Ontario Elementary Grade 6 The Arts Curriculum

The Grade 6 expectations in the arts curriculum are organized into four strands – Dance, Drama, Music, and Visual Arts.

A. DANCE

ELEMENTS OF DANCE
• body: body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, body bases, symmetry versus asymmetry, geometric versus organic shape, curved versus angular shape
• space: pathways, directions, positive versus negative space, proximity of dancers to one another, various group formations
• time: tempo, rhythm, pause, stillness, with music, without music, duration (e.g., short, long), acceleration/deceleration
• energy: effort, force, quality (e.g., flick, fold, stab, poke, flow freely)
• relationship: dancers to props/objects (e.g., in front of, inside, over, around), meet/part, follow/lead, emotional connections between dancers, groupings

B. DRAMA

ELEMENTS OF DRAMA
• role/character: considering in depth the inner and outer life in developing a character; differentiating between authentic characters and stereotypes; using gestures and movement to convey character
• relationship: analysing and portraying how relationships influence character development/change
• time and place: establishing a clear setting; sustaining belief in the fictional setting
• tension: using sound, light, technology, and stage effects to heighten tension/suspense
• focus and emphasis: using drama conventions to reveal or communicate key emotions, motivations, perspectives, and ideas to the audience

C. MUSIC

ELEMENTS OF MUSIC
• duration: 9/8 metre (oral count, with primary emphasis on “one” and secondary emphasis on “two” and “three”: “one-and-a-two-and-a-three-and-a”) and other compound metres (e.g., 6/4); 5/4 metre; pick-up note(s) (anacrusis); triplets; common Italian tempo marks (e.g., allegro, adagio) and others encountered in the repertoire performed
• pitch: ledger lines above or below the staff; major, minor, and perfect intervals (e.g. major third, perfect fifth)
• dynamics and other expressive controls: those encountered in repertoire (e.g., very soft [pianissimo – pp], very loud [fortissimo – ff ], slurs)
• timbre: electronic sounds; Orff ensemble (xylophone, recorder, pitched and non-pitched percussion); other ensemble sonorities (drum line, choir, guitar, marching band)
• texture/harmony: layering of electronic sounds, chord progressions using I, IV, and V
• form: theme and variations; repeats (e.g., first and second endings)

D. VISUAL ARTS

ELEMENTS OF DESIGN

Students will develop understanding of all elements of design.
• line: lines that direct the viewer’s attention; lines that create the illusion of force or movement (e.g., wavy and wiggly lines used in op art); contour drawings of objects that are not easily recognizable (e.g., crumpled paper)
• shape and form: exaggerated proportions, motifs, fonts; geometric (e.g., conical, pyramidal) shapes and forms
• space: centre of interest (focal point) and one-point perspective; basic facial proportions; horizontal and vertical symmetry
• colour: the colour wheel; tertiary colours; colour for expressive purposes; colour for creating naturalistic images
• texture: textures created with a variety of tools, materials, and techniques (e.g., gouged marks in a softoleum print)
• value: shading that suggests volume; gradation

PRINCIPLES OF DESIGN
Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 6 will be on balance.
• balance: arrangement of the elements of design to create the impression of equality in weight or importance (e.g., a formal or symmetrical arrangement produced through distribution of shapes; an informal or asymmetrical arrangement produced through use of colour); colour concepts to be used in creating balance (e.g., light or neutral colours appear lighter in “weight” than dark or brilliant colours; warm colours seem to expand, cool colours seem to contract; transparent areas seem to “weigh” less than opaque areas)

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