Investigate and identify a variety of factors that influence artists, their work, and careers.
| (a) |
Research to determine various influences on the work and careers of selected Canadian artists. |
| (b) |
Describe some of the entrepreneurship abilities (e.g., marketing, networking, risk taking, innovation, self-discipline, technological literacy, independent learning) required by artists in different disciplines. |
| (c) |
Analyze relationships among artistic work, the community, and the economy (e.g., What do artists and arts organizations contribute to the community?). |
| (d) |
Examine work scenarios in the arts involving issues such as stereotyping, bias, and discrimination (e.g., stereotyping of male dancers, or males and females using non-traditional visual art materials) and discuss how these may limit opportunities. |
| (e) |
Explain ways that technology is used by artists in dance, drama, music, visual art, and interdisciplinary creations. |
| (f) |
Research and analyze new forms of technology used by contemporary artists to create and market their work. |
- Ask Artists Episode 3: “Here & Now” Sculpture & Ceramics (Part 1: Meet The Artist) - Carole Epp
- Ask Artists Episode 3: “Here & Now” Sculpture & Ceramics (Part 2: Working with Clay) - Carole Epp
- Ask Artists Episode 3: “Here & Now” Sculpture & Ceramics (Part 3: Making a Clay Tile) - Carole Epp
- Ask Artists Episode 3: “Here & Now” Sculpture & Ceramics (Part 4: Making a Pinch Pot) - Carole Epp
- Ask Artists Episode 6: “Move It” Movement (Part 1: Meet The Artist) - Mitchell Larsen
- Ask Artists Episode 6: “Move It” Movement (Part 2: Getting Comfortable with Movement) - Mitchell Larsen
- Ask Artists Episode 6: “Move It” Movement (Part 3: Creating a Dance) - Mitchell Larsen
- Ask Artists Episode 6: “Move It” Movement (Part 4: Dance Performance) - Mitchell Larsen
PLEASE NOTE: Métis Jigging Part 2 builds on skills and knowledge from Part 1, which aired in 2015. Teachers should review Part 1 and its accompanying activities with their students before commencing Part 2.
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).
Content includes:
- Gender and Sexual Diversity
- First Nations and Métis Ways of Knowing
- Assumptions, Privilege and Oppression
- Comprehensive School Community Health (CSCH)
- CSCH Approach to Creating Inclusive Schools