Course Profile   Dance, Grade 10, Open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams –

 

Lead Board

Windsor Essex District Catholic School Board

Barry Ellliot, Manager

 

Lead Writer

Cathy Harris

 

Course Developers

Taunya Burns

Marliese Kimmerle

Laura Libralato

Rosemarie Macchi

Cynthia Facchinato

Barbara Carlton

Ann Wilke

 

 

Course Overview

Dance, Grade 10, Open

Identifying Information

Department:                            The Arts

Course Title:                                    Dance

Grade:                                             10

Course Type:                                    Open

Ministry Course Code:              ATC20

Secondary Policy Document:      The Ontario Curriculum, Grades 9 and 10: The Arts

Additional Codes:                     Ontario Catholic School Graduate Expectations

Lead Board:                             Windsor/Essex District Catholic School Board

Project Manager:             Barry Elliott            Windsor-Essex Catholic District School Board

Lead Writer:                   Cathy Harris            Windsor-Essex Catholic District School Board

Course Developers:                  Taunya Burns           Durham Catholic District School Board

Marliese Kimmerle     University of Windsor, Department of Kinesiology

Laura Libralato                  Toronto Catholic District School Board

Rosemarie Macchi      Thunder Bay Catholic District School Board

Cynthia Facchinato    Windsor/Essex District Catholic School Board.

Barbara Carlton                  Windsor/Essex District Catholic School Board.

Ann Wilke              Windsor/Essex District Catholic School Board.

Development Date:          March 2000

Description/Rationale

In Dance, the medium of expression is movement and the instrument is the human body. Technique is the foundation of the Dance curriculum. It emphasizes the importance of physiological and safety factors in movement and leads to a fuller use of the body and all its parts. Dance education goes beyond acquiring a repertoire of skills to stimulating creative and expressive abilities in composition and performance. It also offers an understanding of the principles and concepts that govern and define the art of dance throughout history and across cultures. Woven through the teachings of all facets of this course is an atmosphere of openness and a respect for the unique process and level of each student. Each unit, activity, and resource is intended to provide the teacher and student with many expressive outlets to help them reach their potential as members of the Catholic faith community.

Ontario Catholic School Graduate Expectations

The study of the art of dance leads the Catholic School Graduate towards a confident integration of the whole individual - body, mind, and spirit. It is an art form through which students are challenged to examine and explore themselves in relation to and through the teachings of the Gospel. In dance composition, the Catholic School Graduate’s creative and expressive abilities are stimulated, nurtured, and developed. The student strives to achieve, “excellence, originality, and integrity in his or her own work” and is called on to support “the work of others” (Trafford, p.14, 1998 & OCSGE, 1998).

Participation in the Dance course helps the student to accept responsibility for his or her own actions, and enables the learner to examine, critique, and reflect on the relationships and values depicted in the Gospel. Students explore and represent these relationships and values in creative and engaging forms. Like other arts, dance can lift the Catholic student to a higher level of understanding of the joyous, spirited, and healing Christ that lives within us. Dance awakens the beauty that lies within and affords students opportunities to participate in the liturgy in a unique and physical way. The creation and appreciation of art is community experience which emphasizes, “co-operation over competition, inclusion over exclusion, and social service over personal gain” (Trafford, p. 14, 1998). The Catholic Student is called on to “integrate faith with life” and through this process discover the artist’s role in contributing to the common good (OCSGE, 1998). Where the opportunity exists in the school/church community for dance to be part of liturgical services and Eucharistic celebrations, interested students may wish to participate. Preparation for this could take place during scheduled class time as appropriate.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Anatomy Through Movement: Modern Dance

Time:  23 hours

Description

Students are introduced to the modern dance technique. The focus on anatomically correct technique helps students to work effectively within their own unique body structure and also helps to ensure injury prevention. Through the dance classes they learn to identify and describe skeletal and muscular systems and their role in dance movement. They learn how technique assists with self-discipline and functions as a tool to develop the artistic scope of dance. Students learn to use self- and peer evaluation to identify errors in performance and improve their own skill. The student comes to understand that the uniqueness of their being is also shared in common with other parts of God’s creation. Students study the pioneers of early modern dance to understand the development of modern dance technique in North America.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity to others;

2d - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

3b - recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

3c - thinks reflectively and creatively to evaluate situations and solve problems;

3d - makes decisions in light of gospel values with an informed moral conscience;

3e - adopts a holistic approach to life by integrating learning form various subject areas and experience

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrates flexibility and adaptability;

4c - takes initiative and demonstrates Christian leadership;

4e - sets appropriate goals and priorities in school, work, and personal life;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

5a - works effectively as an interdependent team member;

5b - thinks critically about the meaning and purpose of work;

5c - develops one’s God-given potential and makes a meaningful contribution to society;

5e - respects the rights, responsibilities, and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals;

5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

7b - accepts accountability for one’s own actions;

7d - promotes the sacredness of life.

Strand(s):  Theory, Creation, Analysis

Overall Expectations

THV.01 - understand the relationship between human anatomy and dance movements;

THV.02 - identify and explain the historical and cultural significant of one or more world dance forms;

THV.04 - understand how technique assists in the development of self-discipline and contributes to artistic scope;

THV.05 - demonstrate the technique of one or more dance forms studied;

CRV.01 - apply the elements of dance and various stimuli to create movement sequences;

CRV.05 - demonstrate a higher level of the skills that lead to effective rehearsals and performances;

ANV.02 - compare and contrast a broad spectrum of dance;

ANV.03 - develop and use criteria for self- and peer evaluation (e.g., elements and principles).

Specific Expectations

TH1.01 - describe good hygiene, healthy eating habits, and the principles of safety in all aspects of dance;

TH1.02 - demonstrate further understanding of the science of movement (e.g., biomechanics, kinesiology, physiology);

TH1.03 - identify and describe the skeletal and muscular system in relation to movement;

TH1.04 - demonstrate and understanding of the connection between dance and a healthy body image;

TH1.05 - describe the beneficial effects of dance on health, self-esteem, and self-image;

TH3.01 - identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chassé, syncopation, relevé turn);

TH3.02 - demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor;

TH3.03 - demonstrate an understanding of how technique functions as a tool in developing artistic scope;

TH3.04 - explain the role of coordination, flexibility, strength, and proper breathing in dance;

CR3.01 - demonstrate appropriate dance class discipline and procedures specific to each world dance form studied;

CR3.02 - create increasingly long and complex dance compositions, exploring themes, ideals, and topics.

Unit 2:  Focus on Composition

Time:  25 hours

Description

Students use improvisation to vary body shapes and pathways to establish movement patterns. In addition, they use props (flexible and rigid) within a specified space. Students exercise leadership by focussing and developing ideas of their own, with partners and in large groups, in a creative, collaborative, and non-threatening environment. Students describe and analyse a variety of dance works, dance forms, dance styles, and dance techniques using the language of dance.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

1c - actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity with others;

2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

3b - creates, adapts, evaluates new ideas in light of the common good.;

3c - thinks reflectively and creatively to evaluate situations and solve problems;

3d - makes decisions in light of gospel values with an informed moral conscience;

3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle;

5a - works effectively as an interdependent team member.

Strand(s):  Theory, Creation, Analysis

Overall Expectations

THV.03 - observe, identify, and describe a broad spectrum of dance;

THV.04 - understand how technique assists in the development of self-discipline and contributes to artistic scope;

THV.05 - demonstrate the technique of one or more dance forms studied;

CRV.01 - apply the elements of dance and various stimuli to create movement sequences;

CRV.02 - use improvisation to vary established movement patterns;

CRV.03 - devise different approaches to compositional forms;

CRV.04 - demonstrate the ability to practise and polish dance pieces for effective performances;

CRV.05 - demonstrate a higher level of the skills that lead to effective rehearsals and performances;

ANV.01 - define and describe the criteria for analysing dance;

ANV.02 - compare and contrast a broad spectrum of dance;

ANV.03 - develop and use criteria for self- and peer evaluation (e.g., elements and principles).

Specific Expectations

TH1.01 - describe good hygiene, healthy eating habits, and the principles of safety in all aspects of dance;

TH1.04 - demonstrate an understanding of the connection between dance and a healthy body image;

TH1.05 - describe the beneficial effects of dance on health, self-esteem, and self-image;

TH3.02 - demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied;

TH3.03 - demonstrate an understanding of how technique functions as a tool in developing artistic scope;

TH3.04 - explain the role of co-ordination, flexibility, strength, and proper breathing in dance;

CR1.01 - apply the elements of dance (e.g., flow, space, time) to create movement sequences;

CR1.02 - use movement as a stimulus (e.g., body actions, energy, space, time, structural relationships and resulting actions);

CR1.03 - observe and demonstrate improvised movement patterns, combinations, studies, and group dances;

CR2.01 - develop compositional forms and structures (e.g., binary, canon, narrative);

CR2.02 - create increasingly long and complex dance compositions, exploring themes, ideas, and topics;

CR2.03 - create increasingly long and complex dance compositions, using computer technology;

CR2.04 - compose original dance pieces, using other sources of stimuli (e.g., body percussion, images, sounds, voice);

CR3.02 - demonstrate an ability to prepare for rehearsal, polish pieces, practise movement memory, and refine technique;

CR3.03 - demonstrate co-operation and leadership in performing the compositions of others (e.g., students, teachers, guests);

CR3.04 - demonstrate an understanding of the need for and methods of projecting oneself during presentation and performance (e.g., use of appropriate movements to communicate clearly in a classroom or a large hall);

AN1.01 - define the criteria for analysing dance;

AN1.02 - analyse improvisations, movement phrases, and more formal compositions created in class;

AN1.03 - reflect and report - in oral and written form - on their own compositions and those of others (their peers, dancers in other cultures);

AN2.01 - solve a variety of creative problems through movement (e.g., combining phrases, matching compositional pattern to musical patterns);

AN3.02 - explore and describe ways in which problem-solving skills in dance are transferable to other settings, disciplines, and work-related environments (e.g., perseverance and capacity to accept constructive criticism);

AN3.03 - analyse their own dance works presented in small groups (e.g., duets, trios, quartets).

Unit 3:  Dance in Canada

Time:  11 hours

Unit Description

Students are introduced to the historical and cultural development of Dance in Canada. Students, working in pairs, learn to compare and contrast two dance forms in Canada. The research is narrowed to the students’ local dance community and reports are brought back to the classroom. Students investigate and report on various dance careers and other related career opportunities. Students use available information technologies in order to contrast and compare the dance forms.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witness to Faith);

1f - seeks intimacy with God and celebrates communion with God, others, and creation through prayer and worship;

1h - respects the faith traditions, world religions, and the life-journeys of all people of good will;

1i - integrates faith with life.

2b - reads, understands, and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity to others;

2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

3c - thinks reflectively and creatively to evaluate situations and solve problems;

3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

3f  - examines, evaluates, and applies knowledge if interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle;

5a - works effectively as an interdependent team member;

5b - thinks critically about the meaning and purpose of work;

5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good.

5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

6c - value and nurtures opportunities for family in society;

6e - ministers to the family, school, parish and wider community through service;

7d - promotes the sacredness of life;

7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;

7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

7h - exercises the rights and responsibilities of Canadian citizenship;

7j - contributes to the common good.

Strand(s):  Theory, Creation, Analysis

Overall Expectations

THV.02 - identify and explain the historical and cultural significance of one or more world dance forms;

THV.03 - observe, identify, and describe a broad spectrum of dance;

THV.05 - demonstrate the technique of one or more dance forms studied;

CRV.03 - devise different approaches to compositional forms;

ANV.02 - compare and contrast a broad spectrum of dance;

ANV.05 - investigate and report on various dance careers and other related career opportunities.

Specific Expectations

TH1.04 - demonstrate an understanding of the connection between dance and a healthy body image;

TH2.01 - observe and describe a broad spectrum of dance (e.g., musical theatre, ballroom, Mediterranean);

TH2.02 - compare and contrast the historical development and cultural significance of various dance forms from around the world;

TH2.03 - describe ways in which dance is part of the culture within their local community, in Ontario, in Canada, and worldwide, with particular emphasis on dance in Ontario (e.g., history of National Ballet Company);

TH23.01 - identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chassé, syncopation, relevé turn)

TH3.02 - demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied relationships and resulting actions).

CR3.01 - demonstrate appropriate dance class discipline and procedures specific to each world dance form studied;

CR3.03 - demonstrate co-operation and leadership in performing the compositions of others (e.g., students, teachers, guests);

CR3.04 - demonstrate an understanding of the need for and methods of projecting oneself during presentation and performance (e.g., use of appropriate movements to communicate clearly in a classroom or a large hall);

AN1.02 - analyse improvisations, movement phrases, and more formal compositions created in class;

AN1.03 - reflect and report - in oral and written form - on their own compositions and those of others (their peers, dancers in other cultures);

AN2.01 - solve a variety of creative problem through movement (e.g., combining phrases, matching compositional pattern to musical patterns);

AN2.02 - use computer technology and software to explore aspects of dance (e.g., digitizing movement-related effects);

AN2.03 - use CD-ROMs, the Internet, and/or other telecommunications technologies to compare and contrast topics and themes in dance (e.g., “Dance and Gender” “Dance in Films”, “Social Dance in Latin America and Canada”);

AN3.0 - identify how dance is integrated into other presentation media (e.g., ceremonies, multimedia productions, musicals)

AN3.03 - analyse their own dance works presented in small groups (e.g., duets, trios, quartets).

Unit 4:  Focus on Social Dance

Time:  24 hours

Description

Students have the opportunity to engage in a variety of social dances. Students identify the origins, both secular and sacred, and the evolution of each. They develop an understanding of foot patterns, partnering, and how the body moves through space (floor patterns). Students research the historical development of social dance. Throughout the unit students gain an appreciation of the growth and popularity of social dance and the changing social roles of men and women. They also examine the one current trend of social dance (e.g., dance sport).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

1a - illustrates a basic understanding of the saving story of our Christian faith;

1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call through out life’s journey;

1i - integrates faith with life;

2a - listens actively and critically to understand and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity to others;

2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

3b - creates, adapts, evaluates new ideas in light of the common good;

3c - thinks reflectively and creatively to evaluate situations and solve problems;

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle.

5a - works effectively as a interdependent team member;

5b - thinks critically about the meaning and purpose of work;

5e - respects the rights, responsibilities, and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals;

5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

7b - accepts accountability for one’s own action;

7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Strand(s) and Expectations

Strand(s):  Theory, Creation, Analysis

Overall Expectations

THV.02 - identify and explain the historical and cultural significance of one or more world dance forms;

THV.03 - observe, identify, and describe a broad spectrum of dance;

THV.04 - understand how technique assists in the development of self-discipline and contributes to artistic scope;

THV.05 - demonstrate the technique of one or more dance forms studied;

CRV.01 - apply the elements of dance and various stimuli to create movement sequences;

CRV.02 - use improvisation to vary established movement patterns;

CRV.03 - devise different approaches to compositional forms;

CRV.04 - demonstrate the ability to practise and polish dance pieces for effective performance;

CRV.05 - demonstrate a higher level of the skills that lead to effective rehearsals and performances;

ANV.01 - define and describe the criteria for analysing dance;

ANV.02 - compare and contrast a broad spectrum of dance;

ANV.03 - develop and use criteria for self- and peer evaluation (e.g., elements of principles);

ANV.05 - investigate and report on various dance careers and other related career opportunities.

Specific Expectations

TH1.01 - describe good hygiene, healthy eating habits, and the principles of safety in all aspects of dance;

TH1.04 - demonstrate an understanding of the connection between dance and a healthy body image;

TH1.05 - describe the beneficial effects of dance on health, self-esteem, and self-image;

TH2.01 - observe and describe a broad spectrum of dance (e.g., musical theatre, ballroom, Mediterranean);

TH2.02 - compare and contrast the historical development and cultural significance of various dance forms from around the world;

TH2.03 - describe ways in which dance is part of the culture within their local community, in Ontario, in Canada, and worldwide, with particular emphasis on dance in Ontario (e.g., history of National Ballet Company);

TH3.01 - identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chassé, syncopation, relevé turn);

TH3.02 - demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied;

TH3.03 - demonstrate an understanding of how technique functions as a tool in developing artistic scope;

TH3.04 - explain the role of coordination, flexibility, strength, and proper breathing in dance

CR1.01 - apply the element of dance (e.g., flow, space, time) to create movement sequence;

CR1.02 - use movement as a stimulus (e.g., body actions, energy, space, time, structural relationships and resulting actions);

CR1.03 - observe and demonstrate improvised movement patterns, combinations, studies, and group dances;

CR2.02 - create increasingly long and complex dance compositions, exploring themes, ideas, and topics;

CR3.01 - demonstrate appropriate dance class discipline and procedures specific to each world dance form studied;

CR3.02 - demonstrate an ability to prepare for rehearsal, polish pieces, practise movement memory, and refine technique;

CR3.03 - demonstrate co-operation and leadership in performing the compositions of others (e.g., students, teachers, guests);

CR3.04 - demonstrate an understanding of the need for and methods of projecting oneself during presentation and performance (e.g., use of appropriate movements to communicate clearly in a classroom or a large hall);

AN1.01 - define and describe the criteria for analysing dance;

AN1.03 - reflect and report - in oral and written form - on their own compositions and those of others (their peers, dancers in other cultures);

AN2.01 - solve a variety of creative problems through movement (e.g., combining phrases, matching compositional pattern to musical patterns);

AN2.02 - use computer technology and software to explore aspects of dance (e.g., digitizing movement-related effects);

AN2.03 - use CD-ROMs, the Internet, and/or other telecommunications technologies to compare and contrast topics and themes in dance (e.g., “Dance and Gender,” “Dance in Films,” “Social Dance in Latin America and Canada”);

AN3.01 - identify how dance is integrated into other presentation media (e.g., ceremonies, multimedia productions, musicals);

AN3.02 - explore and describe ways in which problem-solving skills in dance are transferable to other settings, disciplines, and work-related environments (e.g., perseverance an capacity to accept constructive criticism);

AN3.03 - analyse their own dance works presented in small groups (e.g., duets, trios, quartets).

Unit 5:  Performance

Time:  27 hours

Description

Students examine the role of performance. Activities include a study of the choreographic process and its application to composition, a thorough approach to reviewing dance performance, and attention to the ideal use of the stage space and the images and effects elicited. Compositions and choreography throughout the unit reflect the key elements of the Grade 10 curriculum (pathways, body shapes, partners). And preparation for performance, at the culmination of the unit, involves application of these concepts to student work.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

1a - illustrates a basic understanding of the saving story of our Christian faith;

1b - participates in sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call through out life’s journey;

1i - integrates faith with life;

2a - listens actively and critically to understand, and learn in light of gospel values;

2b - reads, understands, and uses written materials effectively;

2c - presents information and ideas clearly and honestly and with sensitivity to others;

2d - writes and speaks fluently one or both of Canada’s official languages;

2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

3b - creates, adapts, evaluates new ideas in light of the common good;

3c - thinks reflectively and creatively to evaluate situations and solve problems;

4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

4b - demonstrates flexibility and adaptability;

4c - takes initiative and demonstrates Christian leadership;

4d - responds to, manages, and constructively influences change in a discerning manner;

4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

4h - participates in leisure and fitness activities for a balanced and healthy lifestyle;

5a - works effectively as a interdependent team member;

5b - thinks critically about the meaning and purpose of work;

5d - finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

5e - respects the rights, responsibilities, and contributions of self and others;

5f - exercises Christian leadership in the achievement of individual and group goals;

5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation;

6a - relates to family members in a loving, compassionate and respectful manner;

6b - recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

6c - values and nurtures opportunities for family prayer;

7a - acts morally and legally as a person formed in Catholic traditions;

7b - accepts accountability for one’s own action;

7c - seeks and grants forgiveness;

7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;

7i - respects the environment and uses resources wisely;

7j - contributes to the common good.

Strand(s):  Theory, Creation, Analysis

Overall Expectations

THV.01 - understand the relationship between human anatomy and dance movements;

THV.02 - identify and explain the historical and cultural significance of one or more world dance forms;

THV.03 - observe, identify, and describe a broad spectrum of dance;

THV.05 - demonstrate the technique of one or more dance forms studied;

CRV.01 - apply the elements of dance and various stimuli to create movement sequences;

CRV.02 - use improvisation to vary established movement patterns;

CRV.03 - devise different approaches to compositional forms;

CRV.04 - demonstrate the ability to practise and polish dance pieces for effective performance;

CRV.05 - demonstrate a higher level of the skills that lead to effective rehearsals and performance;

ANV.01 - define and describe the criteria for analysing dance;

ANV.02 - compare and contrast a broad spectrum of dance;

ANV.03 - develop and use criteria for self- and peer evaluation (e.g., elements and principles);

ANV.05 - investigate and report on various dance careers and other related career opportunities.

Specific Expectations

TH2.01 - observe and describe a broad spectrum of dance (e.g., musical theatre, ballroom, Mediterranean);

TH2.02 - compare and contrast the historical development and cultural significance of various dance forms from around the world;

TH2.03 - describe ways in which dance is part of the culture within their local community, in Ontario, in Canada, and worldwide, with particular emphasis on dance in Ontario (e.g., history of National Ballet Company);

TH3.03 - demonstrate an understanding of how technique functions as a tool in developing artistic scope;

CR1.01 - apply the elements of dance (e.g., flow, space, time) to create movement sequences;

CR1.02 - use movement as a stimulus (e.g., body actions, energy, space, time, structural relationships and resulting actions);

CR1.03 - observe and demonstrate improvise movement patterns, combinations, studies, and group dances;

CR2.01 - develop compositional forms and structures (e.g., binary, canon, narrative);

CR2.02 - create increasingly long and complex dance compositions, exploring themes, ideas, and topics;

CR3.01 - demonstrate appropriate dance class discipline and procedures specific to each world dance form studied;

CR3.02 - demonstrate an ability to prepare for rehearsal, polish pieces, practise movement memory, and refine technique;

CR3.03 - demonstrate co-operation and leadership in performing the compositions of other (e.g., students, teachers, guests);

CR3.04 - demonstrate an understanding of the need for and methods of projecting oneself during presentation and performance (e.g., use of appropriate movements to communicate clearly in a classroom or a large hall);

AN1.01 - define the criteria for analysing dance;

AN1.02 - analyse improvisations, movement phrases, and more formal compositions created in class;

AN1.03 - reflect and report - in oral and written form - on their own compositions and those of others (their peers, dancers in other cultures);

AN3.01 - identify how dance is integrated into other presentation media (e.g., ceremonies, multimedia productions, musicals);

AN3.02 - explore and describe ways in which problem-solving skills in dance are transferable to other settings, disciplines, and work-related environments (e.g., perseverance and capacity to accept constructive criticism);

AN3.03 - analyse their own dance works presented in small groups (e.g., duets, trios, quartets).

Planning Notes

1.       Overview

This course is designed for the student with a basic knowledge in dance and is a further development of the Grade 9 dance experience or its equivalent. The skills required are: basic dance language, introduction to static and locomotor skills, introductions to the elements of dance, appreciation of the socio-cultural and historical traditions of dance, and some exposure to creating and evaluating artistic performances.

The Grade 10 course builds on these basics and immerses students more deeply in each of these areas with more complex concepts. However, to avoid a fragmented curriculum, we recommend a selection of key concepts that are carried over in each of the units and connect them into an integrated whole. These are: body shape, pathways in space and partners. (See Appendix 0.1)

There is a need to integrate the five units into a holistic dance experience with these common threads that the students can recognize: body shape, pathways in space and partners. The three concepts chosen are a means to accomplishing that goal. While focussing on different aspects of dance theory and practice in each unit, students can expand and build on their understanding of the three concepts.

It is recommended that the first unit be taught throughout the course to give the student time to develop the technical aspect of dance. It is essential that students become familiar with how technique contributes to the art of dance and assists in the development of self-discipline.

The rationale for having more classes assigned to Unit 5 is to provide the student with sufficient class time to develop longer movement pieces, rehearse pieces, and perform them where and when it is appropriate. Although it is in Unit 2 and Unit 5 where the students focus on composition and performance skills, they are important components of every unit.

This course profile is designed for the teacher with knowledge in dance but with limited experience in dance education. The depth and scope to which this material is viewed and used are flexible and depend on the needs and level of the students and the teacher’s background. Teachers in performing arts schools whose students take more than one dance course will adapt this structure to a more intensive approach.

The teacher must also be aware of the need for students to examine careers in the arts during their secondary school experience. This concern with their possible future can be the focal point of extensions during the course. Constant exposure to the resources in their community and the possible careers in arts related fields should foster growth in students’ appreciation of dance.

Opportunities to help the students in their faith journey and encourage spiritual and religious growth should be combined with the academic elements of this course. Each unit, activity and resource is intended to provide the teacher and student with many expressive outlets to help them reach their potential as members of the Catholic faith community.

Performance in this course profile is covered in many different settings from an informal sharing of a dance study to a formal choreographed dance piece. Performance will also be conveyed in technique, composition, and social dance units as part of the class. Teachers should note that it is an expectation that Grade 10 students perform in appropriate settings. For some students, the only setting in which it is appropriate for them to perform is inside their classroom for their peers. For other students, performances may take place at feeder schools, school functions, assemblies, liturgies, events attended by parents, and during church or community events. The teacher’s professional judgement must be exercised with a sensitive understanding of the needs of the students.

2.       Classroom Safety

Teachers must introduce students to the principles of safety in dance from the first class and must insist that safe practices be observed within their dance classroom at all times. Since focus is placed upon Anatomy Through Movement (Unit 1) teachers should place emphasis on mechanically correct performance at all times. It is assumed that each and every class begins with a warm-up and ends with a cool-down. This enables the students to monitor injury prevention and technical performance. Along with correct technique, safe practices include the development of healthy attitudes towards body image, eating, nutrition, gender, appearance, and personal hygiene.

In addition, it is essential that students have sufficient room to perform exercises and patterns without jeopardizing their own safety or the safety of others, and that they dance on a floor which will not cause injury (perhaps an Appendix Safety Checklist). There should be sufficient ventilation and appropriate temperatures for safe movement. All equipment, such as barres, mirrors, lighting should be inspected regularly.

3.       Touch

Touch is essential to the art of dance. Teachers must establish a comfortable classroom environment. The emotional safety of the students must be always protected. The students must be aware of their responsibility in respecting the comfort level and safety of others when working in partnership and in groups.

4.       Equity

The cultural, socio-economic and gender makeup of the class will effect a teacher’s approach and delivery of the curriculum to ensure that it is inclusive of all students. Resources and classroom materials should be multicultural in nature and reflect the diversity of Canadian society. There can be an opportunity for students to explore their own heritage in class projects.

5.       Accommodations for Exceptional Students

The dance program must allow the integration of exceptional students and Individualized Educational Plans (IEP) must be devised to meet the needs of these students. For example, technique for students who use a wheelchair may focus on ways of using the upper body and moving the chair through space. It is suggested that teachers elicit the assistance of the personnel in the Special Education and Student Services Departments at the school and board level. Assessment must be modified to accommodate a students’ degree of exceptionality. Teachers will adjust safety procedures to accommodate the needs and activities of exceptional students. The focus on the partnering concepts will provide students with the opportunity to take part in adaptive problem-solving in shared technical, compositional, or performance assignment.

ESL students may require modification of instruction and assessment and ESL specialists should be consulted for assistance.

For ESL students, programs in dance may stress the acquisition of advanced knowledge and the development of critical and problem-solving skills in the creation and presentation of dances. Students should be encouraged to use their imaginative and intellectual abilities and to develop fluency of movement and the control of the body to a high degree.

Teaching/Learning Strategies

Since teachers bring their own dance background and expertise to the development of the course, the teaching and learning strategies selected will reflect their strengths. In approaching dance in a practical and theoretical way the modes of learning are: verbal, kinesthetic, observation, and reflection. Through these modes of learning the following strategies can be used.

a)  Learning (Verbal, Written, Reflective):  teacher instruction, student discussion, student research (library, media, Internet), student problem-solving, and reflection. This type of learning is documented via written assignments that include:

Factual Records of Information

·       Notebooks - information from instruction, class content, checklists, research, quizzes.

·       Scrapbooks/Portfolios - notebooks with additional pictures, reviews, choreographic. ideas, research material, charts, checklists.

Student Reflection

·       Journal - the student records a class experience, creative idea, journey of self, input of class discussion.

·       Students make an entry in their personal journal at the beginning of each class, which reflects their attitude, feelings, and emotions on that day. Toward the end of each class, students are provided with a few minutes to make anecdotal remarks in their journal, regarding that particular class. Comments and remarks may reflect specific class content and objectives, attitude, effort, insights, etc. Entries may be made in words, images, or a combination of both. Once the function of the dance journal has been explained to the students, the beginning-of-class entry can be completed immediately upon arrival to class, prior to teacher instruction (reflection on this initial entry allows the students to recognize how their attitude may have impacted on their performance throughout the class, and this can be considered when making their end-of-class entry).

·       At the completion of the unit, journals are collected and evaluated for completion; this is a personal journal, intended to encourage student reflection and writing skills in a non-judgemental atmosphere, leading to personal and spiritual growth.

b)  Learning (Kinesthetic and Observational):  learning about the body and about dance by participating, observing, and critically evaluating themselves and others during technique class; compositional studies; and performance in one or more world dance forms.

The use of reflective journals is recommended to record the students’ personal Catholic faith journey as it relates to the dance experiences. In addition, the teaching delivery should be infused with the Catholic Graduate Expectations whenever and wherever possible. Using the Catholic “lens” to explore and critique pertinent issues will help the students in their own personal faith journey help.

Assessment and Evaluation

The Ministry of Education requires that 30% of the evaluation for establishing a students’ level of achievement be acquired through a final performance task. The students’ performance task is to develop choreography using the knowledge and skills developed throughout the course. These performances can occur in an informal setting such as the classroom or formal performance with the appropriate audience drawn from the school community or outside community. Throughout the course performance is evaluated in each of the units as a component of the remaining 70%.

The assessment and evaluation of dance expectations will be communicated to the students within the framework of the four categories being used by all subjects:

·       Theory (Knowledge and Understanding)

·       Thinking/Inquiry

·       Communication

·       Creation (Application)

Teachers are to ensure that:

·       both process and product are being assessed/evaluated;

·       assessment/evaluation is balanced among “doing” dance, “talking about” dance and ‘writing about” dance;

·       assessment/evaluation is balanced among the three strands;

·       various assessment/evaluation techniques are used throughout  the course;

·       all expectations are actually assessed/evaluated.

Teachers must evaluate both practice and theory in dance course. For the practical aspects, teacher observation is the primary method of assessment. To assist the teacher in assessing/evaluating through observation, checklists and rubrics are invaluable. These should be devised well in advance, where practical with input from the students, and shared with the students before assessment takes place. In this way, students understand the criteria being used by the teacher making assessments/evaluation through teacher observation.

Resource Summary

In Ontario, teachers of dance have many resources available to them. Many universities and colleges have extensive library holdings in Dance, offer courses, consultation, and workshops for teachers of dance, as well as, liaison opportunities for secondary dance students. Many local libraries offer media material in dance. There is a provincial subject association, the Council of Drama & Dance in Education (CODE). Dance Ontario and Dance Collection Danse are invaluable sources of information, contact and resources. Dance resources and books developed by Canadians are available. Dance artists in the community are also a rich resource for teachers. The Ontario Arts Council will assist teachers to bring artists into schools and provides funding to make this possible. As well, teachers can connect with various dance associations, local dance studios, community and cultural centres. Internet access has opened up the dance world for educators. While, many excellent dance web sites exist, all surfing at school should be supervised and students should follow “netiquette”. CD-ROM and software are available. Periodicals, books, newspapers, magazines, videotapes, newsletters, theatres, studios, the church and affiliated organizations and business partnerships can be found to enhance the dance teacher’s resource list.

Specific resources are listed in each unit.

OSS Policy Application

This course profile has been developed to assist in the implementation of The Ontario Curriculum, Grade 9 and 10, 1999. In using this material, teachers and administrators must take careful note of the applicable sections of:

·       Ontario Secondary Schools, Grade 9 to 12: Program and Diploma Requirements, 1999 (OSS), Sections 4, 5, 6, 7

·       Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1993.

·       The Ontario Curriculum, Grades 9 and 10: The Arts, 1999

·       The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999

Course Evaluation

In dance, there is an ongoing process of reflection often through informal discussions with students. A more formal review of content and delivery can be conducted at the end of the course by asking the students to evaluate the following criteria: content of each unit, choice of teaching/learning/assessment/evaluation strategies and overall value of the course to the students. Discussion with other staff and administration will provide further assessment. Refer to: The Ontario Curriculum, Grades 9 & 10: Program Planning and Assessment, 1999.

 

 

INTRODUCTION TO UNITS

In order to provide some continuity throughout the five units, it is recommended that teachers of the Grade 10 curriculum give particular focus to the concepts of body shape, pathways in space, and partnering. This will allow some integration of material across units as well as providing the opportunity to present some increase in complexity. Following initial experiences acquiring dance skills in any of the dance forms, students by Grade 10 should be ready to develop more control of their bodies through focussing on body shape and learning to navigate through space. The introduction of a partner will assist in monitoring and correcting their movements. Exploring body shape, pathways in space, and partnering relationships are a rich source of compositional elements as well as providing a means for analysing performances. Spatial pathways and partner relationships are also an integral part of all world dance forms and will be emphasised through the social dance in Unit 4. This will provide students with criteria for comparing different forms. Appendix 0.1 provides an example of how these concepts can be integrated into the five units.

The emphasis on the three concepts is not exclusive. Clearly other elements of dance will continue to be included. Dance involves movement of the body or body parts through space with varying dynamics in relationship to other people. Emphasis on spatial aspects does not eliminate attention being paid to time or force, nor does focussing on partner work eliminate solo or group patterns. It simply means that these three concepts will receive particular attention in the material covered.

 

 

Appendix 0.1

Integrating Three Themes into Five Units

 

 

Coded Expectations Dance ATC2O

Theory

Overall Expectations

THV.01

– understand the relationship between human anatomy and dance movements;

THV.02

– identify and explain the historical and cultural significance of one or more world dance forms;

THV.03

– observe, identify, and describe a broad spectrum of dance;

THV.04

– understand how technique assists in the development of self-discipline and contributes to artistic scope;

THV.05

– demonstrate the technique of one or more dance forms studied.

Specific Expectations

Health and Safety

TH1.01

– describe good hygiene, healthy eating habits, and the principles of safety in all aspects of dance;

TH1.02

– demonstrate further understanding of the science of movement (e.g., biomechanics, kinesiology, physiology);

TH1.03

– identify and describe the skeletal and muscular system in relation to movement;

TH1.04

– demonstrate an understanding of the connection between dance and a healthy body image;

TH1.05

– describe the beneficial effects of dance on health, self-esteem, and self-image.

History and Culture

TH2.01

– observe and describe a broad spectrum of dance (e.g., musical theatre, ballroom, Mediterranean);

TH2.02

– compare and contrast the historical development and cultural significance of various dance forms from around the world;

TH2.03

– describe ways in which dance is part of the culture within their local community, in Ontario, in Canada, and worldwide, with particular emphasis on dance in Ontario (e.g., history of National Ballet Company) Technique;

TH3.01

– identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chassé, syncopation, relevé turn);

TH3.02

– demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied;

TH3.03

– demonstrate an understanding of how technique functions as a tool in developing artistic scope;

TH3.04

– explain the role of coordination, flexibility, strength, and proper breathing in dance.

Creation

Overall Expectations

CRV.01

– apply the elements of dance and various stimuli to create movement sequences;

CRV.02

– use improvisation to vary established movement patterns;

CRV.03

– devise different approaches to compositional forms;

CRV.04

– demonstrate the ability to practise and polish dance pieces for effective performance;

CRV.05

– demonstrate a higher level of the skills that lead to effective rehearsals and performances.

Specific Expectations

Elements of Dance Movement

CR1.01

– apply the elements of dance (e.g., flow, space, time) to create movement sequences.

Theory

Overall Expectations

THV.01

– understand the relationship between human anatomy and dance movements;

THV.02

– identify and explain the historical and cultural significance of one or more world dance forms;

THV.03

– observe, identify, and describe a broad spectrum of dance;

THV.04

– understand how technique assists in the development of self-discipline and contributes to artistic scope;

THV.05

– demonstrate the technique of one or more dance forms studied.

Specific Expectations

Health and Safety

TH1.01

– describe good hygiene, healthy eating habits, and the principles of safety in all aspects of dance;

TH1.02

– demonstrate further understanding of the science of movement (e.g., biomechanics, kinesiology, physiology);

TH1.03

– identify and describe the skeletal and muscular system in relation to movement;

TH1.04

– demonstrate an understanding of the connection between dance and a healthy body image;

TH1.05

– describe the beneficial effects of dance on health, self-esteem, and self-image.

History and Culture

TH2.01

– observe and describe a broad spectrum of dance (e.g., musical theatre, ballroom, Mediterranean);

TH2.02

– compare and contrast the historical development and cultural significance of various dance forms from around the world;

TH2.03

– describe ways in which dance is part of the culture within their local community, in Ontario, in Canada, and worldwide, with particular emphasis on dance in Ontario (e.g., history of National Ballet Company) Technique;

TH3.01

– identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chassé, syncopation, relevé turn);

TH3.02

– demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied;

TH3.03

– demonstrate an understanding of how technique functions as a tool in developing artistic scope;

TH3.04

– explain the role of coordination, flexibility, strength, and proper breathing in dance.

Creation

Overall Expectations

CRV.01

– apply the elements of dance and various stimuli to create movement sequences;

CRV.02

– use improvisation to vary established movement patterns;

CRV.03

– devise different approaches to compositional forms;

CRV.04

– demonstrate the ability to practise and polish dance pieces for effective performance;

CRV.05

– demonstrate a higher level of the skills that lead to effective rehearsals and performances.

Specific Expectations

Elements of Dance Movement

CR1.01

– apply the elements of dance (e.g., flow, space, time) to create movement sequences;

CR1.02

– use movement as a stimulus (e.g., body actions, energy, space, time, structural relationships and resulting actions);

CR1.03

– observe and demonstrate improvised movement patterns, combinations, studies, and group dances.

Composition

CR2.01

– develop compositional forms and structures (e.g., binary, canon, narrative);

CR2.02

– create increasingly long and complex dance compositions, exploring themes, ideas, and topics;

CR2.03

– create increasingly long and complex dance compositions, using computer technology;

CR2.04

– compose original dance pieces, using other sources of stimuli (e.g., body percussion, images, sounds, voice).

Presentation and Performance

CR3.01

– demonstrate appropriate dance class discipline and procedures specific to each world dance form studied;

CR3.02

– demonstrate an ability to prepare for rehearsal, polish pieces, practise movement memory, and refine technique;

CR3.03

– demonstrate co-operation and leadership in performing the compositions of others (e.g., students, teachers, guests);

CR3.04

– demonstrate an understanding of the need for and methods of projecting oneself during presentation and performance (e.g., use of appropriate movements to communicate clearly in a classroom or a large hall).

Analysis

Overall Expectations

ANV.01

– define and describe the criteria for analysing dance;

ANV.02

– compare and contrast a broad spectrum of dance;

ANV.03

– develop and use criteria for self- and peer evaluation (e.g., elements and principles);

ANV.04

– describe and demonstrate how technology can be used as a tool in the field of dance;

ANV.05

– investigate and report on various dance careers and other related career opportunities.

Specific Expectations

Appreciation and Criticism

AN1.01

– define the criteria for analysing dance;

AN1.02

– analyse improvisations, movement phrases, and more formal compositions created in class;

AN1.03

– reflect and report – in oral and written form – on their own compositions and those of others (their peers, dancers in other cultures).

Exploration and Research

AN2.01

– solve a variety of creative problems through movement (e.g., combining phrases, matching compositional pattern to musical patterns);

AN2.02

– use computer technology and software to explore aspects of dance (e.g., digitizing movement-related effects);

AN2.03

– use CD-ROMs, the Internet, and/or other telecommunications technologies to compare and contrast topics and themes in dance (e.g., “Dance and Gender”, “Dance in Films”, “Social Dance in Latin America and Canada”).

Self and Community

AN3.01

– identify how dance is integrated into other presentation media (e.g., ceremonies, multimedia productions, musicals);

AN3.02

– explore and describe ways in which problem- solving skills in dance are transferable to other settings, disciplines, and work-related environments (e.g., perseverance and capacity to accept constructive criticism);

AN3.03

– analyse their own dance works presented in small groups (e.g., duets, trios, quartets).

 

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good

 

 

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