Kindergarten Fine Arts BC Learning Standards

Big Ideas

Exploring and creating

Reasoning and reflecting

Communicating and documenting

Content

dance: body, space, dynamics (dance), time, relationships, form

elements in the arts, including but not limited to:

Interpret symbols and how they can be used to express meaning through the arts

Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques

Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts

People create art to express who they are as individuals and community.

processes, materials, movements, technologies, tools and techniques to support arts activities

drama: character, time, place, plot

Express feelings, ideas, stories, observations, and experiences through the arts

Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination

Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Engagement in the arts creates opportunities for inquiry through purposeful play.

notation to represent sounds, ideas and movement

music: beat/pulse, rhythm, tempo, pitch, dynamics (music)

Describe and respond to works of art

Reflect on creative processes and make connections to other experiences

Explore artistic expressions of themselves and community through creative processes

Dance, drama, music, and visual arts express meaning in unique ways.

a variety of dramatic forms

visual arts: elements of design: line, shape, texture, colour; principles of design: pattern, repetition

Experience, document and share creative works in a variety of ways

People connect to others and share ideas through the arts.

symbolism as expressions of meaning

Demonstrate increasingly sophisticated application and/or engagement of curricular content

traditional and contemporary Aboriginal arts and arts-making processes

variety of local works of art and artistic traditions

personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment

Big Ideas

Exploring and creating

Reasoning and reflecting

Communicating and documenting

Content

dance: body, space, dynamics (dance), time, relationships, form

elements in the arts, including but not limited to:

Interpret how symbols are used through the arts

Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques

Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts

People create art to express who they are as individuals and community.

processes, materials, movements, technologies, tools and techniques to support arts activities

drama: character, time, place, plot

Express feelings, ideas, stories, observations, and experiences through the arts

Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination

Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Engagement in the arts creates opportunities for inquiry through purposeful play.

notation to represent sounds, ideas and movement

music: beat/pulse, rhythm, tempo, pitch, dynamics (music)

Describe and respond to works of art

Reflect on creative processes and make connections to other experiences

Explore artistic expressions of themselves and community through creative processes

Dance, drama, music, and visual arts express meaning in unique ways.

a variety of dramatic forms

visual arts: elements of design: line, shape, texture, colour; principles of design: pattern, repetition

Experience, document and share creative works in a variety of ways

People connect to others and share ideas through the arts.

symbolism as expressions of meaning

Demonstrate increasingly sophisticated application and/or engagement of curricular content

traditional and contemporary Aboriginal arts and arts-making processes

variety of local works of art and artistic traditions

personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment