CURRICULAR CONNECTIONS

Grades K-2 SELECTED CURRICULAR CONNECTIONS

ARTS EDUCATION
Big Ideas:
* People create art to express who they are as individuals and community
* People connect to others and share ideas through the arts
* Creative expression develops our unique identity and voice
Curricular Competencies:
* Explore artistic expressions of themselves and community through creative processes
* Reflect on creative processes and make connections to other experiences
* Demonstrate increasingly sophisticated application and/or engagement of curricular content
Provocations:
* How do you personally relate to/connect with these pictures?
* What do you want to remember about this artwork?
* How do you think the artist was feeling when she created this artwork?

SOCIAL STUDIES
Big Ideas:
* Stories and traditions about ourselves and our families reflect who we are and where we are from
* Healthy communities recognize and respect the diversity of individuals and care for the local environment
* Local actions have global consequences, and global actions have local consequences
Curricular Competencies:
* Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas;
and communicate findings and decisions
* Ask questions, make inferences, and draw conclusions about the content and features of different types of sources
* Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events
Provocations:
* Close your eyes and describe the artwork from memory. Why did you remember what you remembered? Why did you forget what you forgot?
* Who do you think was this artwork created for? Why do you say that?
* What does this artwork remind you of? Why?

ENGLISH LANGUAGE ARTS
Big Ideas:
* Stories and other texts can be shared through pictures and words
* Stories and other texts help us learn about ourselves and our families
* Stories and other texts connect us to ourselves, our families, and our communities
Curricular Competencies:
* Explore foundational concepts of print, oral, and visual texts
* Recognize the importance of story in personal, family, and community identity
* Create stories and other texts to deepen awareness of self, family, and community
Provocations:
* What adjectives would you use to describe this artwork? What verbs would you use to describe this artwork?
* If the art could talk, what would it say?
* How would you describe this artwork to someone who has never seen it?

Grades 3-5 SELECTED CURRICULAR CONNECTIONS

ARTS EDUCATION
Big Ideas:
* Creative experiences involve an interplay between exploration, inquiry, and purposeful choice
* Artists experiment in a variety of ways to discover new possibilities
* Works of art influence and are influenced by the world around us
Curricular Competencies:
* Explore identity, place, culture, and belonging through arts experiences
* Reflect on creative processes and make connections to other experiences
* Describe and respond to works of art and explore artists’ intent
Provocations:
* Why do you think this artist created this work?
* How do you think this artwork was made?
* What do you think this artist is trying to say in this artwork? What is the meaning or message?

SOCIAL STUDIES
Big Ideas:
* People from diverse cultures and societies share some common experiences and aspects of life
* British Columbia followed a unique path in becoming a part of Canada
* Immigration and multiculturalism continue to shape Canadian society and identity
Curricular Competencies:
* Recognize the causes and consequences of events, decisions, or developments
* Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places
* Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond
Provocations:
* What do we know about the artist after viewing this artwork?
* What are the stories being told through the artwork? What story in the work do you find most compelling?
* How would you explain to another person what they should be learning about/looking at this artwork?

ENGLISH LANGUAGE ARTS
Big Ideas:
* Curiosity and wonder lead us to new discoveries about ourselves and the world around us
* Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
* Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
Curricular Competencies:
* Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community
* Show an increasing understanding of the role of organization in meaning
* Transform ideas and information to create original texts
Provocations:
* If you could ask this artwork a question, what would you ask it?
* What is strange about this painting? What is mysterious about this artwork?
* What elements seem dreamlike or imaginary? What is exciting about this artwork?

Grades 6-8 SELECTED CURRICULAR CONNECTIONS

ARTS EDUCATION
Big Ideas:
* Experiencing art is a means to develop empathy for others’ perspectives and experiences
* Engaging in the arts develops people’s ability to understand and express complex ideas
* Creative growth requires patience, readiness to take risks, and willingness to try new approaches
Curricular Competencies:
* Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts
* Interpret works of art using knowledge and skills from various areas of learning
* Take creative risks to express feelings, ideas, and experiences
Provocations:
* What emotions do you notice in the artwork?
* If this artwork were music, what would it sound like? If this artwork could dance, what song would it dance to?
* What would it feel like to be in this artwork? Put your body into the pose of some element of this artwork. How does it feel to be in that position?

SOCIAL STUDIES
Big Ideas:
* Systems of government vary in their respect for human rights and freedoms
* Religious and cultural practices that emerged during this period have endured and continue to influence people
* Changing ideas about the world created tension between people wanting to adopt new ideas and those wanting to preserve established traditions
Curricular Competencies:
* Sequence objects, images, or events, and recognize the positive and negative aspects of continuities and changes in the past and present
* Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places
* Characterize different time periods in history, including periods of progress and decline, and identify key turning points that mark periods of change
Provocations:
* What does this artwork teach us about the past?
* How does this artwork teach us about the future?
* What was happening in history when this artwork was made? How does that change your understanding of the artwork?

ENGLISH LANGUAGE ARTS
Big Ideas:
* Language and text can be a source of creativity and joy
* Exploring and sharing multiple perspectives extends our thinking
* Texts are socially, culturally, and historically constructed
Curricular Competencies:
* Respond to text in personal, creative, and critical ways
* Recognize and appreciate how different features, forms, and genres of texts reflect different purposes, audiences, and messages
* Exchange ideas and viewpoints to build shared understanding and extend thinking
Provocations:
* How can you connect this artwork to your own life?
* How did the artist use line, shape, and color to contribute to the mood or meaning?
* Who do you know that would really like this artwork? Why would they like it? Who do you know that would really dislike this artwork? Why would they dislike it?

Grades 9-12 SELECTED CURRICULAR CONNECTIONS

ARTS EDUCATION
Big Ideas:
* The arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, place, and cultures
* The creation of artistic works relies on the interplay of mind and body
* Growth as an artist is dependent on perseverance, resilience, and reflection
* Ideas and beliefs within a work of art have the power to effect change
Curricular Competencies:
* Collaborate through reciprocal relationships during creative processes
* Develop personal answers to aesthetic question
* Investigate and identify ways that visual arts reflect concern for, or respond to, social and environmental issues
* Communicate ideas and express emotions through art making
Provocations:
* What emotions do you notice in the artwork? What emotions do you feel when looking at this?
* What do you like about this artwork? What do you dislike about this artwork? What is beautiful about this artwork?
* How might you feel differently about the world after looking at this artwork?
* What was your first reaction to this artwork? Why do you think you had the reaction?
How has your opinion about the artwork changed the longer you look at it? Why?

SOCIAL STUDIES
Big Ideas:
* Emerging ideas and ideologies profoundly influence societies and events
* Worldviews lead to different perspectives and ideas about developments in Canadian society
* Understanding the diversity and complexity of cultural expressions in one culture enhances our understanding of other cultures
* Examining questions in philosophy allows people to question their assumptions and better understand their own beliefs
Curricular Competencies:
* Assess the significance of people, places, events, or developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group
* The development of political institutions is influenced by economic, social, ideological, and geographic factors
* Assess the short- and long-term causes and expected and unexpected consequences of people’s actions, events, phenomena, ideas, or developments
* Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
Provocations:
* What does this painting say about the world in which we live?
* What are the values and beliefs of the culture in which this artwork was made?
* What does this artwork say about the culture in which it was produced?
* How do you think this artwork was intended? What was its function?

ENGLISH LANGUAGE ARTS
Big Ideas:
* Language and story can be a source of creativity and joy
* People understand text differently depending on their world views and perspectives
* The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world
*Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
Curricular Competencies:
* Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability
* Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts
* Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
* Use information for diverse purposes and from a variety of sources
Provocations:
* What emotions do you feel when looking at this?
* How might your interpretation of this artwork be different from someone in another culture?
* If you could ask the artist a question, what would you ask her?
* In what ways does the artist connect language and graphic design, poetry and painting?

RELATED DISCIPLINARY BIG IDEAS & CURRICULAR CONNECTIONS

Applied Design, Skills, and Technologies
K – Designs grow out of natural curiosity
6 – Design can be responsive to identified needs
9 – Complex tasks require the sequencing of skills

Math

K – Repeating elements in patterns can be identified
6 – Properties of objects and shapes can be described, measured, and compared using volume, area, perimeter, and angle
9 – Similar shapes have proportional relationships that can be described, measured, and compared

Science

K – The motion of objects depends on their properties
6 – Everyday materials are often mixtures
9 – The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them

CareerEd

K – Confidence develops through the process of self-discovery
6 – New experiences, both within and outside of school, expand our career skill set and options
9 – Achieving our learning goals requires effort and perseverance

Physical/HealthEd

K – Good health comprises physical, mental, and emotional well-being
6 – We experience many changes in our lives that influence how we see ourselves and others
9 – Advocating for the health and well-being of others connects us to our community