The Arts · Grade 9

Active learning ideas

The Business of Art: Marketing and Promotion

Active learning works for this topic because students need to experience the dynamics of promotion firsthand. When they design campaigns or practice pitches, they see how marketing connects to real opportunities, making abstract concepts like audience targeting tangible. This approach transforms passive listening into skill-building through doing.

• Ontario Curriculum Expectations
• VA:Cn10.1.HSII
• MA:Cn10.1.HSII

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Press Conference
• 45 min · Small Groups

Small Groups: Social Media Campaign Design

Assign each group a fictional artist profile. They research platforms, create 5 sample posts with captions and visuals, and outline a one-month schedule. Groups present to the class for peer votes on most engaging content.

Explain how artists can effectively use social media to promote their work.

Facilitation Tip

For the Social Media Campaign Design, circulate with a checklist to ensure each group’s plan includes audience research and measurable goals, not just creative ideas.

What to look for

Present students with three hypothetical artist profiles (e.g., a painter, a digital artist, a composer). Ask them to identify the most suitable social media platform for each artist and explain why in 1-2 sentences.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Decision-Making

Activity 02

• Press Conference
• 35 min · Pairs

Pairs: Exhibition Marketing Plan

Partners select a hypothetical art event and define goals, target audience, promotion tactics like flyers and emails, and a simple budget. They sketch a timeline and create one promo item. Pairs swap plans for feedback.

Design a marketing plan for a hypothetical art exhibition or performance.

Facilitation Tip

In the Exhibition Marketing Plan activity, require pairs to include both digital and traditional tactics to practice integrated promotion strategies.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are an emerging artist. What are the top three networking strategies you would prioritize in your first year, and why are these most important for your career growth?'

• Apply
• Analyze
• Evaluate
• Social Awareness
• Decision-Making

Activity 03

• Press Conference
• 40 min · Whole Class

Whole Class: Networking Role-Play Event

Set up a mock gallery opening with roles for artists, curators, and buyers. Students prepare 30-second elevator pitches, circulate to make connections, and log 3 interactions. Debrief on effective strategies.

Assess the importance of networking for emerging artists in various fields.

Facilitation Tip

During the Networking Role-Play Event, provide a script template with clear time limits to keep the simulation focused and reflective.

What to look for

Students bring a draft of their artist statement. In small groups, they read their statements aloud. Peers provide feedback on clarity, impact, and how well the statement reflects the artist's work, using a simple checklist: Is it concise? Is it engaging? Does it make you want to see their art?

• Apply
• Analyze
• Evaluate
• Social Awareness
• Decision-Making

Activity 04

• Press Conference
• 30 min · Individual

Individual: Artist Branding Audit

Students choose a real emerging artist, audit their online presence, note strengths and gaps, and suggest 3 improvements. They compile findings into a one-page report shared in a class gallery walk.

Explain how artists can effectively use social media to promote their work.

Facilitation Tip

For the Artist Branding Audit, give students a rubric to guide their self-assessment, emphasizing consistency and authenticity.

What to look for

Present students with three hypothetical artist profiles (e.g., a painter, a digital artist, a composer). Ask them to identify the most suitable social media platform for each artist and explain why in 1-2 sentences.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should approach this topic by modeling how to break down promotion into actionable steps. Avoid overloading students with theory; instead, use examples from real artists to show how small, consistent efforts accumulate over time. Research suggests students retain marketing concepts better when they connect them to their own creative goals, so frame activities as tools for their future careers, not just assignments.

Successful learning looks like students applying promotion strategies with confidence and purpose. They should articulate why certain platforms or messaging resonate with specific audiences, and show how networking leads to concrete next steps. Evidence of growth includes revised marketing plans and polished artist statements.

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Watch Out for These Misconceptions

• During Social Media Campaign Design, some students may assume that any post will attract an audience if the artwork is strong.

  Use the campaign design worksheet to redirect them by asking them to define a specific target audience and justify their platform choice with research, not just preference.

• During the Exhibition Marketing Plan, students might believe that posting flyers in one location is enough to promote an event.

  Have them use the marketing plan template to outline a multi-channel strategy, including online promotion and community partnerships, and assess gaps in their drafts.

• During the Networking Role-Play Event, students may treat conversations as purely transactional, focusing only on what they can get.

  Use the role-play debrief to highlight authentic connection points, such as shared interests or mutual goals, and ask students to reflect on how these relate to real networking in the arts.

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Methods used in this brief

• Press Conference