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PAGE 1 OF 4 INTEGRATED ARTS COURSE OUTLINE

COURSE OUTLINE AND COURSE CODE


GRADE 9 INTEGRATED ARTS (OPEN) ALC1O1

CREDIT VALUE
ONE CREDIT VALUE = 110 HOURS

INSTRUCTOR AND COURSE EMAIL


Mr. A. Aceti acetia2@adsb.ca

COURSE TEXT AND ADDITIONAL RESOURCES


There is no text for this course as handouts will be provided throughout the semester. 

All content is available at superiorheightsonstage.weebly.com

SPECIFIC EQUIPMENT, SUPPLIES AND TOOLS REQUIRED


Students will require a pen or pencil and either a notebook or a binder with lined paper
for taking notes and creating content. A journal will be provided to you for “question of
the day” writing tasks.

COURSE MANDATE
This course will explore creativity: the act of creation and different models and purposes
for using creativity. We will explore music, drama, visual art, dance, filmmaking, writing
and media technology. The goal of the course is to introduce you to elements of each
strand in the arts. We will strive to engage your inner artist and provide you with an
outlet for personal expression.

The connections between the arts and the universal principles that govern different
artistic expressions will be explored.

Students are expected to contribute creatively and work together to accomplish projects
and assignments. We will focus, too, on transferable skills that the arts provide us.

This is a hands-on course that requires that you are engaged in the class. Students
must collaborate and participate with one another - this requires you to get along with
others, respect others, support others, maintain confidentiality and show empathy.

TOPICS TO BE COVERED
Classroom Procedures & Integrity
Teamwork and Collaboration
Drama
Music
Visual Art
Dance and Movement
Media and Technology and Film
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A complete course calendar is available on the website. This includes major deadlines,
holidays, and breakdown of length of units.

HOW STUDENTS WILL BE EVALUATED IN THIS COURSE


All students will be evaluated using four categories …

1. Knowledge/Understanding refers to the ability to recall facts and information


including subject-specific content acquired in each grade/course (knowledge) and
the comprehension of its meaning and significance (understanding.)

2. Thinking/Inquiry refers to the ability to process information in a way to make sense


of it for yourself, including the use of critical and creative thinking skills and/or
processes.

3. Communication refers to the ability to share information with others in a way that
makes sense to them, including the conveying of meaning through various formats.

4. Application refers to the ability to use information in different ways, including use of
knowledge and skills to make connections within and between various contexts.

THESE CATEGORIES ARE WEIGHTED AS FOLLOWS

20% Knowledge/Understanding 30% Communication


20% Thinking/Inquiry 30% Application

“Teachers will obtain assessment information through a variety of means, which may
include formal and informal observations, discussions, learning conversations,
questioning, conferences, homework, tasks done in groups, demonstrations, projects,
portfolios, developmental continua, performances, peer and self-assessments, self-
reflections, essays and tests.” -- Growing Success 2010 www.edu.gov.on.ca

ASSIGNMENTS AND COURSE WORK = 70% OF FINAL GRADE


The best way to be successful in this course is to be present: in body, emotion & spirit.
All work will be assessed for timeliness.

15% = IN-CLASS FOCUS and PARTICIPATION and QUESTIONS-OF-THE-DAY


15% = HOMEWORK and ASSIGNMENTS and PRESENTATIONS and QUIZZES
30% = THREE MAJOR ASSIGNMENTS — Worth 10% each
5% = MIDTERM PERFORMANCE
5% = MIDTERM EXAM — Written test of all work done so far

FINAL PROJECT AND EXAM = 30% OF FINAL GRADE


15% = FINAL PROJECT — Major, comprehensive work, reflects semester-long learning
15% = FINAL EXAM — Written exam
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THE LEVEL SYSTEM – HOW GRADES ARE ASSIGNED


Much student work is graded using the level system. The levels allow for more flexibility
in assessment. All of your major evaluation is done using marking schemes or rubrics.

LEVEL 4 LEVEL 3
80% TO 86% = LEVEL 4- 70% TO 72% = LEVEL 3-
87% TO 94% = LEVEL 4 73% TO 76% = LEVEL 3
95% TO 100% = LEVEL 4+ 77% TO 79% = LEVEL 3+
Identifies achievement that surpasses the Represents the provincial standard for
provincial standard. The student achievement. The student demonstrates
demonstrates the specified knowledge the specified knowledge and skills with
and skills with a high degree of considerable effectiveness. Parents of
effectiveness. Indicates that the student students achieving at Level 3 can be
has achieved expectations beyond those confident that their children will be
specified for the grade/course. prepared for work in subsequent grades/
courses.
LEVEL 2 LEVEL 1
60% TO 62% = LEVEL 2- 51% TO 52% = LEVEL 1-
63% TO 66% = LEVEL 2 53% TO 56% = LEVEL 1
67% TO 69% = LEVEL 2+ 57% TO 59% = LEVEL 1+
Represents achievement that approaches Represents achievement that falls below
the provincial standard. The student the provincial standard. The student
demonstrates the specified knowledge demonstrates the specified knowledge
and skills with some effectiveness. and skills with limited effectiveness.
Students performing at this level need to Students must work at significantly
work on identified learning gaps to ensure improving learning if they are to be
future success. successful in the next grade/course.
LEVEL R
Below 50%
Represents insufficient achievement of curriculum expectations. The student must
repeat the course.

In order to achieve level four work, students are encouraged to use techniques for
learning such as … to ask questions, work independently, be productive as a member of
a team, conduct self-motivated research, demonstrate curiosity about the subject matter
and lend a collaborative hand to others.

Live performances are a component of this course and some take place outside of
classroom hours. Please take notes of dates and times and schedule ahead
accordingly. Because there is a mix of after-school and during-school live events, it is
expected that you contribute in-person to at least one major event this semester.
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POLICY ON PLAGIARISM
Plagiarism is using ideas or language that are not yours - and not stating as such. If you
do use ideas or language that are not your own creation, you must cite the source.

Collaboration is encouraged and teamwork is recommended. However merely copying


or borrowing or stealing others’ work is not.

Work that is plagiarized will be judged according to the circumstances - you may have
to do the work again or you might receive a zero on the project.

You may find yourself inspired by other dramatic works or characterizations but to claim
them as your own is plagiarism. Some actors will mine performances and some
designers may find inspiration from previously produced work but to claim them as
original or to merely reproduce them is not acceptable. DO NOT PLAGIARIZE.

CELL PHONE POLICY


Use of tablets or smartphones or other electronic devices is encouraged for course work
and only course work. Any use of electronics not for the purpose of adding to your
learning experience will result in removal of the device at the teacher’s discretion.
If you use your phone, use it to learn, or it disappears.

POLICY ON WORK ETHIC


All work will be evaluated for timeliness — it will be a component on every assignment
and evaluation.

Level 3 indicates that the work was accomplished in a timely manner as requested.
Level 4 would be for that work that is accomplished speedily, ahead of time or with
considerable effort or student-initiative. Special recognition at level 4 may be given for
asking questions about the process of meeting course requirements, logging and

Level 2 is for all work that is a day late and Level 1 is for that work that is two days to
seven days late. Level R (receiving no credit for timeliness) is for all work that is more
than a week late. There is no dead date for assigned work.

EXTRA HELP AND SUPPORT


Don’t wait until assignments are due to ask for help! Don’t wait until test day to learn
your work! Break tasks into small, manageable chunks and accomplish things in steps.
Start EARLY and give yourself deadlines. Ask questions. PLAN to do well.