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
* 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?

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
* 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?

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
* 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?