Arts Education 9
CP9.9
Compose and perform sound compositions to express perspectives and raise awareness about a topic of concern to youth.
Indicators for this outcome
| (a) |
Examine how musicians and composers express ideas about the world around them and comment on society in their work. |
| (b) |
Brainstorm and negotiate with other students to determine a process for music inquiry and composing processes. |
| (c) |
Contribute to the creation of a plan to document the research and composing process (e.g., audio recordings, video, blog, wiki, or web-based audio journal). |
| (d) |
Collaborate on the creation of sound compositions (e.g., songs, bands, drum circles, techno, hip hop, scratching, new musical forms) as part of a youth-driven and teacher/community-supported plan to raise awareness through music about a topic of concern to youth:
|
| (e) |
Generate musical ideas from both internal and external sources, developing these ideas to achieve meaning and expression. |
| (f) |
Use the Internet and other sources to research music styles associated with youth subcultures throughout different periods in history (e.g., rock, jazz, fusion, hip hop, punk, rave cultures). |
| (g) |
Investigate uses of new technologies in music (e.g., new electronic music). |
| (h) |
Incorporate technology in innovative ways for creating and/or documenting the creative process. |
| (i) |
Compose music using digital technologies where possible (e.g., electronic keyboards, online composing, mixing, and editing tools). |
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R050315
Arctic Hip Hop
Capitalizing on the popularity of hip hop, social worker and long-time B-boy Stephen Leafloor has been bringing positive hip hop workshops to the north, this time to the remote hamlet of Cambridge Bay, Nunavut. While dancing to the beat, kids are encouraged to blend their rich, ancient culture with a modern one. Between back spins and body-waves, they discuss bullying, body image, single parenting, drugs, alcohol, anger and suicide. Because of the healing power of dance, five days later they emerge not only better dancers, but more confident kids who have a clearer idea of how to balance their cultural identity with modern times.
In addition to supporting the Dance strand in the Arts Education curricula, this video could be used in Wellness 10 when discussing the impact of mental health on the wellbeing of self, family and community.
This is a particularly valuable resource for teachers who are working with at-risk students.
In addition to supporting the Dance strand in the Arts Education curricula, this video could be used in Wellness 10 when discussing the impact of mental health on the wellbeing of self, family and community.
This is a particularly valuable resource for teachers who are working with at-risk students.
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Media and Formats :
CD/DVD
Price :
$79.95 US
Record posted/updated:
July 8, 2024
R054761
Understanding Brands
This program addresses what a brand is, the power of branding, what makes a brand, the creation and evolution of brands and the influence of brands. It defines and gives examples of corporate, family, individual and personal brands. Teens on a city street ask various passers by to identify brand marks and give their opinions about the influence of brands on their purchasing practices. A branding and marketing expert points out how branding is more than a product and involves a vision or idea that requires a strategy for engaging consumers. He also discusses the relationship between brands, historical contexts and societal values.
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Media and Formats :
CD/DVD
Price :
$95.00
Record posted/updated:
November 22, 2018
R103748
Opportunities to Address Substance Misuse in Curriculum
This document outlines curricular opportunities to address substance misuse in various subject areas and grades. Suggested curriculum outcomes are identified and, if applicable, supporting indicators are noted.
Links :
Download
Media and Formats :
Document
Price :
Free
Record posted/updated:
April 18, 2019
R104501
Ask Artists Series
Ask Artists is an inquiry-based learning program for teachers and students. Each episode is an in-depth and intimate journey with a Saskatchewan artist. Artists share candid moments and show students that artists are real people with skills, successes, failures and dreams.
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Ask Artists Episode 5: “Out Loud” Songwriting (Part 1: Meet The Artist) - Lancelot Knight
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Ask Artists Episode 5: “Out Loud” Songwriting (Part 2: About Songwriting) - Lancelot Knight
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Ask Artists Episode 5: “Out Loud” Songwriting (Part 3: Writing a Song) - Lancelot Knight
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Ask Artists Episode 5: “Out Loud” Songwriting (Part 4: Performance - Big Fish) - Lancelot Knight
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Ask Artists Episode 6: “Move It” Movement (Part 1: Meet The Artist) - Mitchell Larsen
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Ask Artists Episode 6: “Move It” Movement (Part 2: Getting Comfortable with Movement) - Mitchell Larsen
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Ask Artists Episode 6: “Move It” Movement (Part 3: Creating a Dance) - Mitchell Larsen
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Ask Artists Episode 6: “Move It” Movement (Part 4: Dance Performance) - Mitchell Larsen
Links :
Media and Formats :
Video
Price :
Free
Record posted/updated:
December 2, 2021
R101663
Stories of Courage: Saskatchewan Second World War Veterans Remember
This series of eight videos presents the personal stories of 17 Saskatchewan residents who served during the World War II.
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Price of Freedom. Episode 2
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Supporting the Troops. Episode 6
Price :
Free
Record posted/updated:
August 24, 2021
R053615
Deepening the Discussion: Gender and Sexual Diversity
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD). It will: assist school divisions, central office personnel, administrators, educators, First Nations and Métis organizations and community partners to develop a deeper understanding of gender and sexual diversity; assist in understanding the unique educational, health and safety needs of staff, students and their families who self-identify as gender and/or sexually diverse; provide practical strategies, suggestions and frequently asked questions to support schools and communities as they work with students to anticipate and overcome challenges related to transphobia, homophobia and heterosexism; acknowledge the shared responsibility of ensuring that all students who identify as gender and/or sexually diverse have the same opportunities for safety, socialization and success in schools; assist educators in planning curricular-based instruction and assessment to meet the unique needs of gender and/or sexually diverse students; and assist school divisions and First Nations and Métis organizations to fulfill their ethical and professional responsibilities to provide safe, equitable and inclusive learning environments for all students regardless of their actual or perceived differences.
(More information)
Links :
Download
Media and Formats :
Document
Price :
Free
Record posted/updated:
February 13, 2019