Journal Two – The Ontario Arts Curriculum

Music has a deep connection to other art mediums in the forms of expression,

creativity, and inspiration. Dance, drama, integrated arts, and media arts, are the other

mediums that are defined in the article. These are interconnected in many ways, for

example, the way the arts speak to people is primarily symbolic in nature. As the

Ontario Arts curriculum mentions, many of the techniques used in each form of art are

shared (Ministry of Education, 2010, p. 3).

Dance and drama are prepared and presented similarly. Dance and music share

rhythmic and melodic qualities in timing and dynamics, and it is not only limited to these

things. Visual arts and dance have similar aspects regarding interpretation and

expression, music can be added to this as well. All of these art forms have a greater

sense of freedom in being creative, than other subjects. They also express the culture

and era of the time that they are in, whether that be classical, contemporary,

impressionistic, or other artistic movements in history (Ministry of Education, 2010, p. 4).

Even within history, we can see how they build comparable skills and create new

learning experiences.

The curriculum emphasizes that students who study the arts will learn about how

each art discipline is intertwined. Students who may not go into an art-related career

can still develop skills that are needed in the workforce. For example, the ability to be

creative and original is a needed skill that can be applied to businesses of all kinds.

Being collaborative, thinking critically, and coming up with new designs and projects,

are some of the many skills from the arts that are applied daily.
 The curriculum outlines four central ideas: developing creativity, communicating,

understanding culture, and making connections (Ministry of Education, 2010, p. 5). In

understanding culture, I think that music activities involving the study of world music

focus on this area. For example, a class that studies and plays Caribbean music will

help students understand the traditions and nuances of the culture. It can be a source of

representation and empowerment for any students in the class who come from that

background. It can help others draw connections and see similarities between this

culture’s music and theirs. This creates another layer of connection between the

individual student and others, which plays a part in developing a close community.

Many of the concepts and objectives that are outlined in the article are very open

and unrestrictive. Comparing this to other subject curriculums, the arts curriculum has

the most flexibility in teaching and learning, as it pertains to the teacher and student.

Reimer and Elliott Summary:

Elliott and Reimer’s philosophies are quite similar in their initial definition of what

music education is: a cognitive experience. This cognition, as they’ve defined it, is

complex and multidimensional. The purpose of music education is to foster the growth

and development of this cognitive experience so that students of all ages can reach a

higher plane of self-realization, among other things. Though the social aspect and how

one relates to the world is part of their philosophy, it does not seem to be the main

point. Their philosophies are mostly focused on the individual and how music makes

them feel, grow, and express themselves to the world.

 Bibliography

Ontario Curriculum, Grades 9 and 10: The Arts, 2010 - Revised. (2010). Ministry

of Education.