Fine Arts 11
(Two Credits)

Draft Learning Outcomes

Province of British Columbia

Ministry of Education

Table of Contents
Introduction
• Graduation Requirements

Nature of Fine Arts
• Rationale

Curriculum Organizers
Learning Outcomes of Fine Arts 11

Introduction
ine Arts 11 is a two-credit provincial course curriculum. It has been designed in
partnership with the provincial specialist associations in each of the four disciplines.
This course is intended as an alternative to the currently available four-credit Fine arts
courses for students wishing to fulfill the Foundation Studies requirement for two credits of fine
arts at the grade 11-12 level. This course can be delivered by focusing on any one or a combina­
tion of the fine arts disciplines: dance, drama (theatre), music and/or visual arts. Any reference
to "discipline(s)" in this document refers to one or all of these.

F

The course is also intended to allow a broad range of possible focuses within any of the Fine arts
or combination of the fine arts. Examples of these might include a focus on the fine arts in mass
media, computers and their use in the fine arts, commercial design, fashion design, or the role of
the fine arts in present and past societies. (Some of these possibilities will be further elaborated in
an Integrated Resource package (IRP) to be available in May 1995.)

Graduation Requirements
Refer to Policy Circular No: 95-01 - Graduation Requirements
To satisfy the requirement for two credits of Fine Arts 11, students must select one of the
following options:

1. An existing four-credit provincial course listed under Fine Arts 11. Upon successful
completion of the course, two credits are used by students to satisfy the Foundation Studies
requirement and two credits are used to satisfy the Selected Studies requirement.
2. This new Fine Arts I 1 course (two credits).

3. One of the approved four-credit provincial applied skills courses that satisfies
the requirement for Fine Arts 11 and Applied Skills 1 1 by being restructured to
ensure that it addresses the outcomes of this Fine Arts 11 course.

Note: The Learning Outcomes Listed in this document must be addressed if either option
2 or 3 is selected or if Fine Arts 11 is structuredfrom existing provincialfine arts
four-credit courses.

Nature of Fine Arts
Central to our humanity is the capacity to
feel, to think, and to express. The fine arts
cultivate the student's potential to feel more
intensely, think more profoundly, and express
more originally. Through education in dance,

drama, music, and the visual arts, students
may become more complete as individuals.
Through their own experiences in the fine
arts, students may learn ways to celebrate
our collective human experience.

Rationale
In order to ensure that they receive a wellrounded and complete education, all students
are required to earn two credits in the area of
fine arts at the grade 11-12 level. The fine
arts (dance, drama, visual arts, and music)
provide students with unique ways of
understanding their world and communicat­
ing that understanding.
In order to understand and appreciate artis­
tic expression, students should study:

•

the basic principles of the artistic
discipline;

•

how the context in which the arts are
created affects and is affected by them;
and

•

how the arts are used to express and
communicate.

Students should also take part in both:

•

artistic creation or performance activities;
and

•

experiencing and responding to the arts
and art works.

These important aspects of the fine arts
experience form the basis of the curriculum
organizers for Fine Arts 11 (two credit)
course.

Curriculum Organizers
Curriculum organizers are used to categorize
the Learning Outcomes for Fine Arts 11, and
to give teachers a conceptual framework for
organizing course content. The curriculum
organizers for Fine Arts 11 are:

Elements and Principles of Drama

•
•

Elements and Principles of Music

•

Elements and Principles;
Personal, Social, Cultural,
and Historical Contexts; and
Expressing our Humanity.

Within each of these curriculum organizers
the following will be addressed:

•
•

Creating, Performing,
and Communicating; and
Perceiving, Responding,
and Reflecting.

A description of each follows:

Elements and Principles
Each of the line arts disciplines has a set
of elements and principles with which it is
associated. The following is a list of elements
and principles which should be addressed in
this course depending on which discipline or
combination of disciplines is chosen:
Elements and Principles of Dance

Elements of movement: body, space,
time, dynamics, and relationship
Principles: pattern, repetition, con­
trast, transformation, and narrative

Elements: focus, tension, contrast,
and symbol
Principles: time, place, and action
(the three unities)

Elements: rhythm, tempo, melody,
harmony/texture, dynamics, timbre,
and articulation

Principles of form: repetition, con­
trast, and pattern
Elements and Principles of Visual Art

Elements: line, shape, colour, texture,
value and tone, form and space
Principles: pattern/repetition, rhythm,
contrast, balance, emphasis, move­
ment, and unity/harmony

Where possible, connections among all the arts
disciplines should be made.

Personal, Social, Cultural
and Historical Contexts
All works of art are created and experienced
in unique social, cultural, and historical
contexts. These contexts both affect and are
affected by artists, their work, and their
audiences. Understanding these relation­
ships is essential to appreciating both works
of art and the societies or cultures in which
they are created. The study of these
relationships is an essential part of this
course.

Expressing our Humanity
The fine arts reflect a human need to under­
stand the world. The fine arts are used to
express and communicate experiences,
thoughts, and feelings, and to design objects
and events which meet personal and social
needs. In this course students will reflect on
and respond to these aspects of the function
of the fine arts.

For each of the above curriculum organizers
“Creating, Performing and Communicating,”
and “Perceiving, Responding, and Reflect­
ing” are represented as categories under
which the Learning Outcomes are listed.
"Creating, Performing, and Communicating,”
and “Perceiving, Responding, and Reflect­
ing” describe ways m which we experience
and learn about the fine arts. These ways of
experiencing the fine arts are considered to
be of equal importance and essential to this
course curriculum.
Creating, Performing, and Conununieating

Fine arts involve creating, performing, and
communicating through images, sound,
movement, and/or language. Creating is a

personally or culturally meaningful act
involving images, sounds, movement, and
language. Communication through the fine
arts disciplines is a powerful means of ex­
pressing ideas and emotions to satisfy a
range of personal and social needs. Present­
ing and sharing the student's own art work
is also important to communication.
Perceiving, Responding, and Reflecting
Learning in the fine arts involves perceiving,
reflecting on and responding to images,
sound, movement, and/or language. Perceiv­
ing requires exploring the world through the
senses. Reflecting on and responding to the
arts involves the student observing, listening,
describing, analyzing, interpreting, and
evaluating works of art. Perceiving, re­
sponding to, and reflecting on the arts are
personal and social activities that develop
sensory awareness and aesthetic apprecia­
tion. An informed and sensitive response
takes into account the contexts of the artist,
student as artist, and audience, and includes
student self-evaluation.

“Creating, Performing, and Communicat­
ing,” and “Perceiving, Responding, and
Reflecting” are interrelated processes for
experiencing the fine arts. By engaging in
both, students become more aware of the
artistic process and experience their own
creative potential.

Elements and Principles

It is expected that students will:

•

•

It is expected that students will:

create and/or perform a work of art
demonstrating an awareness and experience
of the basic elements and principles of the
discipline used

•

develop vocabulary for the discipline
studied

•

identify, describe, analyze, interpret, and
make judgments about the basic elements
and principles (see the description of this
curriculum organizer) as used in a variety of
artworks

create and/or perform a work of art demon­
strating the use of the basic elements and
principles of the discipline to communicate
specific ideas, moods, or feelings

Personal, Social, Cultural
and Historical Contexts

It is expected that students will:

It is expected that students will:

•

create and/or perform a work of art that
reflects an understanding of the impact of
social, cultural, and historical contexts

•

identify, describe, and analyze cultural or
historical styles as represented in a variety
of artworks

•

create and/or perform a work of art that
communicates specific beliefs or traditions in
response to historical and/or contemporary
issues

•

critique a work of art relating its content
to the context in which it was created

•

describe or demonstrate how a specific
work of art supports or challenges specific
beliefs or traditions, or responds to histori­
cal and/or contemporary issues

Expressing our Humanity

Creating, Performing, and Communicating

Perceiving, Responding, and Reflecting

It is expected that students will:

It is expected that students will:

•

create and/or perform a work of art
expressing the students' own ideas, thoughts,
or feelings

•

create and/or perform a work of art for a
specific public need (e.g., advertising, public
ceremony, or social cause)

•

identify, describe, analyze, interpret, and
make judgments about how ideas, thoughts,
feelings, or messages are communicated in
a variety of others’ artworks

•

examine the tensions between public
acceptance and personal expression in the
art discipline being studied

Queen's Printer for British Columbia©
Victoria. 1995