advisory committee or panel
A group of artists, arts administrators, and/or community members convened by MAC to advise upon issues, policies, or programs.
An account in MAC’s online granting system where applicants enter information to establish eligibility for grants.
An arrangement in which someone learns an art, skill, or trade.
The Manitoba Arts Council is an arm’s-length government agency. Granting decisions are made independently of political influence.
A standard exhibited by creative work or artistic product or practice that is characterized by such qualities as experimentation, clarity, rigour, relevance, and cultural integrity.
arts groups (including collectives)
See professional arts groups.
Compensation paid to artists for their work or for the use of their work.
arts-based curriculum (AIS Term)
This approach blends arts across all curriculum areas. The arts are taught as core subjects while other subjects are taught through the arts.
arts-based inquiry (AIS Term)
A collaborative approach to learning using one or more artistic disciplines as tools to engage students in mindful and creative cross-curricular investigation and experimentation. Knowledge and understanding is built through an active, open-minded exploration of a meaningful question, problem, or issue.
arts-cultural curriculum (AIS Term)
A curriculum through which the arts connect the child’s culture or worldview to cultures in their immediate community (neighborhood, school and/or family); to cultures of nations; to culture viewed broadly; and to a broader connection with humankind.
A professional in the arts, recognized by their peers, whose work supports and facilitates the arts in an arts discipline (i.e., administrators, producers, technicians, editors, cultural connectors, etc.).
arts education (AIS Term)
A collective term referring to a comprehensive and sequential education in separate and distinct artistic disciplines, such as: dance, music, drama, folk arts, media arts and visual arts.
arts-in-education (AIS Term)
The process of including the arts in mainstream education; students and teachers partnering with professional artists, and/or cultural institutions to incorporate the arts into curriculum.
arts infusion (AIS Term)
The process of gradual introduction of the arts into the core curriculum to develop higher order thinking skills by creatively seeking solutions. A child-driven process that stimulates creative ability to translate and analyze one form of information into an art form. It is also defined as infusing curricular activities with visiting artists.
arts integration (AIS Term)
The incorporation of the arts into core curriculum (also known as “arts-curricular integration.”) Students engage in the creative process, which connects an art form and another subject area (i.e., English Language Arts, Science, or Mathematics) meeting the in-depth objectives of both.
See peer assessment.
barriers to access
Limitations in the ability to experience arts, engage with other artists, take advantage of services including arts funding, etc., as a result of being located outside large urban centres (rural, northern, and remote) or being part of specific populations (socio-economically disadvantaged, Deaf persons and persons with disabilities, youth, at-risk populations, cultural groups).
big idea (AIS term)
A Big Idea is broad and abstract. It contains key concepts, principles, and theories that are used to organize knowledge within an area of learning. Key concepts are generally timeless and transferable to other situations.
Capital expenses include the purchase of equipment and other permanent assets.
certified educational institution
An educational institution that meets the requirements for registration under provincial or territorial legislation, and is certified by Employment and Social Development Canada (ESDC).
co-learning and co-creation (AIS Term)
Students work with teachers and artists to develop a challenge, problem, or idea to clarify what is being measured (learning goals), envision the product or performance (assessment), and outline an action plan to be successful on that performance to achieve the desired results (learning actions).
community arts practice
A recognized field of artistic practice characterized by interaction between a professional artist(s) and a specific community (cultural, geographic, social, etc.).
conflict of interest
MAC defines “conflict of interest” as a situation in which a nominator or an assessor could benefit from an assessment decision, whether that decision is to award or decline. This benefit may be personal, professional, or financial. A conflict of interest may also refer to a situation in which an assessor could be perceived as having a bias towards or against an application.
contact sessions (AIS Term)
Each time an artist and teacher connect with a small group of students (separated by time).
The exclusive right to copy a creative work, or to license others to copy a creative work; may include the right to publish, produce, reproduce, perform, translate, rent, etc.
core curriculum (AIS Term)
A body of knowledge that all students are expected to learn—not an elective subject.
co-teaching (AIS Term)
Involves teacher-artist pairs integrating concepts from the arts and non-arts disciplines that reinforce each other. At different points, students’ experiences may focus more on the art form or on the non-arts subject; while at other times the arts and non-arts instruction appears seamless. The teacher and artist create lessons that guide the artist during sessions that focus on the arts, and clarify what the teacher will do when the artist is not present.
The equal inclusion of people from varied backgrounds. It especially refers to inclusion of those who are considered to be different from traditional members because of exclusionary practices.
Interaction between artists and professionals from different sectors (i.e. fibre artist and neurologist.)
cross-sectoral collaborators (AIS Term)
Experts that bring knowledge that will enhance student learning and enrich understanding in the areas of inquiry being explored in the classroom (i.e. architect, physicist, and bee keeper).
The presence, expressions, and participation of many different individuals and communities.
Creative work that demonstrates respectful and ethical use of material with specific cultural origins and context. Cultural integrity ensures that practices, procedures, and protocols are followed and all contributors are properly acknowledged and compensated. Procedures and protocols will differ when representing one’s own culture versus another culture. See General Guidelines for further details.
cultural literacy (AIS Term)
Indicates ability of the individuals participating in the project to reflect on: the histories, protocols, worldviews and cultural practices that are embedded within the project’s art form and its teaching. This also includes an understanding how an artist(s) is personally situated in a cultural context of an art form and the teaching of that art form.
cross-curricular (AIS Term)
Connections that exist between concepts, vocabulary, and skills from different subject areas (including the arts), particularly those connections that lead to deeper understanding.
curriculum vitae (CV)
Documentation of education, professional activities including public presentation and publication, awards, and accomplishments.
A severe to profound hearing loss, with little or no residual hearing. Some people who are deaf use sign language to communicate. Others use speech to communicate using their residual hearing and hearing aids, technical devices or cochlear implants, and/or speechreading. Many Deaf people identify as culturally Deaf, sharing distinct sign languages, traditions, histories, and values. Individuals may identify as having a disability rather than being culturally Deaf.
deeper learning (AIS Term)
Learning that emphasizes the use of key disciplinary concepts, principles, and generalizations to think critically, solve problems, and communicate ideas.
demonstration performance (AIS Term)
A performance by an artist used as a point of entry for student hands-on learning.
An impairment that may be cognitive, developmental, intellectual, mental, physical, sensory, or some combination of these. It substantially affects a person’s life activities and may be present from birth or occur during a person’s lifetime. People with disabilities often experience discrimination and disadvantage as a direct result of that impairment, or due to social, policy or environmental barriers.
discipline (AIS Term)
A field of study with a unique body of specialist knowledge, theories, and concepts and with specific terminology and methods.
Example: Visual arts, architecture, music, science- biology, chemistry, and physics.
Example: Arts Education comprises dance, drama, music, and visual arts.
See professional artist.
enrichment resource (AIS Term)
Acknowledging the role of artists in deepening understanding in the classroom of the artistic tools, skills, techniques, creative process, and practice.
Communities facing significant collective challenges in participating in society. These challenges may include barriers based on age, ethnicity, disability, economic status, gender, nationality, race, sexual orientation and transgender status, etc. Equity-seeking groups are those that identify barriers to equal access, opportunities and resources due to disadvantage and discrimination, and actively seek social justice and reparation.
See professional artist.
A narrative and/or financial report accounting for activities supported through a MAC grant to an individual, group, or organization. This documentation is submitted after the activity is completed.
A French-speaking person.
The management of an organization. “Sound” governance implies adherence to high standards and principles of excellence and responsibility. “Best practices” in governance are strategies or methodologies that reliably lead to “sound” governance.
A payment given for professional services that are rendered nominally without charge.
inclusion (AIS Term)
A principle that all students are entitled to equitable access to learning, achievement, and the pursuit of excellence in all aspects of their education.
Indigenous is the collective name for the original peoples of Turtle Island (North America), who are comprised of First Nations, Metis, Inuit, and non-status peoples.
Indigenous Knowledge Keeper
An individual whose role within Indigenous communities (First Nations, Metis, Inuit, and non-status) supports the preservation, retention, maintenance, and knowledge transfer of specific Indigenous worldviews, cultural practices, and traditions through art and creative practice. Knowledge Keepers:
- have specialized experience consistent with their cultural practice. This can include apprenticeships, mentorships, self-study, education/training, or a demonstrated long-term commitment to Indigenous cultural retention;
- are recognized and respected by their community as a significant contributor to Indigenous arts and cultural practice;
- have engaged in professional community-based arts and cultural activities on a regular basis (over at least 3 years), and have received compensation for this in a manner that is consistent with the standards of their practice, community or Indigenous protocols.
Indigenous traditional knowledge
Traditional knowledge refers to tradition-based information, innovations, creations, and practices resulting from activities that pertain to Indigenous knowledge retention and cultural preservation.
“Tradition-based” refers to knowledge systems, creations, innovations and cultural expressions which have generally been transmitted from generation to generation; are generally regarded as pertaining to a particular people or its territory; are widely interpreted by different Indigenous groups; and, are constantly evolving in response to a changing environment.
Categories of traditional knowledge could include land-based knowledge, Indigenous cultural practices, and traditional cultural expressions in the form of music, dance, song, handicrafts, designs, stories, artwork, and elements of language.
Materials or services donated to an individual, group, organization or project. The value of the materials or services can be estimated in financial terms.
A characteristic of artistic activity that integrates and transforms distinct art forms into a new work outside the usual framework of the contributing art forms.
A narrative and financial report specific to multi-year grants submitted midway between the start and completion of the activity.
learning outcomes (AIS Term)
What the student should know, be able to do, achieve, or be competent in by the end of the year or course. “Consists of more than just knowledge and skills. Competency is the complex “know act” that encompasses the ongoing development of an integrated set of knowledge, skills, attitudes, and judgments required in a variety of different and complex situations, contexts and environments. It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context. Competencies involve a mobilization of cognitive and practical skills, creative abilities and other psychosocial resources such as attitudes, motivation and values.” *
*competencies as defined in the Glossary for each Manitoba Grades 9-12 Dance, Dramatic Arts, Music, and Visual Arts curriculum framework.
A directive or official instruction given to an organization that establishes the parameters of its existence.
An individual with extensive knowledge and experience in a particular art form or practice who transmits this knowledge to another (usually less experienced) person.
The essential activity of an organization that constitutes its primary purpose.
non-artistic not-for-profit organization
- is led by paid qualified professional personnel;
- is governed by a board of directors or an advisory body;
- has been active in the province for at least one year prior to applying for funding;
- is based in Manitoba;
- has a history of hiring professional artists or the intention to do so.
northern and remote (AIS Term)
Communities above the 53rd parallel or with limited access to public services and resources.
A grant awarded to an arts organization to help pay ongoing costs of maintaining the activities, programming, governance, and administration of the organization.
organizational capacity building
Organizational capacity building seeks to strengthen the ability of an organization to achieve a desired outcome. This may be defined as: “Supporting organizations to build and maintain the skills, infrastructure, and resources to achieve their mission.”
Peer assessment is the cornerstone of MAC’s granting process. Peer assessors are qualified artists or arts professionals with experience and knowledge relevant to the applications under consideration. They are individuals capable of making an informed assessment of grant applications, and of awarding funds. See the Peer Assessment Handbook for further details.
An artist who:
- is recognized as a professional by his or her peers (artists working in the same artistic tradition);
- has specialized training in the artistic field (not necessarily in academic institutions);
- shows significant commitment to their art practice;
- has a history of professional public presentation, publication, or being engaged with a practice in a public context
- may be at an emerging or established stage in their career.
- is in the early stages of their professional career and beyond basic training;
- has between one and five years of professional activity and a minimum of one professional presentation or publication for which they have been compensated as a professional artist.
- is mid-career and beyond in their professional career;
- has more than five years of professional activity and a minimum of three professional presentations or publications for which they have been compensated as a professional artist.
professional arts group
- a group, ensemble or collective made up of two or more members working in an artistic practice;
- has a majority of members that are professional artists;
- engages and pays professional fees to artists;
- must be able to receive a grant payable to its name.
professional arts organization
- supports professional artistic work in any discipline;
- is led by paid, qualified professional personnel;
- is governed by a board of directors or an advisory body responsible for the organization;
- engages or supports professional artists and pays professional fees to artists;
- has been active in the province for a at least one year prior to applying;
- is incorporated;
- operates as a not-for profit;
- operates as for-profit (publishers only).
professional arts service organization
A not-for-profit arts organization that:
- has a professional membership that is representative of an artistic discipline;
- supports the development of professional artists and the art form;
- is governed by a board of directors or advisory body;
- is led by paid, qualified professional personnel;
- has been active in the province for at least one year prior to applying;
- is incorporated.
The increase of knowledge or skill through study, travel, research, workshops, apprenticeships, residencies, etc.
Compensation paid to artists for their work or for the use of their work. Standardized rates are established by service organizations in each field of practice. See MAC’s Professional Fees resource.
Readings by professional Manitoban authors, open to the public, which are hosted by community organizations, libraries and schools. Fees are based on the Writers’ Union of Canada’s National Readings Program rates.
reflection (AIS Term)
A method of collective inquiry undertaken by teachers, teaching artists, administrators; the process through which collective responsibility for assessing and improving instructional practice and learning opportunities is developed.
Process of cancelling and/or refunding an awarded grant. Rescinds may occur when an applicant is unable to complete the project as proposed in the application.
A program that places an artist in a community or organization for an extended period of time to do one or a combination of the following: produce new work; engage in mentorship or gain new skills to build one’s artistic practice; broaden the network and market for one’s professional artistic practice; and/or community engagement beyond one’s established circles.
Royalties are considered payments received as compensation for using or allowing the use of copyrighted material. This can include payments in regard to literary works, plays, screenplays, film works, and The Society of Composers, Authors and Music Publishers of Canada (SOCAN) fees to composers.
rural community (AIS Term)
Beyond Winnipeg’s perimeter. Includes the regional cities of Brandon, Dauphin, Flin Flon, Morden, Portage La Prairie, Selkirk, Steinbach, Thompson, and Winkler.
safe working conditions
In Canada, every workplace is regulated by either the Federal or Provincial government, and is required by law to meet applicable occupational health legislation.
self-directed learning (AIS Term)
Students select, manage, and assess their own learning activities according to their personal preferences.
social inclusion (AIS Term)
All groups from a given community participating in the project feel equally valued and important.
student of the arts
A student (over the age of 18), intent on a professional career as an artist, studying at a certified program of study in any arts discipline, who is enrolled as a full-time student at an undergraduate or graduate level at a post-secondary institution (professional training school, university, or college).
thematic (AIS Term)
Curriculum that is interdisciplinary/integrated, organized around themes, with many hands-on arts activities and in-depth study of content.
topic (AIS Term)
Brings together a set of facts. Topics themselves are not transferable to other contexts, but they contain concepts, which are transferable. For example, natural disasters is a topic that includes factual knowledge about earthquakes, tornados, and tsunamis, but it leads to the concept of interactions between humans and the environment, which is transferable to other areas of learning.
traditional art form
An art form rooted in a particular culture, which has been transmitted from generation to generation and pertains to a particular people or territory; may include knowledge systems, creations, and/or cultural expressions.
transformative learning (AIS Term)
A deep structural shift in the basic premises of thought, feelings, and actions that alters our way of being in the world.
A community that is inadequately provided with a service or facility.
Persons, other than Indigenous people, who, because of their race or colour, are a visible minority.
worldview (AIS Term)
A perspective or lens through which one interprets the world.