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WORKING DOCUMENT

Board Policy #301.0 Arts Education

1. Policy Statement

The York Region District School Board is committed to equity and excellence in arts education for each student. “Education in the arts is essential to students’ intellectual, social, physical and emotional growth and well-being. Experiences in the arts; dance, drama, music and visual arts, play a valuable role in helping students to achieve their potential as learners and to participate fully in their community and in society as a whole.” (Ontario Ministry of Education, 2009, p. 3). ¹

2 Application

The arts can be a powerful tool to assess and instruct students when integrated into other curricular areas, enhancing student engagement, achievement and well-being. Every student will receive a balanced and comprehensive arts program based on the Ontario Curriculum. Members of the learning community shall be provided with opportunities for growth and development as educators in, through and about the arts.

Arts Education engages students in rich and varied opportunities to learn in, through and about the Arts.

When students learn in the arts, they learn experientially; participating in creative processes while developing the knowledge, skills and attitudes of each arts discipline. Learning in the arts engages students cognitively, physically, socially and emotionally.

When students learn through the arts, they use the arts to access and demonstrate learning in other subject areas.

When students learn about the arts, they develop an understanding of the meaning and the “language” of art forms and artistic products. To ensure that systemic barriers are removed and approaches for equitable and accessible services are identified, learning experiences shall focus on analysis, criticism and appreciation of the arts, particularly when considering historical and cultural contexts such as, but not limited to cultural appropriation.

Excellence in arts education is achieved when:

1. students experience a sense of belonging, have voice in all aspects of their learning, take risks, solve problems, experience success and develop confidence in a safe and inclusive learning environment;

2. instruction fosters imagination, curiosity, experimentation and a sense of inquiry;

3. cognitive, physical and social/emotional skills are cultivated;

4. creative and critical thinking processes, collaboration, emotional intelligence and habits of mind are fostered;

5. students make connections between the arts and other subjects;

6. personal and cultural identities and values are strengthened;

7. students access and use new and ever-changing technologies and artistic creations such as, but not limited to, electronic music, new media and online learning opportunities;

8. students demonstrate the expected knowledge, skills and attitudes in each of the art disciplines; and

9. arts programs in schools are connected to and enriched by professional artists and arts organizations in the community.

Integration of the arts occurs when:

1. one or more of the arts disciplines are combined, as when, but not limited to dramatic presentations that incorporate dance, music and visual arts;

2. arts disciplines support student learning in other curricular areas, as when, but not limited to, students explore French folk songs to learn about the daily living conditions of early settlers of Quebec; and

3. arts support the development of school culture and are intentionally woven into the social fabric of the school, as when, but not limited to, public displays of student artwork, informal jam sessions, theatre presentations, dance flash mobs, choirs and arts clubs occur.

3. Responsibilities

3.1 The Board of Trustees is responsible for:

1. reviewing the Arts Education policy in accordance with the priorities in the Multi-Year Plan and the approved review cycle; and

2. understanding and communicating with members of the community about the Arts Education policy, as required.

3.2 The Director of Education is responsible for:

1. 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.

5. History

Approved: 2001

Revised: 2008, December 2013

Working Document: March 2013, December 2017.

Footnotes

¹ Ontario Ministry of Education. (2009). The Ontario Curriculum, Grades 1-8. The Arts. ON: Queen’s Printer for Ontario.

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WORKING DOCUMENT

Board Procedure #301.0 Arts Education

This procedure outlines how Arts Education is supported in the York Region District School Board.

1. Responsibilities

1.1 The Director of Education shall:

1. allocate staff and resources to support the Arts Education policy and procedure.

1.2 Superintendents shall:

1. provide leadership to ensure the effective implementation of the Arts Education policy and procedure at the school and Board level.

1.3 Principals shall:

1. ensure that the Arts Projects procedure is followed for all arts projects in the school;

2. inform teachers and parents of arts opportunities that exist for students at the school and regional level;

3. ensure that teachers have opportunities for ongoing growth and development as educators in, through and about the arts;

4. 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 advisors;

5. encourage teachers to integrate the arts into all curricular areas by providing opportunities to learn, plan and collaborate with colleagues; and

6. take reasonable steps to provide religious accommodation to staff and students, as outlined in the Program Accommodations for Faith Purposes: A Guideline for Religious Accommodations.

1.4 Teachers shall:

1. differentiate classroom instruction by integrating the arts to support students’ learning styles, interests, strengths and needs;

2. 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;

3. 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;

4. continuously develop the knowledge, skills and attitudes necessary to provide relevant and engaging instruction in, through and about the arts;

5. 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;

6. 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;

7. ensure that the Arts Projects procedure is followed in consultation with school principal;

8. 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 First Nation, Metis and Inuit advisors; and

9. take reasonable steps to provide religious accommodation to staff and students, as outlined in the Program Accommodations for Faith Purposes: A Guideline for Religious Accommodations.

1.5 Curriculum and Instructional Services shall:

1. provide professional learning opportunities for teachers to develop the necessary knowledge, skills and attitudes to provide relevant and engaging instruction in, through and about the arts;

2. support and model the practice of proper safety habits as well as proper habits for the care of arts equipment and materials, including reducing, reusing and recycling; 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 authentic learning experiences for students and staff; and

3. support Program Accommodations for Faith Purposes: A Guideline for Religious Accommodations in Arts programming.

1.6 Students shall:

1. respect all safety practices and demonstrating proper habits for the care of arts equipment and materials, including reducing, reusing and recycling;

2. 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; and

3. develop the knowledge, skills and attitudes that enable them to learn successfully in, through and about the arts.

1.7 Parent(s)/Guardian(s) shall:

1. encourage and support student participation in activities which will enable them to develop appreciation for the arts and creativity in all areas of the arts;

2. demonstrate interest in the artistic expressions of the students in order to foster positive attitudes and confidence;

3. encourage students to explore and appreciate the arts in their local and broader communities; and

4. promote the practice of proper safety habits as well as proper habits for the care of arts materials and equipment.

2. History

Working Document: December 2017