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Grade 5

The Arts

How to Use These Resources

TVO Learn is designed to meet each student where they are on their learning journey. Learning Activities are comprehensive and require guided instruction from an adult, while Resources for Learning, Apply the Learning prompts and Vocabulary lists work well to reinforce specific skills or to enable independent exploration of a subject. Use these helpful tips to get the most from TVO Learn.

Curriculum Overview

In the Grade 5 arts curriculum, learners are encouraged to be creative every day.

  • In grades 5 Dance, students further develop their movement vocabulary in response to a variety of stimuli, select appropriate forms, and manipulate dance elements such as relationship, time, and energy to create choreography.
  • The grade five Drama students continue to use the drama forms and conventions with growing understanding and greater competence as they include more movement/dance connections, storytelling, prepared improvisation and short scenes, day in the life, inner/outer circle, and corridor of voices.
  • Students in grade five Music develop the ability to read music notation and apply their knowledge of the elements of music through performing (singing, moving, playing instruments), creating, and listening.
  • In grade 5 Visual Arts, students apply the elements of design to communicate for a variety of purposes and on a variety of themes with a focus on making connections to personal experience in their own world.

 

The arts curriculum is divided into four strands:

  • Dance
  • Drame
  • Music
  • Visual Arts

Interested in learning more? View Curriculum
For French resources, please visit idello.org

Learning Activities

Learning Activities provide opportunity for deeper exploration of a subject. Organized by grade and topic (or strand), students should be guided through each Learning Activity by an adult. Before clicking on a topic to prepare for or begin this guided instruction, be sure to read these helpful tips about how to get the most out of TVO Learn.

Learning Activities provide opportunity for deeper exploration of a subject. Organized by grade and topic (or strand), students should be guided through each Learning Activity by an adult. Before clicking on a topic to prepare for or begin this guided instruction, be sure to read these helpful tips about how to get the most out of TVO Learn.

Learning Activities
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To access this learning activity, please visit this page in a desktop or tablet browser.

Resources for Learning

Chosen by TVO educators, these resources support the curriculum outlined above. Review the below list of options along with the activities. Then, read, watch, listen or play to build understanding and knowledge.

Please be aware by accessing the resources below you will be leaving TVO Learn and entering other TVO domains that are subject to different privacy policies and terms of use.

Complete the suggested activities using these resources and other TVO resources.

Apply the Learning

Choose from the following to consolidate learning across The Arts.

  • How can you use your body to give instructions to your partner to respond to a call and response friendly dance competition?

  • When you dance with a partner, what are movements that show agreements or disagreements, unity or division?
  • Think about the traditions and celebrations in your family/community. What are some examples of dance that are associated with special events? Are they connected to beliefs and traditions? Represent a sculpture with your body, then using a prop to represent the sculpture.

  • Represent a sculpture with your body, then using a prop to represent the sculpture.

  • In what ways do the characters actions in your favourite movie/play/TV show help gain empathy or understanding from the audience?

  • When preparing for role play, how might you consider the following? How does character need to say, what language will they need to include/omit? What actions or gestures might they use? What feelings might they show?
  • Think about your favourite play/TV show/movie. If you could speak to the playright, or another character in the drama, what questions would you ask them?

  • Create a list of your favourite songs. How might you sort them according to patterns do you notice in the melody?
  • Create a mind map that showcases the different drums, and how they are used across the world cultures.

  • Create a musical piece that reflects the mood of a story or poem. Explain how your accompaniment reflect the theme of that story or poem?

  • Think about how our impression of the world change when we look at it from different perspectives: bird's eye view or worm's eye view.
  • How might you create art work such as a poster, graffiti style mural to communicate a message or idea about topics such as bullying, stereotyping, bias or a community issue using elements and principles of design (angle of view, convex shapes etc.)?
  • Create an art work that depicts self-identity with the use of mixed media such as photographs, transfers, images, selected opaque and transparent materials. How are the images you used in your art work and their placement and composition symbolic of how you see yourself?
  • View a local art gallery exhibit. Whose voices are not represented in this exhibition? How can those missing voices be amplified?

Vocabulary

Review this list of vocabulary associated with the curriculum. Practice spelling, research definitions, and find these vocabulary words when engaging with the TVO resources or completing learning activities.

Students should understand and be able to apply these words in context.

body awareness

group formations

pattern

role

character

dilemma

pivotal moment

spotlight

climax

process drama

tension

 

metre

dotted quarter note

dotted eighth note

dotted sixteenth note

key signature

chord progressions

musical notation

Clef

 

atmospheric perspective

complementary colours

concave

convex

cross hatching

curved hatching

hue

linear hatching

microscopic views

patterning

proportion

shading

telescopic views

Looking for a Different Subject?

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