Visual Arts
Students apply the elements of design to communicate for a variety of purposes and on a variety of themes. The focus of visual arts in these grades is to help students extend their exploration of relationships and personal experience in their own world. Students use a broader range of subject matter and media (tools, materials, processes, and techniques) to produce works of art. (Ontario Arts Curriculum, 2009)
Dance
Students further develop their movement vocabulary in response to a variety of stimuli, select appropriate forms, and manipulate dance elements such as relationship, time, and energy. They also experiment with various techniques to create different effects for different audiences and begin to use choreographic forms to guide and shape their choreography. Junior students should be able to identify and analyse the effect of combining various elements of dance in their own and others’ dance pieces. (Ontario Arts Curriculum, 2009)
Drama
Students continue to focus on role play as the foundational component of learning in drama. Process drama, small-group improvisations, partner role play, independent writing in role, and interpretation of simple scripts allow students to develop their ability to maintain focus and sustain belief while they are in role. Students also learn to enhance their roles and build belief in the fictional context of the drama by using the elements of relationship, time and place, tension, focus, and emphasis in their work. In Grade 5, students select appropriate symbols, manipulate story elements, and experiment with various techniques to create different effects for different audiences. (Ontario Arts Curriculum, 2009)
Students apply the elements of design to communicate for a variety of purposes and on a variety of themes. The focus of visual arts in these grades is to help students extend their exploration of relationships and personal experience in their own world. Students use a broader range of subject matter and media (tools, materials, processes, and techniques) to produce works of art. (Ontario Arts Curriculum, 2009)
Dance
Students further develop their movement vocabulary in response to a variety of stimuli, select appropriate forms, and manipulate dance elements such as relationship, time, and energy. They also experiment with various techniques to create different effects for different audiences and begin to use choreographic forms to guide and shape their choreography. Junior students should be able to identify and analyse the effect of combining various elements of dance in their own and others’ dance pieces. (Ontario Arts Curriculum, 2009)
Drama
Students continue to focus on role play as the foundational component of learning in drama. Process drama, small-group improvisations, partner role play, independent writing in role, and interpretation of simple scripts allow students to develop their ability to maintain focus and sustain belief while they are in role. Students also learn to enhance their roles and build belief in the fictional context of the drama by using the elements of relationship, time and place, tension, focus, and emphasis in their work. In Grade 5, students select appropriate symbols, manipulate story elements, and experiment with various techniques to create different effects for different audiences. (Ontario Arts Curriculum, 2009)