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Board Policy #301.0, Arts Education

1. Policy Statement

The York Region District School Board (YRDSB) 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 inclusive learning environments that celebrate and affirm their diverse identities.

“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 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 inclusive 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). Improved student achievement and wellbeing through arts education is possible when:

1. educators teaching in, through and about the arts interrogate their own identities, social locations, biases and assumptions;
2. 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  inclusive learning environment;
3. instruction and assessment fosters imagination, curiosity, experimentation, and a sense of inquiry;
4. cultural production and artistic traditions from creators/contributors around the globe are studied and equally valued as art forms; 
5. Eastern, Western, and Indigenous contexts, histories, and aesthetics are taught in ways that promote multi-literacies such as racial literacy;
6. cognitive, physical/technical, and social/emotional skills are enhanced through the cyclical use of creative and critical analysis processes;
7. empathy and self-awareness are fostered so students can analyze 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;
8. students access and use of new and ever-changing technologies and artistic creations; and
9. 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, students will be engaged in an arts program based on the Ontario Arts Curriculum, 2009 and 2010 (revised). 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:

1. reviewing the Arts Education policy in accordance with the priorities in the Multi-Year Strategic 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 (applicable to secondary students), music, and visual arts. 

4.2 Learning Community

An environment where students, parents and caregivers, 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, and reflecting and evaluating. As students and teachers become increasingly familiar with the creative process, they can 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 analyze 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

Working Document: March 2013, December 2017, September 2023

Revised: 2008, December 2013, October 2024

Final Approval: November 2024

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Board Procedure #301.1, Arts Education

1. Procedure Statement

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

2. Application

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 inclusive learning environments that celebrate and affirm their diverse identities.

“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 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)

3. Responsibilities

3.1 The Director of Education shall:

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

3.2 Superintendents shall:

1. provide leadership to ensure the effective implementation of the Arts Education policy and procedure at the school and Board level; and
2. refer to NP#414.0, Arts Projects when considering permanent and semi-permanent public art projects.

3.3 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, Métis, and Inuit Education Teams; 
5. encourage teachers to integrate the arts into all curricular areas by providing opportunities to learn, plan and collaborate with colleagues; 
6. 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;
7. refer to NP#414.0 when considering permanent and semi-permanent public art projects;
8. 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; 
9. ensure that Arts Education is offered in thoughtful, non-appropriative ways 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;
10. celebrate and affirm our diverse identities and communities through the arts;
11. inform teachers and parents of arts culturally affirming opportunities that exist for students at the school and regional level as well as with community partners; and
12. 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:

1. personalize classroom instruction and assessment 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 culturally relevant and sustaining, engaging instruction in, through and about the arts; 
5. provide the necessary accommodations and/or modifications to ensure that each student can 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 NP#414.0 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 the First Nation, Métis and Inuit  Education Team, as needed;
9. use instruction and assessment practices in accordance with the framework in the Program Accommodation for Faith Purposes: A Guideline for Religious Accommodations;
10. 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;
11. ensure that teaching and learning in and through the arts is offered in thoughtful, non-appropriative ways by consulting with the information, messaging and resources found on the internal BWW pages of, 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;
12. ensure that teaching and learning celebrates and affirms our diverse identities and communities;
13. inform students and families of arts and other opportunities that exist for students at the school and regional level as well as with community partners; and
14. 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.

3.5 Curriculum and Instructional Services shall:

1. provide sustainable and meaningful professional learning opportunities for teachers to develop the necessary knowledge, skills, and attitudes to provide instruction in, through and about the arts;
2. collaborate with professional artists and cultural groups such as, but not limited to, First Nations, Métis and Inuit and arts organizations in the community to provide culturally relevant and sustaining, non-appropriative learning experiences for students and staff; 
3. support 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;
4. 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; 
5. support educators to create and environments where teaching and learning in and through the Arts is offered in thoughtful, non-appropriative ways that celebrate and affirm our diverse identities and communities;
6. identify and remove oppressive structures and practices in the arts that function as barriers to equity, inclusion, and well-being for staff, students, families, guardians, community, and community leaders;
7. 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;
8. 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
9. facilitate learning and professional development that supports improvement in planning for equitable and inclusive arts instruction and assessment. 

3.6 Students shall:

1. work in partnership with educators, community partners, and other students in ways that support thriving and inclusive arts environments – learning environments that honour students’ inherent dignity, artistic gifts, cultural expression, and interests; 
2. adhere to all health and safety practices and demonstrate proper habits for the care of arts equipment and materials, including reducing, reusing and recycling;
3. 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; 
4. respectfully engage in artistic processes/cultural production with curiosity, and a participatory, growth-oriented, community mindset of giving and receiving feedback;
5. provide original evidence of their learning and appropriately acknowledge the work of others as per Board Procedure #305.2 Academic Honesty; and
6. 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:

1. 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;
2. demonstrate interest in the artistic expressions of their child and other students to foster positive self-image, risk-taking, discipline of practice, and well-being; 
3. encourage students to explore and appreciate the arts in their local and broader communities, as well as at home and school;
4. promote the practice of proper health and safety habits as well as proper habits for the care of arts materials and equipment; and
5. partner with educators, community partners, and other parents, guardians and caregivers in ways that support inclusive arts environments – learning environments that honour students’ inherent dignity, artistic gifts, cultural expression, and interests.

4. Contact

Curriculum and Instructional Services

5. History

Working Document: December 2017, September 2023

Revised: October 2024

Final Approval: December 2024