Saskatchewan - Arts Education 30
K-12 Creative/Productive (CP) Goal: Students will inquire, create and communicate through dance, drama, music and visual art.
CP30.1 Investigate creative processes for producing arts expressions.
Indicators
a. Investigate inspiration and departure points for own artistic work.
b. Engage in creative processes to develop artistic projects individually or collaboratively (e.g., choreographic process, visual art-making process, music composition process, dramatic/theatrical process).
e. Explore and incorporate use of digital technologies in arts expressions.
MediaSmarts Resources
CP30.3 Communicate ideas of social relevance, creatively through the arts.
Indicators
a. Represent ideas, communicate messages, thoughts and feelings through arts expressions.
b. Investigate artistic styles to use as inspiration for own work.
c. Demonstrate growth of techniques and skills in one or more arts disciplines.
d. Develop and share artistic creations using ideas based on a topic of social relevance to students.
e. Create presentations of own work.
f. Reflect on how one’s arts expression connects with an audience.
g. Represent and/or challenge society through own arts expressions.
h. Share work live or using digital technologies.
MediaSmarts Resources
- Art Exchange
- Buy Nothing Day
- Digital Storytelling for Civic Engagement
- First Person
- My Voice is Louder Than Hate: Pushing Back Against Hate
- My Voice is Louder Than Hate: The Impact of Hate
- Relationships and Sexuality in the Media
- The Price of Happiness
K-12 Cultural/Historical (CH) Goal: Students will investigate the content and aesthetics of the arts within cultural, historical and contemporary contexts, and understand the connection between the arts and the human experience.
CH30.1 Create an arts expression to challenge, reinforce or draw attention to ideas or societal norms.
Indicators
a. Generate ideas for investigation and examine how various artists have responded to those ideas.
b. Discuss how arts expressions evolve and influence societal norms (e.g., artists as agents of social change).
c. Research Indigenous artists whose work challenged or challenges the norms of a particular time and place (e.g., treaty education outcome HC12 - examine how treaties within contemporary society impact on individual’s lives).
d. Propose and create an arts expression to draw attention to a concern or idea of personal interest.
MediaSmarts Resources
- Beyond Media Messages: Media Portrayal of Global Development
- Bias and Crime in Media
- Bias in News Sources
- Body Positive Ads
- Celebrities and World Issues
- Crime in the News
- Diversity and Media Ownership
- Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
- Free Speech and the Internet
- Gambling in the Media
- Marketing to Teens: Gender Roles in Advertising
- Miscast and Seldom Seen
- Online Propaganda and the Proliferation of Hate
- Perceptions of Youth and Crime
- Relationships and Sexuality in the Media
- Screen Stigma: Looking at Mental Illness in Popular Media
- Screen Stigma: Looking at Mental Illness in the News
- The Pornography Debate
- The Price of Happiness
- Transgender Representation in TV and Movies
- Video Games
- Who's Telling My Story?
K-12 Critical/Responsive (CR) Goal: Students will respond to artistic expressions of Saskatchewan, Canadian and international artists using critical thinking, research, creativity and collaborative inquiry.
CR30.2 Investigate contemporary arts practices as a response to place and time.
Indicators
a. Generate inquiry questions to help develop understanding of what contemporary practice means (e.g., What is contemporary arts practice?).
b. Examine the work of artists who respond to contemporary social issues as potential points of inspiration such as:
- How are artists responding to current social justice issues (e.g., marginalization of newcomers, bias or hatred based on race or gender and sexual diversity, economic inequities, environmental and social sustainability)?