Course Profile Dance, Grade 10, Open,
Public
Unit 1: An Introduction to the Art and Science of Dance
Time: 26 hours
Students learn technique in the dance form(s) being studied. Throughout the unit, students experience the protocol and structure of a dance class while applying safe dance practices within the form being studied. Students integrate their understanding of the relationship between human anatomy and the artistic scope of dance movement. They learn how technique assists with self-discipline and contributes to artistry. Students develop and use criteria for peer and self-assessment. Students begin work on their dance portfolios, which are developed throughout the course.
Note: The culmination of the portfolio is contained within Unit 5. However, students should receive information about the portfolio at the beginning of the course. See Appendices 1.1: Handout for Student Portfolio and 1.2: Evaluation of Portfolio Based on Achievement Chart Levels and Categories.
Strand(s): Theory, Creation, Analysis
THV.01 - understand the relationship between human anatomy and dance movements;
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;
ANV.03 - develop and use criteria for self- and peer evaluation (e.g., elements and principles).
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;
TH3.01 - identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, releve 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 co-ordination, flexibility, strength, and proper breathing in dance;
CR3.01 - demonstrate appropriate dance class discipline and procedures specific to each world dance form studied;
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.
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Theory |
Thinking/Inquiry |
Creation |
Communication |
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Technique: Diagnostic Checklist Technique: Progress Checklist Technique: Rubric Technique: Self-assessment Anatomy: Test/Warm-up Project: Rubric |
Writing |
Dance Class Etiquette: Rubric |
Writing Project: Rubric |
Appendix 1.1 – Student Handout for Dance Portfolio
Appendix – Evaluation of Portfolio
In this course, you will maintain a guided learning portfolio. The purpose of the portfolio is for you to research and document your learning in dance in a variety of ways.
Your portfolio will consist of eight components. You will be completing four components that are directly connected to the first four units of study. Three other components will be completed independently throughout the course. The final component will be completed in Unit 5. The portfolio is due on ______ (date), approximately half way through Unit 5.
I will arrange two formal conference dates with you to discuss the progress of your portfolio. You may arrange conferences with your teacher to discuss your portfolio whenever you need assistance. Some of the components have checklist dates by which time you must show the teacher that part or all of the work for that component is complete.
This portfolio will be evaluated as part of the Culminating Performance Task (30%) for this course. The portfolio will be weighted as 10% of this grade but will be marked out of 100.
Note: Please date all portfolio work.
Find a picture or make a collage that represents your view of yourself as a dancer as you begin this course. You may choose to draw this picture, photocopy it, download it from the Internet, cut it out from a magazine, etc. or to make a collage using any or all of these. Give it a title. Write approximately 250 words explaining why you chose this particular picture or representation and what it says about you as a dancer. You must show your picture/representation to the teacher by the end of the third week of this course.
Capture in sculpture, drawing, drama, etc. a powerful image of the compositional work of your peers, what you saw and/or felt and/or understood as you watched the piece. Write 350-500 words explaining your image and its meaning for you. You may choose whether or not to be evaluated on the artistic merit of the sculpture, drawing, and drama etc. or entirely on the writing. The writing will be evaluated for the thinking contained in it and the clarity with which you communicate that thinking. You will begin work on this task in Unit 2. You must show your sculpture, drawing, drama, etc. to the teacher by the end of Unit 2.
Although you may begin this task at any time, it may deepen your work if you defer it to the middle of Unit 3 at which time you will have acquired a great deal more knowledge and understanding of the historical and cultural nature of dance.
Create a scrapbook that contains ten items illustrating dance as you can find it in your local community. Appropriate items may include:
· newspaper or magazine articles/clippings about dance performances/auditions/training opportunities/health issues for dancers etc.
· advertisements for dance studios, dance clothing, etc.
· lists you make of the names of local dance studios, performances you’ve seen over the years in this community
· activities in the community influenced by dance such as fitness training, football players taking dance classes, or synchronized swimming, etc.
· pictures which show dance in a positive or negative (stereotypical) manner used for a variety of purposes in the community
· television shows/videos/films related to dance available in your community
· web sites and internet links
· anything else related in some way to dance in this community.
You must clearly list the source of each of the ten items and the date of the source. Include a short (e.g. 50-75 words) explanation of why you selected each of the items.
This scrapbook will be evaluated on its content, variety and scope. Have fun blending the visual and textual components.
Select a career that is related to the world of dance other than that of a dance artist/dancer.
Write an advertisement for a job in that area that would appear in a local newspaper. You will have to research the career. You should also look at various ads for jobs in the newspaper in order to discover the appropriate format and appearance. Your advertisement must contain the following elements: job description, location, salary, required qualifications, education, experience, deadline for application, noteworthy benefits or perks and how to apply. You may include other elements in your ad if you feel they would be appropriate. Where possible, use computer graphics and computer processing to design your ad.
Your advertisement will be evaluated on the accuracy of its content and its presentation. It should look like the real thing.
Choose a contemporary Canadian Dance Company or a contemporary Canadian Independent Dance Artist working with any dance form. Research this company or artist. Write a report of approximately 500 words outlining what you learned. You may request a press kit directly from the company or artist or find articles in newspapers and magazines. Many companies and artists have web sites. If possible, you may choose to do a personal interview and include interview notes. Pictures may be included with your written report.
You will be evaluated on the scope and depth of your information.
Choose a specific topic from the list below. Research it. Write a dialogue two people might have in which the important information, ideas and issues you discovered in your research is communicated. For example, you might choose to have a teen-age female talking to her friend about the fact that she knows her friend has been making herself vomit after she eats. One girl has some pamphlets with her and wants to convince her friend to go for help. Your dialogue should be approximately 300 words in length.
Topics
Bulimia
Anorexia
Body Image and Dance
Dance Injuries, Prevention and Care
Nutrition: Nourishing your body
Osteoporosis
Safety in the Dance Classroom
The Importance of Warming up and Cooling down
Fitness: What is it?
Find a picture or make a collage that represents your view of yourself as a dancer as you begin this course. You may choose to draw this picture, photocopy it, download it from the Internet, cut it out from a magazine, etc. or to make a collage using any or all of these. Give it a title. Write approximately 250 words explaining why you chose this particular picture or representation and what it says about you as a dancer. Include an analysis of any differences and similarities between this image and your first image of yourself as a dancer. Do not do this component until the end of Unit 4.
This component must be done in the first week of Unit 5 and is related to the culminating performance task for the course. Once your group has chosen the source upon which you are basing your dance, place a copy of the source in the portfolio. Write a 50 – 100 word explanation of why your group chose this source and its importance/significance/meaning, personally, to you. As well, summarize the main ideas and/or issues you hope to communicate in your piece. Include the title of your piece and state the theme of your piece in a single sentence. Your analytical thinking and communication skills will be evaluated.
Write a one-page introduction and a one-page conclusion to your portfolio. Gather together your portfolio pieces within a folder, binder, box or any format you find practical and pleasing. Enhance your work with pictures, drawings etc. Be sure that you have dated each component and that sources are provided where required.
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Portfolio |
Theory (Knowledge) |
Thinking/Inquiry |
Communication |
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1 |
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1 2 3 4 |
1 2 3 4 |
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2 |
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1 2 3 4 |
1 2 3 4 |
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3 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
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4 |
1 2 3 4 |
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1 2 3 4 |
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5 |
1 2 3 4 |
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1 2 3 4 |
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6 |
1 2 3 4 |
1 2 3 4 |
1 2 3 4 |
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7 |
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1 2 3 4 |
1 2 3 4 |
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8 |
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1 2 3 4 |
1 2 3 4 |
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Overall Presentation of Portfolio |
1 2 3 4 |
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Level of Achievement in each
category: |
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Theory (Knowledge) |
Thinking/Inquiry |
Communication |
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Suggested Weighting for Each
Category: |
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Theory: 25% |
Thinking/Inquiry: 35% |
Communication: 40% |
Overall Grade on Portfolio:
__________%