Ontario Elementary Grade 7 The Arts Curriculum

The Grade 7 expectations in the arts curriculum are organized into four strands – Dance, Drama, Music, and Visual Arts.


• body: body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, body bases, symmetry versus asymmetry, geometric versus organic shape, angular versus curved shape, isolation of body parts (e.g., moving just the shoulder when the rest of the body is still), weight transfer (e.g., lunge, leap, roll)
• space: levels, pathways, directions, positive versus negative space, proximity of dancers to one another, various group formations, performance space (e.g., confined, large)
• time: pause, freeze, with music, without music, duration, rhythm, tempo, acceleration/deceleration
• energy: effort, force, quality, inaction versus action, percussion, fluidity (e.g., wring, dab, mould, flow, bind)
• relationship: dancers to objects, opposition, groupings (e.g., large and small groups), meet/part, follow/lead, emotional connections between dancers, groupings


• role/character: considering motivations of historical and fictional characters; considering various facets of multidimensional characters; revealing character through the use of props and movement/blocking; maintaining commitment to role
• relationship: developing and analysing multidimensional relationships in the drama
• time and place: improvising with/adapting available materials to establish setting; using blocking
(e.g., when and where to move) and stage areas (e.g., upstage right, downstage centre) in planning and performance
• tension: using sound, lighting, technology, and stage effects to heighten tension; using foreshadowing to create suspense
• focus and emphasis: using a range of devices and effects to highlight specific aspects of the performance for the audience


• duration: tempo markings (e.g., allegro, vivace, largo), rhythms in the repertoire they play and/or sing 
• pitch: blues scale, grand staff, keys encountered in the repertoire they perform
• dynamics and other expressive controls: articulation and expression marks encountered in the repertoire they perform (e.g., marcato, maestoso)
• timbre: tone colour of complex ensembles (e.g., jazz, gamelan, choral, orchestral)
• texture/harmony: major and minor triads
• form: 12-bar blues



Students will develop understanding of all elements of design.
• line: lines for expressive purposes; diagonal and converging lines to create depth of space; repetition of lines to create visual rhythm
• shape and form: various shapes and forms, symbols, icons, logos, radial balance
• space: use of blue or complementary colours in shadows and shading to create depth; one- and two point perspective; open-form sculpture versus closed-form sculpture; installations
• colour: analogous colours; transparent colour created with watercolour or tissue paper decoupage Note: In creating multimedia art works, students may need some understanding of different colour models, such as RGB and CMY(K), and websafe colours.
• texture: textures created with a variety of tools, materials, and techniques (e.g., use of texture in a landscape work)
• value: shading (e.g., modulation, scumbling, stippling)

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 7 will be on unity and harmony.
• unity and harmony: radial balance (e.g., a mandala); similarity (e.g., consistency and completeness through repetition of colours, shapes, values, textures, or lines); continuity (e.g., treatment of different elements in a similar manner); alignment (e.g., arrangement of shapes to follow an implied axis); proximity (e.g., grouping of related items together)

This is an excerpt from the original document. Intention is to quickly help you look at the curriculum and find related worksheets. For complete details and to download original document, please visit - http://www.edu.gov.on.ca/eng/curriculum/elementary/grades.html

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