WORKING DOCUMENT
The Arts Education policy and procedure address the role of Arts education in supporting the Board’s priorities along with the responsibilities of system and school leaders in fostering and supporting Arts Education for all students and staff in the York Region District School Board (YRDSB).
On this page:
What has Changed?
Major changes to the document:
As we continue to “build Understanding of Anti-Oppression, Culturally Relevant and Responsive Pedagogy and the Ongoing Impact of Colonialism,”
Recognition that the colonial legacies that have shaped Arts education in schools and at cultural institutions such as museums are particularly harmful to Indigenous and Black students, families, and communities and must be redressed and mitigated.
Recognition that cultural hegemony is a form of institutional racism and inscribes/reproduces racist and often gendered ideologies about whose knowledge, art, aesthetics, and culture is valuable, and whose is not.
Recognition that K-12 Visual Arts, Music, Media Arts, Dance and Drama curricular and co-curricular programs, specialized arts programs and other regional opportunities must be identity-affirming, responsive and culturally sustaining for racialized students who have been historically marginalized and whose communities’ cultural production is underrepresented in Arts education.
Recognition that specialized Arts programs be accessible to students of all social identities, cultural traditions and previous arts’ experiences – including students without additional formal training beyond what is offered in YRDSB schools.
There are additional responsibilities for principals, teachers, and all staff that require thoughtful application of the updated Equity and Inclusivity Policy #261.0 (2022), the Indigenous Education and Equity Strategy (2017), the Dismantling anti-Black Racism Strategy (2020) (DABRS), Board Improvement and Equity Plan (2022), and the OCT Professional Advisory on Anti-Black Racism (2021). Two guidelines must be closely adhered to: “Teaching in a Good Way: Integrating Historical and Contemporary Indigenous Knowledge, Cultures, Perspectives and Ways of Knowing and Learning into YRDSB Schools and Workplaces” guideline and the Program Accommodations for Faith Purposes Guideline. The Text Selection Tool is central to supporting authentic implementation of identity-affirming arts programs.
Reason for review: Alignment with the Dismantling anti-Black Racism Strategy (2020), the Indigenous Education and Equity Strategy (2017), Director’s Action Plan 2.0 (2021), Curriculum Front Matter, the YRDSB Leadership Framework and the policies and strategies listed above.
Who is affected by these changes and what is the impact on current practice? All stakeholder groups outlined below.
Implementation timelines: Immediate.
Lead Superintendent(s)/Subject Matter Expert(s): Coordinating Superintendent of Curriculum and Instructional Services and Continuing Education, Principal, Curriculum and Instructional Services.
Stakeholder Groups with Responsibilities under this Policy and Procedure
Board of Trustees
Director of Education
Superintendents
Administrators
Plant Services
Teachers
Curriculum and Instructional Services
Students
Parent(s)/Guardian(s)
Relationship to Board Priorities
As per the DABRS, “Black students have a right to learning environments that not only protect them from anti-Black racism and other forms of oppression, but also affirm their identtities, foster their strengths, and contribute to their overall well-being.” The Arts Education policy must align with the York Region District School Board mission, vision and values. It must align with the goals outlined in the Board Improvement Plan for Student Achievement and Well-Being by “centering the diverse intersectionality and experiences of students who have historically and are currently underserved across all curriculum, instruction, and assessment, K - 12.” (System Key Action, DAP 2.0 Content - Effective Instruction and Assessment)
Timelines and Next Steps
This policy was scheduled for first review at the June 20, 2023 Policy and By-Law Standing Committee meeting.
Providing Feedback
Questions about this policy and/or procedure should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact the lead superintendent and/or subject matter expert and Trustee Services.
In accordance with Board Policy 285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.
Input is an important component of the review process. If you feel a policy and/or procedure needs to be revised, feedback may be submitted through the school council or by submitting the online form. In your response please:
outline clearly the specific section(s) of the policy and/or procedure in which you are not comfortable,
suggest specific alternate wording to reflect your position, and
identify the reason(s) for your concern(s).
Specific recommendations or questions about the review process should be submitted using the online form or sent to the Policy Officers via email at policy.committee@yrdsb.ca, or via telephone at 905-727-0022 extension 2570, 2049 or in hard copy at The Education Centre – Aurora.
Contact
Curriculum and Instructional Services
Related Documents
Sanitizing and Disinfecting Musical Instruments
Procedure #NP414.0, Arts Projects
Policy #261.0 Equity and Inclusivity
Student Mental Health and Addiction Strategy (2022)
Indigenous Education and Equity Strategy (2017)
Dismantling anti-Black Racism Strategy (2020)
Board Improvement and Equity Plan (2022)
OCT Professional Advisory on Anti-Black Racism (2021)
Teaching in a Good Way (2018)
Ontario Education Equity Action Plan (2017)
Text Selection Tool Kit (2021)
Program Accommodation for Faith Purposes
It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property, or partaking/volunteering in Board or school-sponsored events and activities, will respect the policies and procedures of the Board.
WORKING DOCUMENT
Board Policy #301.0 Arts Education
1. Policy Statement
The York Region District School Board is committed to arts education that offers equitable and inclusive instruction, assessment and resources so that every student may realize their unique gifts, interests and academic pursuits within learning environments that affirm their social identity and enhance well-being.
“The arts can play a key role in shaping students’ views of [themselves and the world] .The arts exist in a broader social and historical context, teachers can show students that all of the arts are affected by the values and choices of individuals, and in turn have a significant impact on society.” (Ontario Ministry of Education, The Arts 9 & 10, 2009, page 8). Furthermore, the “arts enable individuals and groups to create ideas and images that reflect, communicate, and change their views of the world” (Ontario Ministry of Education, The Arts 1-8, pg. 4).
2. Application
Arts Education engages students in experiential and transformative opportunities for deep learning through the Arts. The well-documented benefits of Arts Education are best realized through identity-affirming visual and performance arts courses and co-curricular programs that intentionally nurture students’ well-being along with their academic and artistic growth - honouring each student where they are, fostering inclusion, inspiring belonging and building community (Student Mental Health and Addiction Strategy – 2022).Transformation through Arts education is possible when:
Educators teaching in, through and about the Arts interrogate their own identities, social locations, biases and assumptions;
students experience a sense of belonging, have voice and choice in all aspects of their learning, take risks, solve problems, experience success and develop confidence in an identity safe and inclusive learning environment;
culturally responsive and culturally sustaining instruction and assessment fosters imagination, curiosity, experimentation and a sense of inquiry;
cultural production and artistic traditions of the Global North and the Global South are studied and equally valued as art forms;
Eastern, Western, and Indigenous contexts, histories, and aesthetics are taught in ways that promote multi-literacies such as racial literacy;
cognitive skills (communication, emotional intelligence, abstract thinking, information seeking,…), physical/technical skills and social/emotional skills are enhanced through creative and collaborative processes;
empathy and self-awareness are fostered so students can analyse cultural concepts and themes from different perspectives and use their artistic/cultural production to explore social and cultural issues that are important to them and to the global majority;
students access and use new and ever-changing technologies and artistic creations; and
arts programs in schools are connected to and enriched by artists and arts organizations in the community.
To advance student achievement and well-being that motivates learners, fosters inclusion, inspires innovation and builds community, all students will be engaged in an Arts program based on the Ontario Arts Curriculum, 2009 Revised, with culturally relevant and responsive Arts instruction and assessment. Members of the learning community shall be provided with opportunities for growth and development in, through and about the Arts, grounded in the four central ideas underlying the Ontario Arts curriculum; developing creativity, communicating, understanding culture, and making connections. Students learn in, through, and about the Arts when; they use the stages of the creative and critical analysis processes to communicate; and when they use the critical analysis process to reflect, respond, and analyze diverse cultural producers and products, while exploring historical and socio-cultural contexts.
3. Responsibilities
3.1 The Board of Trustees is responsible for:
reviewing the Arts Education policy in accordance with the priorities in the Multi-Year Plan and the approved review cycle; and
understanding and communicating with members of the community about the Arts Education policy, as required.
3.2 The Director of Education is responsible for:
implementing and operationalizing the Arts Education policy.
4. Definitions
4.1 The Arts
The following disciplines; dance, drama, media arts, music and visual arts.
4.2 Learning Community
An environment where students, parents, school staff, trustees, Board staff and community members work together to enhance student learning through a collaborative process with a focus on the Board and school improvement plans.
4.3 Creative process
A curricular process in the Arts. It is intended to be followed in a flexible, fluid, and cyclical manner. The creative process comprises several stages: challenging and inspiring, imagining and generating, planning and focusing, exploring and experimenting, producing preliminary work, revising and refining, presenting and performing, reflecting and evaluating. As students and teachers become increasingly familiar with the creative process, they are able to move deliberately and consciously between the stages and to vary the order of stages as appropriate. Feedback and reflection take place throughout the process (Ontario Arts Curriculum Revised, 2009, page 16-18).
4.4 Critical Analysis process
A curricular process in the Arts. It involves critical thinking, and thinking critically implies questioning, evaluating, making rational judgements, finding logical connections, and categorizing. Students need to be guided through the stages of the critical analysis process. As they learn the stages in the process, they will become increasingly independent in their ability to develop and express an informed response to a work of dance, drama, media art, music, or visual art. They will also become more sophisticated in their ability to critically analyse the works they are studying or responding to. Students learn to approach works in the arts thoughtfully by withholding judgement until they have enough information to respond in an informed manner. (Ontario Arts Curriculum Revised, 2009, page 18-22.)
4.5 Cultural Appropriation
The use or borrowing of elements of a marginalized culture without the permission of that culture. Cultural appropriation is harmful, diminishes the elements of the culture that are appropriated, and continues the oppression of the marginalized group.
(The Ontario Curriculum, Grades 9 to 12, First Nations, Métis, and Inuit Studies, 2019 Revised, page 285)
4.6 Cultural Appreciation
An exchange that is conducted in an appropriate, respectful, and honourable way and with the consent and participation of the cultures involved.
(The Ontario Curriculum, Grades 9 to 12, First Nations, Métis, and Inuit Studies, 2019 Revised, page 285)
5. Contact
Curriculum and Instructional Services
6. History
Approved: 2001
Revised: 2008, December 2013
Working Document: March 2013, December 2017, September 2023
WORKING DOCUMENT
Board Procedure #301.1 Arts Education
1. Procedure Statement
This procedure outlines how Arts Education is supported in the York Region District School Board.
2. Application
Educators teaching in, though, and about the Arts will interrogate their own identities, social locations, biases and assumptions as well as engage with students as co-learners (with community) to notice, name and disrupt institutionalized anti-Indigenous racism, anti-Black racism, and other oppressive ideologies and practices that hegemonic Arts curriculum normalize(d). Broadening arts education beyond the Western canon supports achievement of racial and gender equity in schools as students develop cultural competence of their own and others’ culture with a focus on appreciation over appropriation of global art making practices.
School-based and centrally assigned administrators, curriculum consultants, Purchasing and Accounting services, families, community partners (including cultural institutions) will support teachers and students efforts to co-create culturally responsive, decolonial, identity-affirming Arts programs that are appropriately resourced and thoughtfully inclusive of students who have been historically, and are currently, underserved across all curriculum, instruction, and assessment processes, including within assessment processes to gain access to specialized arts programs.
3. Responsibilities
3.1 The Director of Education shall:
allocate staff and resources to support the Arts Education policy and procedure.
3.2 Superintendents shall:
provide leadership to ensure the effective implementation of the Arts Education policy and procedure at the school and Board level.
3.3 Principals shall:
ensure that the Arts Projects procedure is followed for all arts projects in the school;
inform teachers and parents of arts opportunities that exist for students at the school and regional level;
ensure that teachers have opportunities for ongoing growth and development as educators in, through and about the arts;
when considering historical and cultural context, consult with appropriate Board liaisons and advisors such as, but not limited to, Inclusive School and Community Services and First Nation, Metis and Inuit Education Teams;
encourage teachers to integrate the arts into all curricular areas by providing opportunities to learn, plan and collaborate with colleagues;
take reasonable steps to provide religious accommodation to staff and students, as outlined in the Program Accommodation for Faith Purposes: A Guideline for Religious Accommodations.
not approve plans to create permanent and semi-permanent public Art Projects connected to commemoration of Residential School/Day School Survivors, Indigenous children lost to their families and communities, and Missing & Murdered Indigenous Women, Girls, & Two-Spirit Folks (MMIWG2S) until further notice. All conversations and plans for murals and art installations commemorating the systemic genocide of Indigenous people and other painful legacies of settler colonialism are begun with, and thoroughly vetted by, the Indigenous Education Team in consultation with others who may include Indigenous students, families, social workers, educators, knowledge keepers, elders and communities and under the direction of Indigenous artists and/or Indigenous scholars;
ensure that Health and Safety procedures related to Working at Heights and materials management are followed including, but not limited to, measures for Sanitizing and Disinfecting Musical Instruments and Art Teachers Guide - Chemical Safety;
ensure that arts education is offered in thoughtful, non-appropriative ways that support Indigenous sovereignty and the liberation of all communities historically marginalized in schools and cultural institutions by regularly consulting with appropriate Board liaisons and advisors, such as, but not limited to, Curriculum and Instructional Services; Inclusive School and Community Services and First Nations, Métis and Inuit Education Team, as well as guest artists and community/family members;
disrupt and remove oppressive structures and practices in the Arts that act as barriers to equity, inclusion, and well-being for staff, students, families, guardians, community, and community leaders;
inform teachers and parents of arts and other culturally-affirming opportunities that exist for students at the school and regional level as well as with community partners; and
ensure that admissions processes to specialized Arts Programs are accessible to students of all social identities, cultural traditions and previous arts’ experiences – including students without additional formal training beyond what is offered in YRDSB schools.
3.4 Teachers shall:
personalize classroom instruction and assessment by integrating the arts to support students’ learning styles, interests, strengths and needs;
assign tasks in, through and about the arts that promote the development of creative and critical-thinking skills to enable students to become thoughtful and effective communicators;
offer students multiple and varied opportunities to learn in, through and about the arts, such as, but not limited to, dance, drama, media arts, music and visual arts with ongoing descriptive feedback;
continuously develop the knowledge, skills and attitudes necessary to provide culturally relevant and sustaining, engaging instruction in, through and about the arts;
provide the necessary accommodations and/or modifications to ensure that each student is able to participate and be successful in all areas of the arts;
teach the practice of proper safety habits as well as proper habits for the care of arts equipment and materials, including reducing, reusing and recycling;
ensure that the Arts Projects procedure is followed in consultation with school principal;
when considering historical and cultural context, consult with appropriate Board liaisons, advisors, and school principal such as, but not limited to, Inclusive School and Community Services, and the Indigenous Education Department, and the Centre for Black Student Excellence.
use culturally responsive and sustaining instruction and assessment practices in accordance with the framework in the Program Accommodation for Faith Purposes: A Guideline for Religious Accommodations
not initiate plans to create permanent and semi-permanent public Art Projects connected to commemoration of Residential School/Day School Survivors, Indigenous children lost to their families and communities, and Missing & Murdered Indigenous Women, Girls, & Two-Spirit Folks (MMIWG2S) until further notice. All conversations and plans for murals and art installations commemorating the systemic genocide of Indigenous people and other painful legacies of settler colonialism are begun with, and thoroughly vetted by, the Indigenous Education Team in consultation with others who may include Indigenous students, families, social workers, educators, knowledge keepers, elders and communities and under the direction of Indigenous artists and/or Indigenous scholars;
follow Health and Safety procedures related to Working at Heights and materials management are followed including, but not limited to, measures for Sanitizing and Disinfecting Musical Instruments and Art Teachers Guide - Chemical Safety;
ensure that teaching and learning in and through the Arts is offered in thoughtful, non-appropriative ways that support Indigenous sovereignty and the liberation of all communities historically and currently marginalized in schools and cultural institutions by regularly consulting with appropriate Board liaisons and advisors, such as, but not limited to, Curriculum and Instructional Services; Inclusive School and Community Services and First Nation, Métis and Inuit advisors, as well as guest artists and community/family members;
identify and remove oppressive structures and practices in the Arts that act as barriers to equity, inclusion, and well-being for staff, students, families, guardians, community, and community leaders;
inform students and parents of arts and other culturally-affirming opportunities that exist for students at the school and regional level as well as with community partners;
ensure that specialized Arts Programs, Arts and Culture-related pathways, and co-curricular opportunities are accessible to students of all social identities, cultural heritages and previous arts’ experiences; and
participate in learning and professional development that supports improvement in planning for equitable and inclusive Arts instruction and assessment.
3.5 Curriculum and Instructional Services shall:
provide professional learning opportunities for teachers to develop the necessary knowledge, skills and attitudes to provide culturally responsive, relevant and sustaining instruction in, through and about the arts;
work collaboratively with professional artists, cultural groups such as, but not limited to, First Nation, Metis and Inuit and arts organizations in the community to provide culturally relevant and sustaining, non-appropriative learning experiences for students and staff;
support and model culturally responsive and sustaining instruction and assessment practices in accordance with the framework outlined in the Program Accommodation for Faith Purposes: A Guideline for Religious Accommodations in Arts programming.
support implementation of Health and Safety procedures related to Working at Heights and materials management are followed including, but not limited to, measures for Sanitizing and Disinfecting Musical Instruments and Art Teachers Guide - Chemical Safety;
ensure that teaching and learning in and through the Arts is offered in thoughtful, non-appropriative ways that support Indigenous sovereignty and are liberatory for all communities historically and currently marginalized in schools and cultural institutions
identify and remove oppressive structures and practices in the Arts that act as barriers to equity, inclusion, and well-being for staff, students, families, guardians, community, and community leaders;
inform students and parents of arts and other culturally-affirming opportunities that exist for students at the school and regional level as well as with community partners;
ensure that specialized Arts Programs, Arts and Culture-related pathways, and co-curricular opportunities are accessible to students of all social identities, cultural heritages and previous arts’ experiences; and
facilitate learning and professional development that supports improvement in planning for equitable and inclusive Arts instruction and assessment.
3.6 Students shall:
work in partnership with educators, community partners, and other students in ways that support thriving and inclusive Arts environments – learning environments that honor every students’ inherent dignity, artistic gifts, cultural expression, and interests.
adhere to all health and safety practices and demonstrate proper habits for the care of arts equipment and materials, including reducing, reusing and recycling;
actively engage in their learning in, through and about the arts which includes, but is not limited to practice, study, demonstration/performance, self and peer assessment, and the development of collaborative skills;
respectfully engage in artistic processes/cultural production with curiosity, academic honesty and a participatory, growth-oriented, community mindset of giving and receiving feedback; and
develop the knowledge, skills and attitudes that enable them to learn successfully in, through and about the arts.
3.7 Parent(s)/Guardian(s) shall:
encourage and support student participation in activities which will enable them to develop appreciation for the arts, culture, design, production and creativity in all areas of the arts as well as explore possible future academic/employment pathways;
demonstrate interest in the artistic expressions of their child and other students in order to foster positive self-image, risk-taking, discipline of practice, and wellbeing:
encourage students to explore and appreciate the arts in their local and broader communities, as well as at home and school
promote the practice of proper health and safety habits as well as proper habits for the care of arts materials and equipment; and
partner with educators, community partners, and other parents, guardians and caregivers in ways that support inclusive Arts environments – learning environments that honor every students’ inherent dignity, artistic gifts, cultural expression, and interests.
4. Contact
Curriculum and Instructional Services
5. History
Working Document: December 2017, September 2023