Grade 1 Curriculum Tracking Template (Page 26 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Arts

B1.1 engage in dramatic play and role play, with a focus on exploring a variety of sources from diverse communities, times, and places (e.g., retell and enact nursery and other childhood

rhymes, stories, or narratives from picture books; use movement and voice to explore the thoughts of a familiar folk tale character in a variety of situations; use guided imagery and

descriptive language to explore what a character might feel and experience in a story setting or picture; use group role play to explore alternative

B1.2 demonstrate an understanding of the element of character by adopting thoughts, feelings, and gestures relevant to the role being played (e.g., use facial expressions, body movement,

and words to respond in role to scenarios and questions; express different points of view after reading a picture book about issues of belonging and discrimination; work with a partner to

create a short scene that shows the importance of acceptance, understanding, and inclusion)

B1.3 plan and shape dramatic play by building on the ideas of others, both in and out of role (e.g., In role: add ideas to the dramatic play that reflect the knowledge and experience of the

role that is being played [such as a scientist mentioning an experiment or a journalist mentioning an

interview]; create and share scenes from their own experiences; Out of role: work in a group to plan and prepare a scene and ask follow-up questions such as “How could we make this

clearer? What changes can we make to help our story be understood?”; describe the sort of person who might own a particular found object such as a bag or a coat)

B1.4 communicate feelings and ideas to a familiar audience (e.g., classmates) using a few simple visual or technological aids to support and enhance their drama work (e.g., use a sheer

cloth moved quickly to represent water; use a rainstick or shaker to create a sense of mystery or magic; use a variety of classroom objects to create a play area for specific dramatic play

experiences)

B2. Reflecting, Responding, and Analysing

By the end of Grade 1, students will:

B2.1 express feelings and ideas about a drama experience or performance in a variety of ways, making personal connections to the characters and themes in the story (e.g., in oral

discussion, relate themes about family relationships or friendships to their own lives; after viewing a play or clip of a movie dealing with family issues [such as Cinderella or Princess

Mononoke], contribute to a class journal entry or draw a picture to show the feelings of one or more of the characters – a stepsister, Cinderella, the m

B2.2 demonstrate an understanding of how the element of character/role is used in shared classroom drama experiences and theatre to communicate meaning (e.g., to provide important

information in a situation; to represent a particular perspective/point of view; to change the direction of the plot; to symbolize an idea such as friendship)

B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama participants and audience members (e.g., using personal experience and imagination to

extend ideas in the drama; building on their own or others’ ideas)

B3. Exploring Forms and Cultural Contexts

By the end of Grade 1, students will:

B3.1 identify and describe drama and theatre forms, events, and activities that they experience in their home, school, and community (e.g., favourite television or computer programs and

characters, imaginative play with action figures, dramatic play, attending plays and celebrations, interacting with picture books, storytelling)

B3.2 demonstrate an awareness of a variety of roles, themes, and subjects in dramas and stories from different communities around the world (e.g., contribute to a class scrapbook about

characters such as trolls/fairies, trickster themes in Nanabush stories [from Native folklore] and Anansi stories [from West African folklore])

C. MUSIC

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

C1. Creating and Performing: apply the creative process (see pages 19–22) to create and perform music for a variety of purposes, using the elements and techniques of music;

C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of music

and musical experiences;

C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their social and/or community contexts.

SPECIFIC EXPECTATIONS

C1. Creating and Performing

By the end of Grade 1, students will:

C1.1 sing songs in unison and play simple accompaniments for music from a wide variety of diverse cultures, styles, and historical periods (e.g., play a simple rhythmic ostinato on a drum or

tambourine to accompany singing; match pitches in echo singing)

C1.2 apply the elements of music when singing, playing, and moving (e.g., duration: while singing a familiar song, clap the rhythm while others pat the beat, and on a signal switch roles)

C1.3 create compositions for a specific purpose and a familiar audience (e.g., use the notes “mi”, “so”, and “la” to create a melodic phrase that answers a sung question; use rhythm

instruments, body percussion, or everyday objects to create an accompaniment to a story or song; use short rhythmic phrases in improvised answers to clapped questions)

C1.4 use the tools and techniques of musicianship in musical performances (e.g., sing with relaxed but straight posture and controlled breathing; rehearse music to perform with others)

C1.5 demonstrate understanding that sounds can be represented by symbols (e.g., show rhythm and beat with manipulatives such as math cubes or Popsicle sticks; use devised, or

invented, forms of musical notation, or simple forms of standard musical notation)

C2. Reflecting, Responding, and Analysing

By the end of Grade 1, students will:

C2.1 express initial reactions and personal responses to musical performances in a variety of ways (e.g., move like an animal of which the music reminds them)

C2.2 describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create (e.g., the tempo and dynamics of a lullaby, the beat and

rhythm of a march, the sound quality of a trumpet in a fanfare)

C2.3 identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience members (e.g., singing in unison, providing constructive

feedback and suggestions for a classmate’s or guest performer’s performance)

C3. Exploring Forms and Cultural Contexts

By the end of Grade 1, students will: