ARTS DISCOVERY
CURRICULUM
2024/2025
K TO 6 LEARNING THROUGH THE ARTS
WELCOME TO RCA ARTS DISCOVERY:
LEARNING THROUGH THE ARTS
CURRICULUM
Our Arts Discovery Curriculum Program is
designed to inspire creativity, foster artistic
expression, and cultivate a deep appreciation
for the arts. innovative educational initiative
designed to ignite creativity and deepen your
student’s engagement with the arts.
The Arts Discovery Program offers a rich, dynamic
learning experience that bridges learning
outcomes from the BC School Curriculum with
practical application in the arts.
This unique curriculum, co-designed by the RCA
Arts Discovery Instructors and UBCO education
faculty students. The guide encompasses a
broad spectrum of artistic disciplines, including
music, dance, theatre, and circus arts. Each
component of the program is carefully crafted
to offer a comprehensive learning experience,
integrating theoretical knowledge with practical
application.
ART DISCOVERY KEY COMPONENTS
This program is designed to provide an
immersive and structured approach to exploring
the arts, combining a historical perspective with
practical learning experiences.
For each Arts Discovery Course the program
guide/curriculum is divided into four key
components: Overview, History, Terminology,
and Learning Outcomes, with a special focus on
Connecting to the BC Curriculum.
1. Program
Overview:
multidisciplinary
curriculum
that
spans
visual
music,
dance, theater, and circus arts. It aims
to foster creativity, technical skills, and a
deep appreciation for the arts through
interactive
and
experiential
learning.
2. Historical
Context
Understanding
the
history of the arts is crucial for appreciating
and contextualizing artistic practices. This
component explores the evolution of various
art forms from ancient to contemporary times.
3. Key Terminology Familiarity with specific
terminology
is
essential
for
effective
communication and understanding in the
arts. This component introduces and defines
key terms across different artistic disciplines.
4. Learning Outcome The Arts Discovery
Program aims to achieve specific learning
outcomes, ensuring that students develop
both practical skills while learning through
the arts. As well aims to support teachers to
implanted outcomes in their lesson plans.
5. Connecting to the BC Curriculum The
Arts Discovery Program is designed to align
with the British Columbia (BC) Curriculum,
integrating key competencies and learning
objectives from the provincial education
standards.
INTRODUCTION
THE ART OF CLOWNING
AND IMPROV
PROGRAM OVERVIEW
The Art of Clowning and Improv is an interactive
program designed to introduce students to the
exciting world of clowning and improvisational
theatre.
Through
a
combination
of
play,
laughter, and creative expression, this program
aims to cultivate a sense of joy, spontaneity,
and teamwork in young participants. Students
will have the opportunity to explore the
fundamentals of clowning, including comedy,
facial expressions, and character development.
Students will engage in various improvisational
games to enhance spontaneity and quick
thinking. Develop expressive characters through
improvisation and storytelling.
HISTORY OF CLOWNING AND IMPROV
The history of clowning traces back to court
jesters entertaining royalty during the Middle
Ages. Harlequin and Pierrot clowns emerged
in the 16th century with distinct costumes and
styles. Joseph Grimaldi and Dan Rice were
notable figures in the development of modern
clowning in the 19th century, introducing
comedic acts to circuses. Over time, clowning
evolved with the circus, incorporating skits and
physical comedy. Improv comedy emerged in
the mid-20th century, blending spontaneous
humour with audience interaction. Throughout
its history, Clowning and Improv has been a
cherished tradition, providing laughter and
entertainment to audiences worldwide.
KEYWORDS AND VOCABULARY
•
Risk-taking in a safe environment
•
“Laugh with each other not at each other”
•
Creative thinking
•
Imagination is a gift
•
Support each other’s journeys
•
“Yes and”
LEARNING OUTCOMES
1. Enhance Confidence: Students will develop
increased self-assurance in their abilities
through participating in activities designed
to challenge and support their growth.
2. Embrace Risk-Taking in a Safe Environment:
Students will cultivate a willingness to take
calculated risks by engaging in structured
activities within a supportive and secure
learning environment.
3. Expand Comfort Zones: Students will
actively seek opportunities to step beyond
their comfort zones, exploring new ideas
and experiences to foster personal growth.
4. Foster Creativity and Individual Contribu-
tion: Students will demonstrate the ability
to generate and incorporate their ideas into
group activities, encouraging creativity and
individual expression.
5. Promote Equal Participation in Group
Dynamics:
Students
will
engage
in
group activities where all participants are
encouraged to contribute equally, fostering
an
environment
where
improvisational
elements are valued and respected.
HOW
TO
INTEGRATE
WHAT
STUDENTS
LEARNED INTO YOUR CLASSROOM
•
Incorporating Brain Breaks Inspired by
Theatre: Teachers can use the activities
students learned in the session to provide
students with mental and physical breaks
throughout the day. These brain breaks
could
involve
movement,
imagination
exercises, or brief moments of creative
expression, helping to re-energize students
and enhance their focus.
•
Utilizing Outdoor and Recess Time for
Creative Expression: Teachers can encourage
students to engage in creative activities
THE ART OF CLOWN I NG A N D I M PR OV
Integrating Concepts into Theatre Games:
Teachers
can
adapt
theatre
games
to
incorporate
academic
concepts,
providing
an interdisciplinary approach to learning. For
example, students could use math skills to
calculate scores or determine game strategies
during
theatre-based
activities,
reinforcing
mathematical understanding in a fun and
engaging way.
CONNECTION TO THE BC CURRICULUM
PHE Grades K-9
•
Our physical, emotional, and mental health
are interconnected.
•
Develop
and
demonstrate
respectful
behaviour when participating in activities
with others.
•
How to participate in different types of
physical
activities,
including
individual
and dual activities, rhythmic activities, and
games.
ARTS Grades K-9
•
People create art to express who they are as
individuals and community.
•
Engagement in the arts creates opportunities
for inquiry through purposeful play.
•
People connect to others and share ideas
through the arts.
•
Dance, drama, music, and visual arts
are unique languages for creating and
communicating.
•
People connect to the hearts and minds
of others in a variety of places and times
through the arts.
•
The arts connect our experiences to the
experiences of others.
•
The mind and body work together when
creating works of art.
•
Creative experiences involve an interplay
between exploration, inquiry, and purposeful
choice.
•
Observe and share how artists (dancers,
actors,
musicians,
and
visual
artists)
use
processes,
materials,
movements,
technologies, tools, and techniques.
•
Develop processes and technical skills in a
variety of art forms to nurture motivation,
development, and imagination.
•
Reflect on creative processes and make
connections to other experiences.
•
Explore
elements,
processes,
materials,
movements,
technologies,
tools,
and
techniques of the arts.
•
Create artistic works collaboratively and
as an individual, using ideas inspired by
imagination, inquiry, experimentation, and
purposeful play.
•
Explore artistic expressions of themselves
and community through creative processes.
THE ART OF CLOWN I NG A N D I M PR OV
THEATRE ARTS
PROGRAM OVERVIEW
Learn about theatre and acting with experienced
instructors. Our skilled artists believe that
theatre should be accessible, engaging, and
exciting for all. This interactive course includes
theatre games and concludes with a mini-
performance. Bring your imagination as we
explore the theatre arts in this fun and fabulous
course!
HISTORY OF THEATRE ARTS
Theatre can be a form of literature because it
tells a story, one that performers act out rather
than simply narrate. The earliest records of
theatrical performances date back to around
2500 BCE. Like many later forms of theatre,
these performances emerged as part of ancient
rituals for the gods. The ancient Greeks are
typically credited with formalizing theatre as an
art form. In the 5th century BCE, Greek theatre
flourished in Athens and explored themes
of fate and morality. The 20th century saw
the emergence of realism and experimental
theatre movements. Theatre artists pushed
the boundaries of traditional storytelling, while
technological advancements, such as film
and television, influenced the way stories were
told on stage. Today theatre continues to be a
dynamic and diverse art form, reflecting the
complexities of the modern world. Throughout
its history, theatre has served as a reflection of
society, a medium for cultural expression, and
a source of entertainment and inspiration for
audiences around the world.
KEYWORDS AND VOCABULARY
•
Actor
•
Prop
•
Imagination
•
Compromise
•
Teamwork makes the dream work
•
Creativity
•
Kindness
LEARNING OUTCOMES
1. Comfort Zone Expansion: Students will
actively explore unfamiliar territories and
ideas, gradually expanding their comfort
zones to embrace new challenges and
opportunities for growth.
2. Risk-Taking in a Supportive Setting:
Students will develop the confidence to take
calculated risks within a safe and supportive
learning environment, fostering resilience
and adaptability.
3. Imagination
and
Creativity:
Students
will harness their imaginative capacities
to produce innovative ideas and solutions,
fostering a culture of creativity within group
activities and projects.
4. Individual
Contribution:
Students
will
demonstrate the ability to contribute unique
perspectives and ideas to collaborative
endeavours,
recognizing
the
value
of
individual creativity within group dynamics.
5. Collaborative Storytelling: Students will
engage in collaborative storytelling exercises,
learning to work together harmoniously to
construct narratives that reflect a synthesis
of diverse perspectives and contributions.
6. Positive Feedback Exchange: Students
will actively engage in providing affirming
feedback and compliments to their peers’ work,
cultivating a culture of mutual support and
appreciation within the learning community.
THEATRE ARTS
HOW
TO
INTEGRATE
WHAT
STUDENTS
LEARNED INTO YOUR CLASSROOM
•
Teachers can infuse engaging activities like
“anything but a bowl” into their classroom
routines, whether as invigorating brain
breaks or as part of the drama curriculum. For
instance, a simple pencil can transform into
anything but a pencil, such as a toothbrush,
sparking imaginative exploration.
•
Incorporating the “one sentence story”
activity offers an energizing brain break,
where each student contributes one word
to craft a collective narrative, followed by a
scramble to remix the tale.
•
By prompting the class with “Teamwork
makes the,” teachers instill a sense of
cooperation, as students enthusiastically
respond with “Dreamwork!”, reinforcing the
value of collaborative effort.
•
Teachers can encourage students to engage
in creative pursuits during outdoor time or
recess. Crafting and acting out their own
stories provide an outlet for expression
and foster a relaxed atmosphere where
imagination can flourish freely.
CONNECTION TO THE BC CURRICULUM
PHE Grades K-9
•
Our physical, emotional, and mental health
are interconnected.
•
Develop
and
demonstrate
respectful
behaviour when participating in activities
with others.
•
How to participate in different types of
physical
activities,
including
individual
and dual activities, rhythmic activities, and
games.
ARTS Grades K-9
•
People create art to express who they are as
individuals and community.
•
Engagement in the arts creates opportunities
for inquiry through purposeful play.
•
People connect to others and share ideas
through the arts.
•
Dance, drama, music, and visual arts are
each unique language for creating and
communicating.
•
People connect to the hearts and minds
of others in a variety of places and times
through the arts.
•
The arts connect our experiences to the
experiences of others.
•
The mind and body work together when
creating works of art.
•
Creative experiences involve an interplay
between exploration, inquiry, and purposeful
choice.
•
Observe and share how artists (dancers,
actors,
musicians,
and
visual
artists)
use
processes,
materials,
movements,
technologies, tools, and techniques.
•
Develop processes and technical skills in a
variety of art forms to nurture motivation,
development, and imagination.
•
Reflect on creative processes and make
connections to other experiences.
•
Explore
elements,
processes,
materials,
movements,
technologies,
tools,
and
techniques of the arts.
•
Create artistic works collaboratively and
as an individual, using ideas inspired by
imagination, inquiry, experimentation, and
purposeful play.
•
Explore arts.
THEATRE ARTS
WORLD BEAT DANCE
PROGRAM OVERVIEW
Learn all about cultural dance from around the
world with instructor Tascheleia Marangoni
(Tosca) from Worldbeat Dance! This class will
include a warm-up, lots of fun techniques and
information, and a little combination at the end.
Choose from one of the options below:
Hawaii - Hula
Spain - Flamenco
Egypt - Belly Dance
Cuba - Salsa
India - Bollywood & Bhangra
Greece - Line Dance
HISTORY OF THE TYPES OF WORLD BEAT
DANCE
Hawaii: Hula is a traditional Hawaiian dance form,
originally performed by skilled dancers to convey
stories, history, and cultural traditions through
graceful movements and chanting.
Spain: Flamenco, born from Andalusia, is a
passionate and expressive art form combining
dance, guitar playing, singing, and handclaps,
reflecting the rich history and influences of
Spanish, Moorish, and Romani cultures.
Egypt: Belly dance, originating from the Middle
East, is a mesmerizing and sensual dance
form characterized by intricate hip and torso
movements, historically performed at celebrations
and gatherings to entertain and celebrate.
Cuba: Salsa, born from a fusion of Afro-Cuban
rhythms and Latin influences, is a vibrant and
energetic dance style characterized by syncopated
steps,
hip
movements,
and
improvisation,
reflecting the lively spirit of Cuban music and
culture.
India: Bollywood dance, inspired by Indian
cinema, is a dynamic and colourful dance style
that blends classical Indian dance forms with
Western influences, known for its expressive
gestures, rhythmic footwork, and elaborate
costumes, reflecting the exuberance and drama
of Bollywood films. Bhangra, originating from
Punjab, is a high-energy folk dance traditionally
performed at harvest celebrations,
Greece: Line dance, originating from ancient
Greek folk traditions, is a celebratory dance form
characterized by dancers forming lines or circles
and performing synchronized steps to lively
music, reflecting the communal spirit and festivity
of Greek culture.
LEARNING OUTCOMES
1. Develop an appreciation for the joy of
dance, experiencing the emotional and
physical pleasure it brings.
2. Cultivate a sense of enjoyment and
fulfilment through participation in various
dance activities.
3. Expand
exposure
to
diverse
dance
styles and cultures, broadening students’
understanding and appreciation of the art
form.
4. Recognize the depth and significance of
dance as an expressive and communicative
medium, going beyond mere physical
movement.
5. Demonstrate competency in executing
a proper warm-up and stretching routine,
understanding its importance in injury
prevention and performance preparation.
6. Acquire fundamental techniques essential
for dance, including posture, alignment,
coordination, and spatial awareness.
7. Create and perform a short choreography
appropriate for their age level, applying
learned techniques and expressing individual
creativity through movement.
WORLD BEAT DAN C E