of creativity, relationships, and cultural connections while still maintaining the technical development unique to each discipline. • Engaging in a wide range of artistic experiences allows students to explore how and why we communicate or express through the arts. • Exploring creative processes allows students to make connections between self and various communities and cultures. Art Media Existing art, music, and drama curriculums pre-date multimedia art forms such as digital and social media. Focusing on modern interpretations of art media gives teachers the flexibility to create relevant and meaningful student learning experiences where students can see themselves reflected in what they are learning. • Engaging in a wide range of artistic experiences allows students to connect the arts to their everyday lives and make connections across artistic discplines. First Nations, Métis, and Inuit Perspectives First Nations, Métis, and Inuit perspectives and cultures are inconsistently addressed. First Nations, Métis, and Inuit perspectives and cultures are addressed in a more authentic, balanced, and comprehensive way. • Experiencing First Nations, Métis, and Inuit art forms can promote artistic choice and inform students as artists. • Learning about First Nations, Métis, and Inuit ways of knowing enriches students’ learning experiences and their connection to nature. Francophone Perspectives Francophone cultures and perspectives are not evident. The relationship between arts, identity, and Francophone cultures is addressed in an authentic manner. • Experiencing art forms from various Francophone communities helps students build connections between themselves and one another. • Exposing students to rich Francophone communities helps students understand and appreciate Francophone contributions to the arts. Shifts in the K–4 English Language Arts Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 ENGLISH LANGUAGE ARTS CURRICULUM FROM TO BENEFITS Text The understanding of text is limited to print, oral, and visual. The understanding of texts includes oral, print, visual, digital, and multimedia resources, artifacts, land, and everyday communications. • Students will have increased choices of texts that can support making connections to their everyday lives and learn how to communicate effectively using a variety of mediums. Oral Language Oral language is not explicitly addressed in current curriculum. Oral language focuses on students developing and expanding their speaking and listening skills for a variety of situations. • Learning the skills connected to speaking and listening supports language learning. Power and Language Power and language are not explicitly addressed in current curriculum. There is an explicit focus on power and language throughout the grades. • Learning that their voice and ideas matter helps students to advocate and speak up for themselves and one another. Enjoyment and Engagement Enjoyment and engagement are not explicitly addressed in current curriculum. By building a focus on enjoyment and engagement, teachers have the flexibility to create relevant and meaningful student learning experiences where students can see themselves reflected in what they are learning. • Encouraging students’ desire to become readers and writers helps them become lifelong learners. • Promoting the enjoyment of reading and writing stimulates student curiosity. Thought and Language Thought and language are not explicitly addressed in current curriculum. There is an explicit focus on thought and language, which will help students make connections between their thoughts and feelings and how they communicate those experiences respectfully. • Exploring how thoughts, feelings, and experiences relate to language helps students become critical thinkers and communicate their feelings and ideas clearly. Identity and Perspectives Identity and perspectives are inconsistently addressed in current curriculum. There is an explicit focus on identity and perspectives, which will help students express • Examining a variety of perspectives found in diverse Shifts in the K–4 English Language Arts Curriculum | October 2018 Page | 2 FROM TO BENEFITS themselves and develop an understanding that people in their communities will have diverse perspectives. texts helps students to think critically about the world. First Nations, Métis, and Inuit Experiences and Perspectives First Nations, Métis, and Inuit perspectives are not explicitly addressed in current curriculum. There is an explicit authentic and comprehensive focus on First Nations, Métis, and Inuit perspectives and experiences. • Students develop an appreciation of how language and oral storytelling are connected to First Nations, Métis, and Inuit cultures and foster reconciliation. Francophone Cultures and Perspectives There is no specific mention of Francophone perspectives in current curriculum. Francophone perspectives are addressed authentically across grades. • Students develop an appreciation of how Francophone perspectives build appreciation for diverse communities. Shifts in the K–4 French Language Arts Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 FRENCH LANGUAGE ARTS CURRICULUM FROM TO BENEFITS The Language Arts Listening, speaking, reading, and writing are presented in separate sections of the curriculum. Listening, speaking, reading, writing, viewing, and representing are addressed together throughout the curriculum. • Providing more opportunities to use language authentically will prepare students to use language in real life and to transfer their knowledge from one language to another, and to other subjects. Language for Life The development of language skills for real-world contexts is implicit. The curriculum explicitly develops language that applies to all aspects of life, including • formal and informal oral communication • constructing meaning from texts • system of grammar • c reating texts • Building students’ confidence in their French language proficiency supports students in developing their identity as bilingual learners. Text The understanding of text is limited to print, oral, and visual. The understanding of text includes oral, print, visual, digital, and multimedia resources; artifacts; land; and everyday communications. • Increasing the choices of text provides more opportunities for students to make connections to self and one another. • A broader range of texts supports students’ understanding of the diversity within Canadian, Francophone, and global contexts. Enjoyment and Engagement Enjoyment and engagement are not explicitly addressed in current curriculum. There is an explicit focus on enjoyment and engagement. • Encouraging students’ desire to become readers and writers helps them become lifelong learners. Shifts in the K–4 French Language Arts Curriculum | October 2018 Page | 2 FROM TO BENEFITS First Nations, Métis, and Inuit Experiences and Perspectives There is no specific mention of First Nations, Métis, or Inuit perspectives within the current FLA curriculum. There is an explicit authentic and comprehensive focus on First Nations, Métis, and Inuit experiences and perspectives. • Developing students’ appreciation of how language and oral storytelling are connected to First Nations, Métis, and Inuit cultures fosters reconciliation. Francophone Cultures and Perspectives An appreciation of the French language and Francophone cultures is developed in one section of the current FLA curriculum. Francophone perspectives and cultures are addressed through a variety of texts and learning outcomes in each grade. • Building students’ understandings of the contributions that Francophones have made to Alberta, Canada, and the world supports students in developing their identity as bilingual citizens. Shifts in the K–4 Français Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 FRANÇAIS CURRICULUM FROM TO BENEFITS The Language Arts Reading, writing, and oral communication are in separate sections of the curriculum. The six language arts (listening, speaking, reading, writing, viewing, and representing) are integrated throughout the entire curriculum. • Providing more opportunities to use language authentically will prepare students for using language in real life and to transfer their knowledge from one language to another and to other subjects. Language for Life The development of language skills for real-world contexts is implicit. Explicitly develops language that applies to all aspects of life, including • formal and informal oral communication • constructing meaning from texts • system of grammar • creating texts • Building students’ confidence in their French language proficiency supports students’ developing their identity as bilingual learners. Text The understanding of text is limited to print, oral, and visual. The understanding of text includes oral, print, visual, digital and multimedia resources, artifacts, land, and everyday communications. • Increasing the choices of text provides more opportunities for students to make connections to self and one another. • A broader range of texts supports students’ understanding of the diversity within Canadian, Francophone, and global contexts. Enjoyment and Engagement Enjoyment and engagement are not explicitly addressed in current curriculum. There is an explicit focus on enjoyment and engagement. • Encouraging students’ desire to become readers and writers helps them become lifelong learners. Shifts in the K–4 Français Curriculum | October 2018 Page | 2 FROM TO BENEFITS First Nations, Métis, and Inuit Experiences and Perspectives There is no specific mention of First Nations, Métis, or Inuit perspectives within the current curriculum. There is an explicit focus on authentic and comprehensive First Nations, Métis, and Inuit perspectives and experiences. • Developing students’ appreciation of how language and oral story telling are connected to First Nations, Métis, and Inuit cultures fosters reconciliation. Francophone Cultures and Perspectives Francophone perspectives are not developed throughout the curriculum but strictly in the Culture and Identity section. Francophone perspectives are incorporated throughout the curriculum. • Emphasizing the vitality of Francophone communities provides opportunities for students to see themselves in texts written by Francophones and to develop their identity as Francophones in a minority-language context. Changements dans le programme de français de M à 4 | Octobre 2018 Page | 3 CHANGEMENTS DANS LE PROGRAMME DE FRANÇAIS DE LA MATERNELLE À LA 4 e ANNÉE AVANT APRÈS AVANTAGES Les arts langagiers La lecture, l’écriture et la communication orale apparaissent dans des parties séparées du curriculum. Les six composantes des arts langagiers (l’écoute, l’expression orale, la lecture, l’écriture, l’observation et la représentation) sont intégrées à l’ensemble du curriculum. • Donner davantage d’occasions d’utiliser une langue de façon authentique préparera les élèves à l’utilisation de la langue dans la vie réelle et au transfert de leurs connaissances d’une langue à une autre et à d’autres matières. Une langue pour la vie Le développement des habiletés langagières dans des contextes réels est implicite. Développe de façon explicite un langage qui s’applique à tous les aspects de la vie, y compris • la communication orale formelle et informelle • la construction du sens à partir de textes • le système de grammaire • la création de textes • Renforcer la confiance des élèves dans leur maitrise de la langue française les aide à développer leur identité en tant qu’apprenants bilingues. Le texte La compréhension du texte est limitée aux éléments imprimés, oraux et visuels. La compréhension du texte inclut les ressources orales, imprimées, visuelles, numériques et multimédias, les artéfacts, la terre et les communications courantes. • Augmenter le nombre des choix de textes donne aux élèves plus de possibilités de créer des liens entre eux. • Un éventail plus large de textes aide les élèves à comprendre la diversité des contextes canadien, francophone et mondial. Plaisir et participation La participation à des activités et le plaisir qui en résulte ne sont pas abordés de façon explicite dans le curriculum actuel. L’accent est mis de façon explicite sur le plaisir et la participation. • Encourager le désir des élèves de devenir des lecteurs et des auteurs les aide à devenir des apprenants tout au long de la vie. Changements dans le programme de français de M à 4 | Octobre 2018 Page | 4 AVANT APRÈS AVANTAGES Expériences et perspectives des Premières Nations, des Métis et des Inuits Il n’y a pas de mention particulière des perspectives des Premières Nations, des Métis ou des Inuits à l’intérieur du curriculum existant. L’accent est mis de façon explicite sur les perspectives et les expériences authentiques et globales des Premières Nations, des Métis et des Inuits. • Développer la compréhension des élèves de la façon dont la langue et la narration orale sont liées aux cultures des Premières Nations, métisses et inuites favorise la réconciliation. Cultures et perspectives francophones Les perspectives francophones ne sont pas élaborées dans l’ensemble du curriculum, mais strictement dans la section Culture et identité. Les perspectives francophones sont intégrées dans l’ensemble du curriculum. • Mettre l’accent sur la vitalité des communautés francophones offre aux élèves l’occasion de se voir dans des textes rédigés par des francophones et de développer leur identité francophone dans un contexte de langue minoritaire. Shifts in the K–4 Mathematics Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 MATHEMATICS CURRICULUM FROM TO BENEFITS Spatial Reasoning There is limited focus on spatial reasoning at younger grades. There is greater focus on spatial reasoning at younger grades. • Emphasizing spatial reasoning enhances students’ development of basic number concepts, early patterning and algebra, and geometric concepts. Fractions Fraction concepts are introduced in Grade 3. Fraction concepts are introduced in Grade 1. • Introducing fraction concepts earlier builds a strong foundation for proportional and algebraic reasoning. Number Facts The expectation of recalling number facts was implied in the 2008 mathematics curriculum. Clarifications were made in 2016. Explicit expectations for learning and recalling number facts appears across many grades. • Recalling number facts enables students to add, subtract, multiply, and divide efficiently with larger numbers. Mathematics Confidence Mathematics confidence is implicitly addressed in curriculum. Explicit learning outcomes address building confidence and perseverance when doing mathematics. • Building a student’s positive attitude toward mathematics in the early grades reduces the risk of mathematics anxiety in future grades. Computational Thinking There are no explicit references to computational thinking (which supports coding). Computational thinking concepts are introduced explicitly, starting in Kindergarten. • Developing computational thinking improves students’ skills and abilities to be problem solvers. • Emphasizing computational thinking early on is foundational learning for coding and ensures that students are able to create instructions that people and computers can follow. Financial Literacy Financial concepts may be introduced as contexts in specific outcomes. Financial literacy concepts are introduced explicitly as an application of other mathematics concepts. • Learning money basics builds foundational financial literacy skills. Shifts in the K–4 Science Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 SCIENCE CURRICULUM FROM TO BENEFITS Specific Units and Topics The curriculum is organized by units and topics that are narrow. By building on common big ideas in science across K–4, teachers have the flexibility to create meaningful learning opportunities specific to student experiences. • Focusing on big ideas develops deep understandings of science that connect to students’ interests and everyday lives. • Engaging students’ curiosity leads students to questioning and investigating the world around them. Computational Thinking There are no explicit references to computational thinking (which supports coding). Implied connections exist in building activities. Computational thinking concepts are introduced explicitly through design, scientific investigations, and modelling. • Applying computational thinking helps develop competencies like problem solving, critical thinking, and communication. First Nations, Métis, and Inuit Perspectives The elementary science curriculum does not contain references to First Nations, Métis, and Inuit perspectives. First Nations, Métis, and Inuit knowledge, practices, and perspectives are included. • Exploring the environment through Indigenous land- based approaches enhances students’ understandings of their surroundings. Science Components The nature of science (what science is about) and scientific inquiry (how science works) are separate components. The nature of science and scientific inquiry are integrated throughout the curriculum. • Applying inquiry skills and knowledge of what science is about supports students in developing confidence and the ability to investigate and understand the world around them. Shifts in the K–4 Social Studies Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 SOCIAL STUDIES CURRICULUM FROM TO BENEFITS Disciplinary Thinking History, geography, and other social studies-related disciplines are not addressed in a consistent way across grades. Social studies-related disciplines, including history, geography, political science, economics, and law, are addressed at every grade level. • Building the foundational learning of history, geography, political science, economics, and law helps students to know who they are, where they came from, who they want to become, and how they can contribute to Alberta and to their local communities. Cur rent Affairs/Events Current or local affairs are addressed inconsistently across grades and are often not directly connected to learning outcomes. Current events or local affairs are explicitly addressed in a consistent and age-appropriate way across the grades. • Learning about current affairs and events helps students understand local, regional, national, and global issues. • Connecting students with the past and the present helps them become critical thinkers and informed decision makers. Active Citizens hip Emphasis on citizenship varies from grade to grade. There is a consistent and explicit focus on citizenship and civic responsibility and at every grade level. • Emphasizing active citizenship helps students take pride in Alberta and their local community and become contributing members of society • Focusing on active citizenship will promote understanding and cooperation within our diverse and democratic society. Specific Themes or Topics Some grades have narrow themes or topics that can limit students’ learning experiences. By building on common big ideas across K–4, teachers have the flexibility to create relevant and meaningful student learning experiences where students can see themselves reflected in what they are learning. • Engaging students in their learning provides greater opportunities for students to make connections to their everyday lives. Shifts in the K–4 Social Studies Curriculum | October 2018 Page | 2 FROM TO BENEFITS First Nations, Métis, and Inuit Perspectives First Nations, Métis, and Inuit perspectives and history are inconsistently addressed across grades. First Nations, Métis, and Inuit experiences and perspectives are addressed in a more authentic, balanced, and comprehensive way. • Emphasizing authentic First Nations, Métis, and Inuit experiences and perspectives promotes reconciliation and respect for diversity. • Learning about First Nations, Métis, and Inuit ways of knowing enriches students’ learning experiences. Shifts in the K–4 Social Studies Curriculum | October 2018 Page | 3 FROM TO BENEFITS Francophone Perspectives Emphasis on Francophone cultures and perspectives is inconsistent across the grades. The diverse histories, cultures, and perspectives of Francophones are addressed in an authentic manner from Kindergarten to Grade 4. • Learning about diverse Francophone perspectives helps students to understand and appreciate the contributions of Francophones and their communities. Financial Literacy Financial literacy is not explicitly addressed from Kindergarten to Grade 4. Concepts related to financial literacy are explicitly and consistently addressed across the grades. • Including financial literacy reinforces foundational concepts related to economics that support informed decision making later in life. Shifts in the K–4 Wellness Curriculum | October 2018 Page | 1 SHIFTS IN THE K–4 WELLNESS CURRICULUM FROM TO BENEFITS Subject Organization Two separate curriculums: Health and Life Skills and Physical Education Wellness Education includes Health and Life Skills, and Physical Education in one curriculum. • Supports a holistic focus to student health and well-being by addressing the aspects of student health and wellness, including physical, social, emotional, and mental well- being. Financial Literacy Ideas and concepts of financial literacy are found implicitly in Health and Life Skills curriculum. Financial well-being is introduced in the Wellness Education curriculum in Grade 4. • Learning about the impact of healthy choices on spending and saving habits supports students in making informed financial decisions. Social - emotional Health Social and emotional learning concepts and ideas are implicit. Social and emotional learning skills are explicit throughout the grades. • Learning the skills and strategies to support positive mental health practices helps students understand self and one another. Consent Opportunities for students to learn about consent are implicit. Students will learn about consent explicitly throughout the curriculum. • Learning about consent, including ideas of personal space, boundaries, refusal, and permission, supports respect and caring for one another through healthy relationships. Arts Education DRAFT K-4 Curriculum | October 2018 Page | 1 Arts Education What Is Arts Education? In Alberta, arts education includes the disciplines of art, dance, drama, and music. Each of the four disciplines incorporates unique skills, components, and languages that speak to people in different ways. Through arts education, students develop their capacity to experience the world aesthetically, intellectually, emotionally, spiritually, and physically. Arts education is dynamic and recursive, offering students opportunities to revisit skills and concepts and deepen understandings over the course of Kindergarten to Grade 12. Students actively engage in creative processes and think critically as they make connections to artistic works. Arts education offers opportunities for students to participate in and experiment with various forms of expression. Students build artistic language as they interact with each discipline to creatively express thoughts, ideas, and emotions. Through the exploration and choice of various discipline-specific elements, students connect, create, and respond to and through artworks. The arts foster powerful forms of personal, social, and cultural expression that enable students to develop a sense of personal identity and vitality. Why Is Arts Education Important? Arts education empowers students to discover themselves as individuals and as members of communities. The arts provide a place where students, through creative processes, can take risks, be innovative, and strengthen cultural identity, personal well-being, and resiliency. Growth in the arts parallels the natural development of the student. This growth is fostered in an atmosphere that is challenging yet non-competitive, cooperative, supportive, and joyful. Arts education is vital for building a creative, innovative, and culturally aware society that encourages reflection and inspires social action. Arts education is essential to a comprehensive education in the twenty-first century. Experiences in the arts have the potential to transform individuals and their perceptions of the world. Culture is shared, political and social issues are explored, conversations are encouraged, and pathways for healing and wellness are promoted. Authentic, hands-on experiences that are personally relevant and meaningful provide students with opportunities to communicate and connect their understanding of the world in new and imaginative ways. Arts education develops understandings of the many forms of artistic expression and promotes lifelong learning, opening doors to multiple career pathways both in and outside of the arts. Through arts education, students gain an understanding of who they are and develop the ability to express themselves and what they know and feel in personal and meaningful ways throughout their lives. Art Art includes a wide range of forms, genres, and styles. Art enables students to express themselves creatively as they grow in their abilities to explore, imagine, and depict their understandings of the world. It prepares students to investigate, understand, and appreciate images, media, and other modes of artistic expression. It supports the development of visual literacy. Students express feelings, experiences, and ideas by using artistic language, skills, media, and methods. Art offers students opportunities to engage individually and collaboratively in meaningful artistic expression. Dance Dance is an art form in which the dancer is the instrument and movement is the medium through which ideas are communicated and shared. Dance is both a physical activity and a mode of artistic expression. As students cultivate and refine dance skills and techniques, they develop both verbal and non-verbal language through which they can interpret, create, respond, and connect to the world around them. Arts Education DRAFT K-4 Curriculum | October 2018 Page | 2 Purposeful selection of movement forms and sequences allows students to represent ideas inspired by a variety of sources. Exploration of historical, traditional, and contemporary dance forms strengthens personal identity and develops cultural awareness of self and one another. Through dance, students discover, represent, and celebrate what it means to be human. Drama In drama, students explore and create dramatic works through forms, elements, and conventions that allow them to use imagination and engage with story. They immerse themselves individually and collaboratively in meaningful artistic expression. Through purposeful play, students examine settings and situations where boundaries can be exceeded and new possibilities can emerge. Dramatic processes allow students to explore a variety of roles and contexts. These experiences help students understand themselves, consider a variety of perspectives, clarify and articulate different points of view, and empathize with one another. Students also learn through the processes of creating and performing, which provide opportunities to explore production, design, and theatre technologies. Music Music provides opportunities for students to connect to the world around them through sound. Musical engagement allows students to make historical and social connections; respond critically; explore ways of knowing and expressing; and grow in their appreciation, understanding, and enjoyment of music. A unique language and literacy is developed through active musical engagement. Music making strengthens communities and fosters a sense of personal belonging as students explore ideas, feelings, and experiences through creative processes and performance. Inclusive Education Inclusion is a way of thinking and acting that demonstrates universal acceptance and promotes a sense of belonging for all learners. It is an attitude and approach that embraces diversity and learner differences and promotes equal opportunities for all learners. Arts education embodies diversity and celebrates the strengths and abilities of all. Students are engaged and challenged in artistic learning, using multiple means of representation and expression, regardless of existing skills and abilities. A sense of belonging and cultural understanding is fostered by building relationships and collaborating with one another in safe and caring environments. Encounters with the arts provide students with choices about their learning and enable them to reach their potential at their own pace. Arts education empowers students to explore and express their creative selves, develop empathy, and contribute to their culturally and artistically diverse communities. First Nations, Métis, and Inuit Experiences and Perspectives The arts are a way of being and knowing that is deeply rooted in all aspects of life for First Nations, Métis, and Inuit. Artistic expressions honouring ancestral wisdom represent the diversity and richness of First Nations, Métis, and Inuit. Traditional and contemporary arts reflect connections to spirit, land, cosmos, time, and people. Arts education provides authentic opportunities for exploration of the histories of First Nations, Métis, and Inuit. Furthermore, First Nations, Métis, and Inuit artists are appreciated and celebrated for their rich and unique contributions to the world of art. Arts Education DRAFT K-4 Curriculum | October 2018 Page | 3 Students acknowledge and understand that First Nations, Métis, and Inuit art, dances, music, stories, and ceremonies reflect traditions, sacred knowledge, and protocols as a way to honour cultural authenticity and strengthen relationships. Learning through and about Indigenous art forms and processes promotes opportunities for students to increase cultural understanding and be catalysts for social change. Francophone Cultures and Perspectives The language, art, and culture of Francophone communities are strongly connected within arts education. Arts education allows people to capture, experience, and maintain the artistic aspects of local and global Francophone cultures. This perspective is essential in supporting Francophone students in building their identity and growing their sense of belonging while recognizing their cultural roots and roles within their communities. Francophone perspectives have important historical and present-day contexts. The historical context helps students understand and appreciate the roles played and impacts made by Francophones across communities in Canada. The present-day context enables students to see the ever-changing face of Francophones in Canada, including those who learn French as a second language and those who arrive from French-speaking countries around the world. Including Francophone perspectives within arts education helps students consider their own cultural identity, appreciate Canadian heritage and contemporary realities, and recognize the role of Francophone communities within Canada and around the world. Literacy Literacy is the ability, confidence, and willingness to engage with language to acquire, construct, and communicate meaning. Arts education supports the development of literacy, and literacy enhances students’ understanding of all four arts disciplines. Literacy supports the research and analysis of approaches and theories related to works of art, artists, and art-making techniques, as well as the development of specific vocabulary that empowers students to critically reflect on, respond to, and evaluate artistic works. In dance, students develop literacy skills as they apply the vocabulary associated with the techniques, skills, and processes used to perform, create, or respond to dances from local and global communities. Literacy skills also help students manage information from multiple sources and express understanding of thoughts, ideas, and emotions that are communicated through the arts. Students apply their literacy skills in drama as they read, write, interpret, and critically evaluate texts from dramatic experiences and adjust their language for a variety of audiences and purposes. In music, literacy enhances students’ ability to interpret, analyze, and evaluate texts; examine historical, social, and cultural contexts of musical styles and genres; and develop an understanding of musical notation and terminology. Literacy awareness, knowledge, and understanding in arts education supports students as artists and as audience members who engage in, experience, and appreciate art, dance, drama, and music. Numeracy Numeracy is the ability, confidence, and willingness to engage with quantitative and spatial information to make informed decisions. Students apply and extend their numeracy skills while using quantitative and spatial information in all four arts disciplines. Arts Education DRAFT K-4 Curriculum | October 2018 Page | 4 In art, students apply their understanding of shape, scale, proportion, perspective, and orientation to the creation and analysis of artworks. In dance, students perform and compose movement sequences that explore elements such as shape, rhythm, and patterning and choreographic devices, including repetition, inversion, and management of space. Students explore timing and spatial awareness in drama and they apply numeracy concepts in production design. Numeracy, including timing, patterning, and relationships, is used in the composition, performance, and appreciation of music. Numeracy awareness, knowledge, and understanding in arts education supports students as artists and as audience members who engage in, experience, and appreciate art, dance, drama, and music. Competencies Competencies are combinations of attitudes, skills, and knowledge that students apply for successful learning, living, and working. They emphasize aspects of learning that apply within and across all subjects. Learning outcomes integrate subject content with one or more selected competencies. Learning outcomes in arts education provide contexts for students to apply and develop the following competencies within each grade: • Critical Thinking • Problem Solving • Managing Information • Creativity and Innovation • Communication • Collaboration • Cultural and Global Citizenship • Personal Growth and Well-being For more information, go to Competencies in Arts Education (Art, Dance, Drama, Music). ÉBAUCHE du programme d’éducation artistique M à 4 | Octobre 2018 Page | 1 Éducation artistique Qu’est-ce que l’éducation artistique? En Alberta, l’éducation artistique comprend les disciplines des arts visuels, de la danse, de l’art dramatique et de la musique. Chacune des quatre disciplines intègre des compétences, des composantes et des langages particuliers qui parlent aux gens de différentes façons. Grâce à l’éducation artistique, les élèves développent leur capacité à expérimenter le monde sur le plan esthétique, intellectuel, affectif, spirituel et physique. L’éducation artistique est dynamique et récursive, offrant aux élèves l’occasion de revoir leurs habiletés et leurs concepts et d’approfondir leurs connaissances de la maternelle jusqu’à la 12 e année. Les élèves s’engagent activement dans des processus créatifs et réfléchissent de façon critique lorsqu’ils établissent des liens avec des œuvres artistiques. L’éducation artistique offre aux élèves des possibilités de participer à différentes formes d’expression et de les expérimenter. Les élèves acquièrent un langage artistique en interagissant avec chaque discipline pour exprimer de façon créative leurs pensées, leurs idées et leurs émotions. Grâce à l’exploration et au choix de divers éléments propres à chaque discipline, les élèves établissent des liens avec des œuvres d’art, en créent et y réagissent. Les arts favorisent des formes puissantes d’expression personnelle, sociale et culturelle qui permettent aux élèves de développer un sentiment d’identité personnelle et de vitalité. Pourquoi l’éducation artistique est-elle importante? L’éducation artistique permet aux élèves de se découvrir en tant qu’individus et membres des communautés. Les arts offrent un milieu où les élèves peuvent, grâce à des processus créatifs, prendre des risques, être innovateurs et renforcer leur identité culturelle, leur bienêtre personnel et leur résilience. La croissance en arts reflète le développement naturel des élèves. Cette croissance est cultivée dans une atmosphère stimulante mais non compétitive, coopérative, positive et joyeuse. L’éducation artistique est essentielle si l’on veut bâtir une société créative, novatrice et sensibilisée à la culture qui encourage la réflexion et inspire l’action sociale. L'éducation artistique est essentielle à une éducation complète au 21 e siècle. Les expériences en arts ont le potentiel de transformer les individus et leurs perceptions du monde. L’éducation artistique favorise l’expression de la culture, l’exploration des questions politiques et sociales, l’encouragement des conversations et l’ouverture des voies de la guérison et du bienêtre. Des expériences pratiques authentiques qui sont personnellement pertinentes et significatives permettent aux élèves de communiquer et de valider leur compréhension du monde de nouvelles façons imaginatives. L’éducation artistique développe la compréhension des nombreuses formes d’expression artistique et favorise l’apprentissage tout au long de la vie, ouvrant des portes à de multiples cheminements de carrière, dans les arts et ailleurs. Grâce à l’éducation artistique, les élèves comprennent qui ils sont et développent la capacité de s’exprimer et d’exprimer ce qu’ils savent et ressentent de manière personnelle et significative tout au long de leur vie. Arts visuels Les arts visuels comprennent un large éventail de formes, de genres et de styles. Les arts visuels permettent aux élèves de s’exprimer de manière créative à mesure qu’ils améliorent leur capacité à explorer, à imaginer et à représenter leur compréhension du monde. Ils préparent les élèves à examiner, à comprendre et à apprécier les images, les médias et les autres modes d’expression artistique. Ils soutiennent le développement de la littératie en arts visuels. Les élèves communiquent des sentiments, des expériences et des idées à l’aide du langage, des habiletés et des méthodes artistiques et de divers médias. Les arts visuels offrent aux élèves des occasions de s’engager individuellement et collectivement dans l’expression artistique de façon significative.