Additional Resources

For Elementary Visual Arts and Elementary Performing Arts asynchronous submissions

Recording and Technical Tips

• You can use your phone, tablet, computer, or a hand held camera.
• Your phone or tablet should be set HORIZONTALLY, not vertically
• Put it in Airplane mode or Do Not Disturb mode to avoid interruptions and tap the screen to focus.
• Use a tripod or stand. This cannot be a “selfie” even with a stick. Or, have someone with a steady hand take your video. You can also place your computer on a table to film your audition.
• Be sure the device is at the right distance from you to frame the shot. Do not use the zoom function as this makes the image grainy or fuzzy. See below for framing information.
• When filming your performance video and reflection, try to eliminate as much background noise as you can.
• You may need to troubleshoot the best way to make your recording depending on your space and equipment - this may require multiple attempts to get the results you want. You should review your recordings and make adjustments accordingly. The main goal is that you want to be seen and heard.
• Follow this link for helpful tips to make your video.

Preparing and Recording an Elementary Reflection

• Practice saying your answers out loud first.
• Explain your artwork to a friend, family member, or even just yourself in the mirror. Talking naturally could work better than reading from a script.
• Answer one idea at a time.
• Do not just repeat the question back. Be specific! Instead of "I chose the spoon because I like spoons," try "I chose the spoon because it reminds me of my grandma's kitchen."
• You do not need to be perfect.
• Your recording is not supposed to be professionally edited. A stumble or a pause is totally fine and won’t impact the assessment.
   

For Both Visual Arts Applications

• Sketch your plan first.
• Before you make your final artwork, do a quick sketch or test version. It does not need to be neat - this messy first try is actually useful! You can even mention it in your reflection.
• Take a clear photo that represents your artwork accurately.
• Use even lighting so the colours and details are easy to see. Make sure the image is in focus, photograph the artwork straight on when appropriate, avoid shadows or glare, and frame the image so the artwork is clearly visible with as little distracting background as possible.

Elementary Visual Arts

• Start with your Transformation Artwork.
• Pick 3–5 everyday objects first (i.e., a spoon, a shoe, a leaf, an old toy, etc.) before choosing one. This gives you more ideas to choose from.
• You do not need something complicated. Think about how you can change what the object means or does - a simple idea presented in a surprising way is better than a complicated idea that is hard to understand.
• It is okay to submit fewer pieces.
• You will not lose points for submitting less than 4 artworks. It is better to submit 2 pieces you are proud of than 4 you rushed.
• Save the hardest question for last, and take your time.
• "What does this artwork tell us about you?" is the big one. Pause, think about a feeling or interest connected to your art, and do not be afraid to restart if you need to.

Secondary Visual Arts

• Start with your “Identity Composition”
• Pick 1-3 everyday objects that you relate to or that are important to you in some way.
• You do not need something super complicated. Think about how you can represent what the object(s) mean to you -
• It is okay to present fewer pieces.
• You will not lose points for presenting fewer than 6 artworks. It is better to present 4 pieces you are proud of than 6 you rushed.
• For your live demonstration, present reasonably portable originals or suitable representations where needed.
• Prepare a playable LOCAL FILE for digital work, film, or animation. Choose one portfolio artwork as the focus for your live reflection.

Common Reflection Preparation

• Practice saying your answers out loud first.
• Explain your artwork to a friend, family member, or even just yourself in the mirror.
• Answer one idea at a time.
• Do not just repeat the question back. Be specific!
• You do not need to be perfect.
• Secondary live reflections are completed without supporting notes. Prepare using the broad reflection areas in Part A.
   

Dance

Elements of Dance Video

Elements of Dance (Ontario Arts Curriculum, 2009)

Drama

Elements of Drama (Ontario Arts Curriculum, 2009)

Elements of Drama Poster (NSW Department of Education)

The Creative Process in Drama through Poetry (some elements for your consideration if you choose the drama art form as part of your submission)

How to choose a dramatic performance that is best for you

Music

Elements of music Video

Elements of Music (Ontario Arts Curriculum, 2009)

Elementary Recording Technical Resource

Excerpt from Equipment and filming tips

Secondary Musical Theatre

• Follow this link if you would like some suggestions to begin your Musical Theatre song search.
• Choose a song that is comfortable to sing (not too high or too low) and shows off your vocal range.
• Make sure you consider the subject matter of your song and ensure that the content themes are suitable for your age.
• Choosing a song that you connect with will help you create a more thoughtful performance.

Secondary Instrumental Music

• Choose a solo that shows off your technique and musicality (not too challenging but not too easy for you).
• Take time to rehearse your tasks well before you perform.
• Do your best to tune your instrument carefully before performing.
• If you wish to perform on a 2nd instrument in your audition, you may do so in the additional selection.
• Each site provides a piano and drum kit. Bring any other instrument you require.

Secondary Musical Theatre and Vocal Music - Backing Tracks

• A backing track may be used if it supports your performance, including with remaining in tune. Backing tracks can be found by searching the song title with terms such as accompaniment, backing track, or karaoke.
   

Secondary Accompaniment - Musical Theatre, Music, and Dance

• Prerecorded accompaniment is permitted; live accompaniment is not part of the live demonstration.
• If you use prerecorded accompaniment, be prepared to provide a playable local file for on-site playback.
• Choose accompaniment that allows your performance to be clearly heard.
• Music remains optional for Dance.

Elementary Performing Arts - Recording with Backing Tracks

• You should consider using a backing track for your solo if it will support you with remaining in tune. Backing tracks are easily found on-line. Enter your song and the word accompaniment, backing track, or karaoke into your search engine and you should find some results.
• To create balance when using a backing track, the accompaniment source should not be closer to the audience (in this case a recording device) than you (the performer).
• Listen to your recording carefully to ensure the balance with your backing track or accompaniment allows your performance to be clearly heard.
• If you are using pre-recorded music, have someone else start and stop your music so you are not running back and forth.

Music Terms

• Follow this link for definitions of important music terms
• Have fun! Your joy of music will come across.

Resources 

• Ontario Arts Curriculum Glossary 

• Elements Of Dance Video Summary 

Elements of Dance Graphic Organizer

Choose school- and age-appropriate text consistent with the TDSB Code of Conduct. Your performance is solo; any dialogue must be adapted/presented as a solo performance.

The approved forms include published monologue, published dialogue adapted for solo presentation, film/movie dialogue adapted for solo presentation, a first-person story/novel excerpt, published Spoken Word, or an original script written by you.

Finding and Preparing Text 

• You can find the text you wish to perform from a book of scenes and/or monologues from the library; a movie script online  or transcribed from the movie; or a novel or short story, narrated in first person. 
• Make notes in your text of moments in which the character’s emotions change, when they realize something, or when  something else changes. 

Props and Rehearsal 

• When choosing a prop, think about how you can use it as part of your performance. Perhaps try your scene with different  props and see which one works best for you. 
• Bring one or more props of your choice. Props are subject to the TDSB Code of Conduct. 
• Try performing your text in a variety of ways (e.g., with different statuses, with different emotions, with a different prop, with different movement). 
• Imagine the character is speaking with an actual person and who that person might be. 
• No live reader or second performer is part of the live demonstration.