course profile - northern secondary school€¦ · web viewcourse profile. c. ourse profile....

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Course Profile Northern Secondary School

Art Department

Grade 9 – Expressing Aboriginal Cultures

Open

Course Code: - NAC10

Profile prepared by the Art Department of Northern Secondary School Toronto District School Board September 4th, 2015

Grade 9 – Expressing Aboriginal Cultures - Open (NAC10)

Course Profile

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Grade 9 – Expressing Aboriginal Cultures NAC10 Profile Description

Note 1: The Ontario Ministry of Education, Curriculum Guidelines with full course content information can be located at http://www.edu.gov.on.ca/eng/curriculum/secondary/arts.html. Much of the following content is taken directly from this document.

Note 2: Detailed information on Ministry of Education assessment, evaluation, and reporting policy is provided in the Growing Success Document located at http://www.edu.gov.on.ca/eng/policyfunding/success.html

1. Course Details • Program Area: Expressing Aboriginal Cultures - Visual Arts• Date of Development: September 2015• Teacher Developer: Iva Kinclova• Course title: Expressing Aboriginal Cultures, Grade 9,Open (NAC10) Credit Value 1.0• Prerequisites(s) and co-requisite(s): none • Material Fee: None. Note: It is recommended that students provide a basic set of supplies for home and school use, an Art Kit (list to be provided to students at start of course).

Course DescriptionThis course examines Aboriginal cultures in Canada through an exploration of art forms – painting, sculpture, printmaking and some traditional Aboriginal art-forms. Students will learn to identify Aboriginal art forms and describe relationships between the art forms and Aboriginal traditions, philosophy, and culture. Students will also create their own art forms to express their understanding of identity, relationships, sovereignty and challenges.

2. Strands

StrandsExpectations for Native studies are organized in four distinct and related strands: Identity,Relationships, Sovereignty, and Challenges.

Identity. Identity is a concept based on the question Who am I? The investigation of identity is a personal journey of discovery and realization, which is part of the maturation process of all students during the adolescent years. Historical events, such as the Indian Act, have made the issue of identity a particular concern to Aboriginal peoples and all Canadians.

Relationships. This strand serves as a focus for exploring ties that Aboriginal peoples have developed and maintained with the land and its life-sustaining resources. In addition, students will explore the personal connections that Aboriginal peoples have made spiritually and culturally with their world.

Sovereignty. In the traditional governments of Aboriginal peoples, sovereignty is based on a spiritual understanding that the Creator gives human beings the responsibility for governing themselves and taking care of the natural environment. In current discussions about sovereignty, Aboriginal peoples assert that this understanding is within themselves and that self-determination is basic to the needs of all human beings.

Challenges. Among the range of challenges faced by Aboriginal peoples today is the need to reclaim, reassert, and further develop the distinct identities, relationships, and sovereignty that they have always held.


http://www.edu.gov.on.ca/eng/policyfunding/success.html

http://www.edu.gov.on.ca/eng/curriculum/secondary/arts.html

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Units:1 Drawing:

Strands addressed: Indentity, Relationships

Students will learn about Aboriginal cultures through stories, music, visual art and a presentation by an Aboriginal artist. Students will explore Elements and Principles of Design of a variety of Aboriginal visual art works in class and during a visit to the AGO. Students will reflect on their own identity using The Seven Sacred Teachings by David Bouchard and express their most important personal value as a symbol drawn on paper and stone.

2 Printmaking: Strands addressed: Relationships, Identity, Sovereignty

Students will become familiar with Aboriginal worldview through analyzing Aboriginal art, reading, film, learning about traditional activities, highlighting their spiritual meaning, such as giving thanks, making totem poles, masks, wampum belts and medicine wheels. Students will have an opportunity to create visual representation of their own worldview (e.g. important people, challenges, spirituality, gifts, etc.) in a printmaking activity.

3 Clay Sculpture: Strands addressed: Relationships, Challenges

Students will learn about the significance of the relationship of Aboriginal people to the land through an exploration of Aboriginal art, reading, film, an overview of the history of treaty making in Canada, and consider the consequences of environmental damage to the land through making a sculpture of an endangered species.

4 Mural/Mosiac:Strands addressed: Challenges, Relationships, SovereigntyStudents will examine the challenges Aboriginal people face today as reflected in the aftermath of colonization and residential schools, through stories, reading and film. They will work with an Aboriginal artist to create their reflection on this learning in a mural or mosaic.

5 Final Evaluation - multi-faceted project weaving together a studio project with research- worth 30% of final mark

Identity

Overall ExpectationsBy the end of this course, students will:• describe the elements of culture reflected in various art forms;• demonstrate understanding of how Aboriginal art forms reflect cultural identity;• produce Aboriginal art forms that portray Aboriginal culture;• demonstrate understanding of traditional Aboriginal forms of expression and their influence on the portrayal of Aboriginal identity in contemporary art forms.

Specific ExpectationsViewing and UnderstandingBy the end of this course, students will:– describe the specific characteristics that define cultural identity (e.g., types of housing, language);– identify characteristics of art forms (e.g., totem poles, storytelling, songs) from various Aboriginal groups in Canada;


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– describe gender roles in the creation and maintenance of traditions, values, and beliefs in traditional and contemporary Aboriginal art forms;– explain how the traditional art forms of particular Aboriginal communities were produced;– explain the creation of Aboriginal art forms as a way of maintaining the values, traditions, and beliefs of particular communities;– identify symbols found in the traditional and contemporary art forms of specific Aboriginal groups;– explain how symbols represent specific Aboriginal cultures;– explain the importance of an art form to a cultural group.

Creating and PracticingBy the end of this course, students will:– identify the strategies and processes used to create traditional Aboriginal art forms;– produce sketches of symbols and images used in traditional art forms;– demonstrate understanding of the skills used to create traditional Aboriginal art forms;– identify appropriate resources, themes, strategies, and processes for creating traditional Aboriginal art forms;– produce art forms that demonstrate understanding of the art form characteristics of a specific Aboriginal culture.

Applying KnowledgeBy the end of this course, students will:– explain how Aboriginal art forms differ across Canada;– identify various reasons for the creation of Aboriginal art (e.g., functional, moral/spiritual, social/political, decorative/aesthetic);– interpret the meaning of Aboriginal art forms in the context of tradition, contemporary art, and today’s society;– describe the contributions of Aboriginal artisans to Canadian society (e.g., Tomson Highway – theatre; Graham Greene – acting; Pauline Johnson – poetry; Robbie Robertson – music; various Inuit sculptors);– describe how contemporary Aboriginal art forms relate to traditional Aboriginal art forms.

Relationships

Overall ExpectationsBy the end of this course, students will:• demonstrate understanding of the relationships among Aboriginal peoples, their environments, and art forms;• identify how specific Aboriginal art forms reflect aspects of the society that produced them;• produce art forms that demonstrate Aboriginal relationships.

Specific ExpectationsViewing and UnderstandingBy the end of this course, students will:– describe aspects of traditional and contemporary Aboriginal relationships, including the relationships of Aboriginal peoples among themselves, to their communities and nations, to Canada, and to the natural environment;– describe how their art forms demonstrate the relationships of Aboriginal peoples to themselves, their families, their communities (including gender roles), their nations, Canada, and the natural environment;– explain how natural environments affect the development of Aboriginal art forms (e.g., Inuit soapstone carving);– describe the role of art forms in relation to the environment in specific Aboriginal cultures.

Creating and PractisingBy the end of this course, students will:– identify materials (e.g., tobacco, sage, deer hide) that demonstrate specific relationships among Aboriginal peoples and their environments, including people;


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– use appropriate natural materials to reproduce art forms that convey some aspect of Aboriginal peoples’ beliefs or values related to good relationships;– produce art forms, using multimedia approaches, to illustrate various relationships to the natural environment.

Applying KnowledgeBy the end of this course, students will:– compare relationships in the Aboriginal art forms of various Aboriginal cultures;– explain what Aboriginal artists or artisans might have been trying to express through their work;– demonstrate understanding of the meaning of art forms in specific Aboriginal cultures(e.g., a case study of a visual artist or the meaning of West Coast symbols);– explain how traditional forms of expression influence modern designs in Aboriginal art forms;– compare the importance of Aboriginal art forms to different Aboriginal groups;– describe how the relationships betweenvarious Aboriginal art forms reflect particular regions and different cultural groups.

Overall ExpectationsBy the end of this course, students will:• explain how art forms can be an expression of sovereignty;• identify different interpretations of sovereignty exemplified in various art forms;• demonstrate how Aboriginal art affirms Aboriginal cultures.

Specific ExpectationsViewing and Understanding

By the end of this course, students will:– describe how art forms represent customs, world views, traditions, beliefs, and sovereignty;– identify, in Aboriginal art forms, the changing roles of women, from child to youth to adult or elder;– explain how Aboriginal art forms communicate the philosophy and political and cultural values of Aboriginal peoples;– describe qualities in Aboriginal art forms that exemplify self-reliance;– identify Aboriginal art forms that promote sovereignty;– identify the characteristics of sovereignty;– identify Aboriginal multimedia art forms that have sovereignty as their theme;– demonstrate understanding of the importance of women in Aboriginal cultures.

SovereigntyCreating and Practicing

By the end of this course, students will:– demonstrate an appreciation of the diversity of Aboriginal art forms;– produce art forms that have sovereignty as their theme, using a combination of traditional and new technologies.

Applying Knowledge

By the end of this course, students will:– describe how Aboriginal artists represent sovereignty in their work;– demonstrate understanding of the importance of art forms as an expression of a sovereign identity;– explain how Aboriginal art forms can be a means of self-expression and collective identity that re-establish sovereign relationships.


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ChallengesOverall ExpectationsBy the end of this course, students will:• demonstrate understanding of the impact of Aboriginal art forms on society;• explain how art forms are a means for promoting dialogue and healing in Aboriginal communities;• demonstrate understanding of issues related to the production of Aboriginal art forms;• identify how new and evolving art forms reclaim, revive, and sustain Aboriginal cultures.

Specific ExpectationsViewing and Understanding

By the end of this course, students will:– demonstrate understanding of issues related to the production, ownership, and display of Aboriginal art forms;– explain how stereotypical messages are expressed in art forms;– describe how selected artists and their works represent their cultural groups;– describe the skills and processes that selected artists use to create their art forms; – explain how art forms are expressions of the celebration of Aboriginal peoples.

Creating and Practising

By the end of this course, students will:– produce Aboriginal-style art forms that reflect solutions to contemporary issues of Aboriginal peoples;– create Aboriginal-style art forms that promote dialogue related to healing and affirmation;– produce Aboriginal-style art forms that use a multimedia approach to portray personal identity.

Applying Knowledge

By the end of this course, students will:– describe how Canadian, international, and Aboriginal art audiences react to Aboriginal art forms;– describe images that represent various Aboriginal cultures;– describe how Aboriginal art forms promote communication within, and the growth of, selected Aboriginal communities;– identify ways that contemporaryAboriginal art forms contribute to the renewal and healing of Aboriginal societies;– describe how Aboriginal groups contribute to global communities

Final Summative – Multi-Faceted Project worth 30% of Final MarkUnit 5:

Final Evaluation- multi-faceted project weaving together a studio project with research- worth 30% of final mark

3. Program Planning Considerations• Individual Education Plan: Accommodations to meet the needs of exceptional students as set out in their Individual Education Plan

will be implemented within the classroom program. Additional assistance is available through the Special Education program.• The Role of Technology in the Curriculum. Using information technology will assist students in the achievement of many of the

expectations in the curriculum regarding research, written work, analysis of information, and visual presentations.• English as a Second Language (ESL): Appropriate accommodations in teaching, learning, and evaluation strategies will be made to

help ESL students gain proficiency in English, since students taking ESL at the secondary level have limited time in which to develop this proficiency.

• Career Education: Expectations in this course include many opportunities for students to explore educational and career options, and to become self-directed learners.


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• Cooperative Education and Other Workplace Experiences: The knowledge and skills students acquire in this courses will assist them in their senior level cooperative-education and work-experience placements related to this course. General information about cooperative education courses can be found at http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf

HEALTHY RELATIONSHIPS AND THE ARTSEvery student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown harassment. Research has shown that students learn and achieve better in such environments.A safe and supportive social environment in a school is founded on healthy relationships – the relationships between students, between students and adults, and between adults. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted.

EQUITY AND INCLUSIVE EDUCATION IN THE ARTS PROGRAMThe Ontario equity and inclusive education strategy focuses on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society. Antidiscrimination education continues to be an importantand integral component of the strategy. In an environment based on the principles of inclusive education, all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected. Diversity is valued, and all members of the school community feel safe, comfortable, and accepted. Every student is supported and inspired to succeed in a culture of high expectations for learning. In an inclusive education system, all students see themselves reflected in the curriculum, their physical surroundings, and the broader environment, so that they can feel engaged in and empowered by their learning experiences.

ENVIRONMENTAL EDUCATION AND THE ARTSOntario’s education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will understand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things. The education system will provide opportunities within the classroom and the community for students to engage in actions that deepen this understanding. Acting Today, Shaping Tomorrow: A Policy Framework for Environmental

Education in Ontario Schools (2009), p. 6

4. Learning Skills Learning Skills are skills and habits are essential to success in school and in the workplace. The Learning Skills evaluated are: Responsibility, Self-Regulation, Works Independently, Collaboration, Organization and Initiative. Teachers report achievement on the six Learning Skills using letter symbols: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement.

Learning Skills clearly affect levels of achievement, but they are not part of the evaluation of achievement and are not included in the midterm mark or final course mark.

5. Academic Honesty: Cheating and PlagiarismStudents are expected to submit only their own original work on evaluations done in class or out of class. Plagiarism is the passing off the ideas or writings of another as one's own. Cases of academic dishonesty (cheating and/or plagiarism) will be dealt with on a case-by-case basis, but each case will involve an investigation, communication with the student and his/her parent/guardian, and a mark of zero for the plagiarized work. Whether the student has an opportunity to demonstrate his/her learning in another assignment will be at the discretion of the teacher and/or Principal.

6. Teaching StrategiesTeachers use a variety of teaching strategies to maximize student learning. The following teaching strategies will be used in this course:

• Direct Instruction is highly teacher-directed. This strategy includes methods such as lecture, didactic questioning, explicit teaching, practice and drill, and demonstrations.

• Indirect Instruction is mainly student-centered. Indirect Instruction includes inquiry, induction, problem solving, decision making, and discovery.

• Interactive Instruction relies heavily on discussion and sharing among participants. Interactive instruction may include total class discussions, small group discussions or projects, or student pairs or triads working on assignments together.

• Experiential Learning is inductive, learner centered, and activity oriented. In Experiential Learning, students participate in an activity; critically look back on the activity to clarify leaning and feelings; draw useful insights from such analysis; and/or put leanings to work in new situations.

7. Assessment and evaluation strategies

AssessmentGrade 9 – Expressing Aboriginal Cultures - Open (NAC10)

http://www.edu.gov.on.ca/eng/document/curricul/secondary/coop/cooped.pdf

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The primary purpose of assessment is to improve learning. Assessment will be ongoing and varied. During units, assessment will be used to improve learning [diagnostic and formative] and will not generally make up part of the mark. At the end of units, assessment will be used to evaluate what has been learned [summative] and will count towards the mark.

The phrases assessment for learning, assessment as learning and assessment of learning support the concept that what matters in assessment is how the information is used and who is using the information. Assessment for learning describes assessment information that is gathered and used by the teacher to inform next steps in instruction. Assessment as learning describes information that is gathered and used by the students to inform their next steps in learning. Assessment of learning describes information that is gathered and used to record and report on what has been learned in the past.

The Categories of knowledge, skills and weighting are as follows:

Knowledge & Understanding 25% Knowledge: facts, terms, definitions, techniques, elements, principles, forms, structures Understanding: concepts, ideas, styles, procedures, processes, themes, informed opinions

Thinking 25% Planning skills - including proposals, sketches, composition, self-reflection, analysis, brainstorming Processing skills – analyzing, evaluating, interpreting, editing, forming conclusions, synthesizing Critical/creative thinking processes – creative/analytical processes, oral discourse, invention, reviewing

Application* 25%

application of knowledge & skills – processes, technologies, techniques, strategies, transfer of knowledge & skills – concepts, strategies, processes, techniques – to new contexts making connections within and between various contexts – between the arts/personal experiences & the world outside the school; between cultural/historical, global, social and/or environmental contexts.

Communication 25% expression & organization of ideas & understandings in art visual arts & media arts – expression of

ideas/feelings using visuals, techniques – & in oral and written forms communication for different audiences & purposes through the arts – and in oral & written forms use of conventions in visual arts & media arts – (e.g.symbolic representation, style) - & in arts vocabulary and terminology in oral and written forms.

Evaluation Table: The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

Percentage Grade Range

Achievement Level

Summary Description

80-100% Level 4 A very high to outstanding level of achievement. Achievement is above the provincial standard.

70-79% Level 3 A high level of achievement. Achievement is at the provincial standard.

60-69% Level 2 A moderate level of achievement. Achievement is below, but approaching, the provincial standard.

50-59% Level 1 A passable level of achievement. Achievement is below the provincial standard.

Below 50% Insufficient achievement of curriculum expectations. A credit will not be granted.

Final Mark: - Students will be granted a credit if their final mark is 50% or higher. The final grade for each course will be determined as follows:

Course Grade WeightingCourse Work: Value of First Term to Final Mark 35%; Value of Second Term to Final Mark 35%

— 70% - art work (planning, process & finished product)- sketchbook


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- on-going reflection, as well as written reports, oral presentations, tests, quizzes

Final Evaluation — 30%

- based on a final summative evaluation - usually in the form of a portfolio or major studio project, with sections designed from each strand

Course Grade Total — 100% /tt/file_convert/5e2fb7ab939d85323f64c98d/document.doc

8. Achievement Chart The achievement chart provides a standard, province-wide method for teachers to use in assessing and evaluating their students’ achievement. Students are evaluated according to the major categories or strands in each course. Ministry curriculum documents provide detailed description of student achievement levels.


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9. Teacher-Specific Information

Attendance and effective use of class time is extremely important. It is expected that everyone:- Arrive on time- Be prepared for the studio (e.g. bring necessary equipment, have preliminary work done)- Contribute in a positive way in class (including cleaning up after yourselves)- Listen during instruction

If you miss a class you will be expected to make this time up at the earliest “extra studio time”. Extra studio times will be most lunch periods from Tuesday to Friday and a flexible after school schedule (on teacher discretion). Students seeking success in the course should take advantage of this time.

In order to help facilitate communication between teacher and parents/guardians/caregivers, students at risk or struggling significantly in the course, may receive a markbook printout of their achievement to date to share with parents/guardians/caregivers.

Any concerns regarding a student’s achievement by a parent/guardian/caregiver are welcomed via telephone (416-393-0270, ext 20100). All messages will be returned as soon as possible.


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