Cycle One: Introduction
Think about this:
Inside each of us is an artist.....that's what an artist is, a child who has never lost the gift of looking at life with curiosity and wonder. Art is not the exclusive possession of those who can draw, write poems, make music or design buildings. It belongs to all those who can see their way through all things with imagination.
(Arthur Lismer: artist and art educator, Art Gallery of Ontario Archives)
Welcome to Cycle One of the Professional Learning Module for the implementation of the revised Ontario curriculum document, The Arts, Grades 1-8, 2009. In this cycle you will be uncovering the foundations and importance of the Arts in the curriculum.
The following on-line activities are the foundation for further professional development which could take place at your school during staff meetings, divisional meetings and during professional development days.
Activity One: Reflection
“Since arts experiences offer other modes and ways of experiencing and learning, children will have opportunities to think and feel as they explore, problem solve, express, interpret and evaluate the process and the results. To watch a child completely engaged in an arts experience is to recognize that the brain is on, driven by the aesthetic and emotional imperative to make meaning, to say something, to represent what matters."
The Arts Go to School
David Booth and Masayuki Hachiya, eds.
(Pembroke Publishers, 2004) p.15
In your classroom, under what conditions have you witnessed a child “completely engaged in an arts experience”? If you like, you are welcome to share your response on our discussion board. To do so, click here.
Activity Two: Arts in Education
To expand your knowledge of Arts in education, take our on-line quiz. To begin,
Activity Three: Professional Reading
To learn more about Arts in Education, visit the ministry website. To begin, read pages 3-10 as you click here.
Congratulations! You have completed Cycle One of this Professional Learning Module.
For a summary of the Key Learnings, click here.
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