Ontario Post Secondary
Curriculum Strands
Workshop Learning Outcomes
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Explore opportunities to support each other to grow, with empathy, inclusiveness, fairness and provide a heightened awareness of the consequences of our actions.
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Make more meaningful choices when we make connections across worldviews, life experiences, cultures.
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Explore the diversity within school community and consider opportunities to unleash the potential of everyone
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Foster awareness of wellness, creativity, and personal and professional fulfillment
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Reflect on opportunities to create a community where everyone is bringing their full potential and experiences, knowing their unique contributions are valued.
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Develop an understanding of self.
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Relate to one or more of the themes on a personal level.
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Develop an understanding of taking responsibility for one’s own actions
The Ontario Curriculum
THE ARTS
STRANDS IN THE ARTS CURRICULUM -Overall Expectations and Specific Expectations
A. Creating and Presenting or Creating and Performing or Creating, Presenting, and Performing (depending on the arts subject)
B. Reflecting, Responding, and Analysing
C. Foundations
The following are a few examples of how the Truth & Illusion School Program connects with the Ontario Curriculum:
DRAMA
A3.2 use a variety of expressive voice and movement techniques to support the depiction of character (Grade 9)
B1.2 interpret short drama works and identify and explain students’ personal response to the works. (Grade 9)
B2.2 explain how dramatic exploration can contribute to personal growth and self-understanding (Grade 9)
B3.2 identify specific social skills and personal characteristics they have acquired or strengthened through drama work that can help them succeed in other areas of life (Grade 9)
C3.1 identify and follow safe and ethical practices in drama activities (e.g., find ways to ensure the emotional safety (Grade 9)
A2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (Grade 10)
A2.2 use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective (Grade 10)
B2.3 describe ways in which different types of dramatic exploration and drama presentations contribute to the school and broader community (Grade 10)
2.2 describe how drama is used for various purposes in a range of social contexts
Drama, Grade 11 12
A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works (Grade 11 & 12)
A1.3 create and interpret a range of characters using a variety of acting approaches (e.g., present a scene in the style of melodrama or commedia dell’arte; use the Laban approach to create an original character) (Grade 11 &12)
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B2.2 identify ways in which drama can influence personal growth, relationships with others, and aesthetic judgment (e.g., issue-based and whole group drama activities can help develop empathy, self-knowledge, and social and environmental awareness; participation in the creative process can develop skills in applying aesthetic criteria to improve or evaluate a final product) (Grade 11 & 12)
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B2.3 identify ways in which drama can influence the broader community (e.g., by giving expression to previously unheard voices; by highlighting systemic or emerging social problems) (Grade 11 & 12)
ENGLISH From the new Grade 9 De Streamed English Curriculum
Identity and Community
A3.2 demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts
Text Forms and Genres
C1.2 analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning
Point of View
C1.6 analyze the narrator’s point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons
Prereading: Activating Prior Knowledge
C2.1 identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts
Analyzing Cultural Elements of Texts
C3.4 analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text
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