Ontario Elementary Grade 3 The Arts Curriculum

The Grade 3 expectations in the arts curriculum are organized into four strands – Dance, Drama, Music, and Visual Arts.


• body: body actions, body shapes, locomotor movements (e.g., running, galloping, crawling), non-locomotor movements (e.g., lifting, pulling, marching, waving arms), body bases (e.g., seat as base), use of body zones (e.g., body areas of front and back)
• space: levels, pathways, directions, size of movement
• time: freeze, tempo (e.g., slow, sustained, fast)
• energy: force (e.g., lightness/strength), effort (e.g., pressing, gliding), quality (e.g., smoothly, cautiously, erratically, percussively)
• relationship: (e.g., interconnected shapes)


• role/character: adopting the attitude/point of view of a number of different fictional characters, dialogue
• relationship: listening and responding in role to other characters in role
• time and place: establishing a clear setting
• tension: identifying factors that contribute to mystery or tension in a drama
• focus and emphasis: identifying the central theme and/or problem in a drama


• duration: three beats per bar ( metre), dotted half note, sixteenth-note patterns, sixteenth rest; very fast (presto), very slow (largo)
• pitch: low “so”, low “la”, higher and lower pitch, pitch contour
• dynamics and other expressive controls: standard symbols for soft (e.g., piano – p) and loud (e.g., forte – f); invented symbols for soft and loud; articulation and expression marks encountered in music listened to, sung, and played (e.g., staccato, legato, signs for crescendo and decrescendo)
• timbre: classification of instruments by means of sound production (e.g., sounds produced by strumming, striking, shaking, blowing)
• texture/harmony: simple two-part rounds, partner songs, canons
• form: section, ternary (ABA) form



Students will develop understanding of all elements of design.
• line: variety of line (e.g., thick, thin, dotted)
• shape and form: composite shapes; symmetrical and asymmetrical shapes and forms in both the human-made environment and the natural world (e.g., symmetrical: insects, flowers, skyscrapers; asymmetrical: windblown trees, some contemporary additions to buildings [asymmetrical façade in Daniel Libeskind’s design for the Royal Ontario Museum])
• space: foreground, middle ground, and background to give illusion of depth
• colour: colour for expression (e.g., warm and cool colours); colour to indicate emotion; mixing of colours with white to make a range of warm and cool tints
• texture: real versus visual or illusory texture (e.g., smooth surface of a ceramic work versus drawing of rough tree bark); etching by scratching through surfaces (e.g., crayon etching on a scratchboard)
• value: mixing a range of light colours and dark colours


Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm,
variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 3 will
be on variety.
• variety: slight variations on a major theme; strong contrasts (e.g., use of different lines, shapes, values, and colours to create interest [bright or light colour values, dark colour values])

This is an excerpt from the original document. Intention is to quickly help you look at the curriculum and find related worksheets. For complete details and to download original document, please visit - http://www.edu.gov.on.ca/eng/curriculum/elementary/grades.html

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