The AISJ Visual Arts program will ensure that all of our students construct a vital relationship with the arts to assist them in living lives rich in meaning and expression. A truly educated person will have, and be enriched through, the development of artistic knowledge and skills.
We believe that an effective visual arts program should be a “doing” program, focused on growth, and supporting student awareness and appreciation of the influence that the arts have on society and cultures. It should also assist in the development and improvement of a students’ problem solving abilities, critical thinking skills, and necessary “habits of the mind” while demonstrating frequent and powerful interdisciplinary connections.
Standard 1: Creativity.
Learners understand that the creative process is used to plan, organize, and problem solve.
Standard 2: Elements of Art and Principles of Design.
Learners understand and demonstrate that the language of art can be used in the creation of art.
Standard 3: Media, Techniques and Craftsmanship.
Learners understand the need to develop skills and craftsmanship to create works of art with materials, tools, and techniques.
Standard 4: Connection and Communication (trans-disciplinary).
Learners understand and create art with relation to historical, cultural and social contexts.
Standard 5: Historical and Cultural Contexts.
Learners understand that art has influenced and defined history and culture.
Standard 6: Critiquing (trans-disciplinary).
Learners understand that the language of art is used to describe, interpret and evaluate art works.
Drama is both an art form and a medium for learning and teaching. It can develop the whole person — emotionally, physically, intellectually, imaginatively, aesthetically, and socially — by giving form and meaning to experience through performance. It fosters positive group interaction as students learn to make accommodations in order to pursue shared goals.
The dramatic growth parallels the natural development of the student within the program and this growth is fostered in an atmosphere that is non-competitive, cooperative, supportive, joyful yet challenging. The overall goal of drama is to foster a positive self-concept in students by encouraging them to explore life through the assumption of roles and the acquisition of dramatic skills.
The imaginative exploration involves setting up a dramatic situation, “acting out” that situation, communicating within that situation and reflecting on the consequences. It is this reflection that provides the knowledge for self-development. As a student progresses through the dramatic forms of expression at the secondary level, greater emphasis is placed upon the development of the individual as a creator, performer, historian, critic and patron. Here, the self-development and socialization processes of the student are extended by developing an appreciation of theatre as a traditional art form.
Learners create and produce original characters, scenes, plays or dramatic media
Learners understand how informal and formal theatre or dramatic media creates and communicates meaning
Learners understand the context in which theatre or dramatic media is performed today, as well as in the past, and in other cultures
Learners evaluate the quality of acting and productions
NB *Drama is interwoven into the elementary curriculum, but stands as an explicit subject in both Middle and High School.
Music at AISJ fosters an environment of supported, positive risk-taking. Students experience the value of quality commitment and can discover the power of imagination through the study of music (choral, instrumental, and general). Music enables its participants to express themselves within both an individual and group context as they learn to bring order and discipline to their technical skills.
Positive group interactions in a non-competitive environment will allow each student to progress through the performance and preparation experience. Increased emphasis is placed on individuality, creation, interpretation and expression while developing the ‘whole’ person.
Learners will play on instruments or sing, alone, or with others, a varied repertoire of music
Learners will demonstrate the ability to read and notate music
Learners will respond to music by listening, analysing and describing
Learners will create music within specified guidelines