Week 1 September 8th - 11th
Asynchronous Learning (fancy term for, completing work I assign to you and sending it back to me in completed form)
Visit your Showbie Art Class for further details.
Teachers in the intermediate division should explicitly teach and model the use of arts knowledge, skills, and strategies across all subject areas. Explicit teaching and modelling help students to identify the skills and strategies they need in order to become proficient creators, viewers, and interpreters of art works in a variety of contexts and to move towards achievement of the expectations. Students require multiple, diverse opportunities to practise independently and demonstrate their achievement of the learning expectations.
The arts curriculum for Grades 7 and 8 is designed to engage students in tasks that they see as meaningful and motivate them to learn about and create art works out of interest as well as to meet curriculum expectations. In addition to the materials provided for instruction, students should have access to a wide range of themes, materials, and activities that are relevant to their personal experiences and interests as creators, artists, and critically literate viewers. All topics and activities chosen for instruction should invite interaction, inquiry, creative exploration, and critical analysis, and should promote anti discrimination education. All students, especially young adolescents, need to see themselves in the material they encounter. They need to be able to choose independently to interact with content that has personal relevance in their day-to-day lives, including material that deals with issues related to fairness, equity, and social justice.
The arts curriculum for Grades 7 and 8 is designed to engage students in tasks that they see as meaningful and motivate them to learn about and create art works out of interest as well as to meet curriculum expectations. In addition to the materials provided for instruction, students should have access to a wide range of themes, materials, and activities that are relevant to their personal experiences and interests as creators, artists, and critically literate viewers. All topics and activities chosen for instruction should invite interaction, inquiry, creative exploration, and critical analysis, and should promote anti discrimination education. All students, especially young adolescents, need to see themselves in the material they encounter. They need to be able to choose independently to interact with content that has personal relevance in their day-to-day lives, including material that deals with issues related to fairness, equity, and social justice.