Course Overview

Dance, Grade 11, University/College Preparation, ATC3M

Prerequisite: Dance, Grade 9 or 10, Open

Course Developers

Lead Writer

Jane Deluzio, Toronto DSB

Writers

Jean Bellefleur, Ottawa-Carleton DSB

Julia Lava, Toronto Catholic DSB

Carolle Mageau, Rainbow DSB

Kelly Maloney, CDSB of Eastern Ontario

Course Description

This course emphasizes the development of technical, composition, and presentation skills in one or more world dance forms. Students acquire and refine dance skills; compose and present increasingly complex works; interpret and evaluate a variety of dance presentations; and study the historical development of various dance forms and the function of dance in specific cultures.

How This Course Supports the Catholic School Graduate Expectations

Dance leads students to an integration of the whole self: mind, body, heart, and soul. Participation in dance helps Catholic learners to develop a confident, positive sense of self as they explore and represent the ideas, values, and relationships depicted in the Gospel. Dance provides students with a unique, physical way of participating in the liturgy. Because dance is a communal art form, students develop a respect for the dignity and welfare of others as well as opportunities to exercise Christian leadership in the achievement of individual and group goals. Catholic School Graduation Expectations have been listed for each unit of this course within the Course Overview. Unit 2 of this course has been written with a Catholic perspective.

Course Notes

This course has been designed to accommodate any dance form or combination of forms that may be offered. Unit 1 is intended to provide the students with the groundwork in technique they will use throughout the course. Unit 2 focuses on the roots, function, and characteristics of the form. Students examine the evolution of the form as well as the social and political events that have impacted on it. Students compose within the form, and present dances, looking specifically at presentation of the form being studied. Finally, they will analyse their own work as well as the work of others. In Unit 3, students work intensively with one another to create and to present dance. The unit has been designed to provide the students with key skills they will need to be successful in the culminating task of the course. Unit 4 contains the culminating activity worth 30% of the students’ final grade. This is an outreach unit in which the students share dances they have created with elementary students from local feeder schools. It is hoped that this outreach program will motivate these younger students to study dance in secondary school as well as support elementary teachers in the delivering of their mandatory dance program. Since dance reflects the history of social and cultural attitudes, the study of dance provides an opportunity to examine the changing roles of men and women in culture and in society. Teachers must ensure that course content and delivery are appropriate for both males and females. Attention must also be given to the differences in attitudes towards dance in various cultures.

Safety

Teachers must reinforce principles of safety in dance at all times. Proper warm-up and cool-down protocol must be observed. The technical level of the students must be considered in order to set realistic technical goals in the classroom. Because touch is essential to this art form, teachers must establish a safe classroom environment in which the students are aware of their responsibility to respect the comfort level of others. The emotional safety of students must be protected throughout all activities.

Classroom Space

Teachers are required to teach dance in a variety of spaces, some of them less than ideal. 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 that will not cause injury, either short-or long-term. For example, students should not dance on cement, splintered wood, or uneven surfaces. There should be sufficient ventilation and appropriate temperatures for safe movement, e.g., not too cold. Students should have access to showers and a change room facility. Music should not be played consistently at a high volume. Equipment in the classroom must be inspected regularly, i.e., barres, mirrors, lights.

Accompaniment

Teachers use a wide variety of accompaniment according to what is available to them, being sensitive to the religious significance of some music. Teachers may work with musicians on a daily or an occasional basis. Suggestions are listed in the Resources. Teachers should be aware of copyright regulations (SOCAN) for the use of recorded and/or live music in performance. Teachers should also consider having students develop dance pieces without music. Senior music students may be able to develop appropriate music to accompany pieces for performance. At times, it may be appropriate to have students accompany pieces with sounds or text, or a combination of these.

School and the Community

The dance program provides ideal opportunities for developing relationships between the school and the community. Teachers may invite dance artists to give lectures, demonstrations, choreographic input, etc. Field trips enable the students to view professional dance and performances in other schools, and attend workshops, master classes, and lectures. Involving parents and other members of the community strengthens and enriches the program.

It is particularly important in communities in which such opportunities are not available that the school brings resources into the community. Teachers and school administrators, working in cooperation with provincial organizations, e.g., Ontario Arts Council, and cultural groups, can organize classes, video presentations, etc. and can invite dance artists to live and teach in the community for a limited time.
Unit 4 of this course provides a model for collaboration through dance.

Career Planning and Life Skills

Dance programs can provide opportunities for students to develop life skills that are of value in many types of employment or careers. It should be clear to students that the secondary school dance program is not pre-professional training which leads directly to a career in dance. Some students may wish to take further training that prepares them for a professional career; others may wish to pursue a career in related fields, such as administration, production, and stage, costume, or set design. Teachers should provide these students with information on realistic career planning, including the kinds of preparation necessary for entrance into particular fields in dance and in related occupations. Students in Grade 11 may wish to participate in cooperative education programs available in their school.

Students who intend to take dance at university or college should be aware that an audition is required for entrance to most dance programs. Most students require additional training beyond the public school classroom to be successful gaining admission to a technique-based program. Students should also be made aware of university/college programs which focus on dance theory, history, and/or criticism and do not require a strong technical expertise for admission.

Units: Titles and Time

Unit 1	Building Blocks of Artistry	50 hours
Unit 2	Dance: Beyond Movement	15 hours
* Unit 3	Creative Process, Composition, and Constructive Feedback	20 hours
* Unit 4	Sharing the Art of Dance	25 hours

* These units are fully developed in this Course Profile.

Unit Descriptions

Unit 1: Building Blocks of Artistry

Unit Description

Students learn the technique of the form(s) they are studying in the course. Within any form, technique focuses on body awareness, alignment, development of strength and flexibility, musicality, dynamics, locomotor movement, execution of steps, etc. Students increase their understanding of and ability to use safe dance practices appropriate to the form. This unit focuses on developing an understanding of the science of dance. Most importantly, technique is taught in order to guide students towards understanding the relationship between mastery of technique and artistry. While an intensive amount of time is usually spent on technique at the beginning of a course, technique continues to be taught throughout all units.

Unit Overview Chart

Activity	Assessment	Focus
Activities vary according to the dance form(s) being taught in the course.	Knowledge/Understanding Application (emphasized) Thinking/Inquiry Communication (to a lesser degree)	The focus of all of the activities is to teach the dance technique appropriate to the form(s) being studied in the course.

Unit 2: Dance Beyond Movement

Unit Description

In small groups, students research the dance form(s) being studied in the course. They learn about the historical, structural, and stylistic characteristics of the form(s) as well as related styles. Students then focus on one major event, social, or political, that has had an impact on the evolution of the form(s). Through creation and composition within the form(s), students present their ideas and information to the rest of the class who, having developed a set of aesthetic criteria for analysing the work, provide the performers with constructive feedback.

Unit Overviews Chart

Activity	Assessment	Focus
1. Recreating our Past	Knowledge/Understanding Communication	Roots of the Form(s) Function of the form(s) Characteristics of the form(s)
2. The Event	Knowledge/Understanding Thinking/Inquiry Communication	Evolution of the form Social or political event that has an impact on the form
3. Back to the Future	Thinking/Inquiry Communication Application	Improvising to compose Choreography Presentation of the form Composition and presentation of student pieces Dance analysis

Unit 3: Creative Process, Composition, and Constructive Feedback

Unit Description

Students develop creative skills and achieve artistic growth by composing their own original works, nurturing intellectual, moral, and spiritual growth within our religious heritage of the Catholic tradition. This unit provides students with the opportunity to compose three studies, working with the concepts of motif, character, and prop. Students rehearse and polish their dance interpretation of a Bible passage, and present it to the class. Students continue to develop an appreciation for dance through analysis and evaluation of the elements, principles, and techniques of dance. Throughout this unit, students further their understanding of the various production roles by keeping a Stagecraft Journal in which they reflect on their key areas of interest. Students continue to develop technique throughout the unit.

Unit Overview Chart

Activity

Assessment

Focus

1. Creating

Knowledge/Understanding
Thinking/Inquiry
Application

Composition

Improvisation

Group creation

Dance analysis

2. Rehearsing, Performance, and Production

Knowledge/Understanding
Thinking/Inquiry
Communication
Application

Technique

Rehearsal

Performance

Stagecraft/production

Career consideration

Unit 4: Sharing the Art of Dance

Unit Description

This final unit incorporates the Culminating Performance Task of the course within an outreach concept. The unit is based on the preparation and production of a dance experience for elementary school students. The purpose of the sharing time with elementary students is two-fold. First, the two groups of students gather and create dance together through structured activities lead by the secondary students. Secondly, the secondary students then share their dance performances with the younger students. Students are required to apply acquired knowledge in a variety of ways throughout the unit, and are challenged to use leadership skills and to demonstrate their capacity to problem solve effectively. This opportunity to create and perform their own work and share their knowledge of the art of dance with younger children involves the integration of all the concepts and understanding that have been fostered and nurtured to date. Equally important, it is the medium through which students can express and share their creativity and their appreciation of the art form with others around them.

Unit Overview Chart

Activity	Assessment	Focus
1. Create to Perform	Knowledge/Understanding Thinking/Inquiry Communication Application	Documentation, Research, Composition, Presentation, Evaluation of Culminating Task
2. Shaping the Sharing	Knowledge/Understanding Thinking/Inquiry Application	Planning Organizing Structuring Preparing Evaluation of Culminating Task
3. The Finale	Knowledge/Understanding Communication Application	Producing Sharing Performing Reflecting Final evaluation of Culminating Task

Teaching/Learning Strategies

Teachers may wish to use different strategies throughout this course to suit students’ needs. Although the expectations for the three strands are listed separately in the policy document, instructional strategies encompass all of the strands in a holistic way. The students should dance as much as possible in the course.

Unit Overview Chart

Unit	Teaching/Learning Strategies used in this Course Profile
3. Creative Process, Composition, and Constructive Feedback	Group mapping activity, independent work, group work, teacher-directed discussion, brainstorming, self-discovery, whole group collaboration, shared reflection, exploratory exercises, self-assessment, debate, leadership activities, role-playing, problem-solving
4. Sharing the Art of Dance	Hand-outs, logs, group discussion, brainstorming, student research, projects, teacher as facilitator, demonstration, lecture, guided improvisation, experimentation, information sharing, analytical writing, rehearsing, editing, revising, performing, problem-solving, proposal writing, rationale writing, conferencing, collective collaboration, leadership activities, questioning, review, role-playing, video-taping and self-observation, peer feedback

Assessment & Evaluation of Student Achievement

The assessment/evaluation in this course is divided into the four categories of the Achievement Chart. The Knowledge category embraces what students know both in their minds and their bodies. Therefore, some of their technical assessments may be included in the Knowledge category. The Application category includes assessments of the students’ application of their knowledge, particularly as demonstrated through the creation and presentation of dance. Therefore, their ability to apply the technique they know is assessed in the Application category. The Thinking/Inquiry category is used to gather assessments that demonstrate the students’ abilities to think and analyse what it is they have learned, again both in their minds and with their bodies. Finally, the Communication category comprises assessments of how well the students communicate orally, in writing, and through dance.

Teachers must ensure that the creative process is assessed.

Teachers must assess Learning Skills separately on the report card. Some student behaviour, such as audience protocol at a performance, is assessed through the expectations and contributes to the student’s final evaluation in the course.

Overall evaluation of the course must be divided so that Course Work is weighted 70% and the Culminating Performance Task is weighted 30%. Evaluation should be balanced across all four categories of the Achievement Chart, for both the course work and the culminating task.

Culminating Performance Task – 30%

Culminating Performance Task	Knowledge/ Understanding	Thinking/ Inquiry	Communication	Application	Checked for Completeness only
Student Log Evaluation Grid					3
Improvisation Based on Characterization	3	3	3	3
Creative Process	3	3	3	3
Shaping of Workshop	3	3	3	3
Group Composition	3	3	3	3
Workshop Presentation	3	3	3	3

General Assessment/Evaluation Notes

Teachers create an overview of their assessment/evaluation tools in order to assist them with the challenge of devising authentic, valid, and varied assessment/evaluation. Teachers ensure that:

· both process and product are being assessed/evaluated;

· assessment/evaluation should be balanced among “doing” dance, “talking about” dance and “writing about” dance with an emphasis on doing;

· a variety of assessment/evaluation strategies accommodating a variety of learning styles are used;

· the expectations being assessed/evaluated are actually taught through the activities of the course before students are assessed.

Teacher observation is the primary method of collecting assessment/evaluation information in a dance course. To assist the teacher in assessing/evaluating through observation, whether or not videotaping is used for documentation purposes, checklists and rubrics are invaluable. These should be devised well in advance, and with input from the students. These should be communicated to the students and, where practical, to parents before assessment/evaluation takes place. In this way, students understand the criteria being used by the teacher.

Accommodations

The dance program must allow the integration of exceptional students. Exceptionalities are defined in the Education Act as behavioural, communicational, physical, intellectual, and multiple. Individualized Educational Plans (IEPs) must be devised to meet the needs of exceptional 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 student’s degree of exceptionality. Teachers adjust safety procedures to accommodate the needs and activities of exceptional students. ESL students may require modification of instruction and assessment. ESL specialists could be consulted for assistance. Enriched programs in dance should stress the acquisition of advanced knowledge and the development of critical and problem-solving skills in the creation and presentation of dances.

This list of accommodations may be used as a guide for teachers as they plan their program.

General	Listening and Speaking	Reading	Writing	Behavioural
Clear expectations of quality	Additional time	Oral reading to student	Computer (when appropriate) or ascribe	Highly structured environment
Placement within the classroom to maximize student focus	Encouragement to participate orally	Vocabulary pre-teaching and checking for comprehension	Tape-recorded classes	Appropriate behaviour modelled
Close monitoring by the teacher	Listening cues or prompts	Peer tutor/helper to help identify and highlight essential information	Peer tutor/helper	Clear, reasonable expectations
Oral and written instructions	Teacher modelling of appropriates response	Underlined or highlighted key points	Handouts	Appropriate consequences
Review and repetition	Material provided on tape	Reading guide taped textbooks	Additional Time	Time-outs
Concepts presented in a variety of formats		Large type face	Note-taker	Conflict resolution strategies
Regular positive feedback			Alternative to written assignments (e.g., video, graphs, mind maps, oral assignments)	Appropriate alternative behaviours
“Chunking” of tasks into smaller sub-tasks
Checklists
Graphic organizers
Homework/ notebook/journal monitoring
Clear time frames
Examples of what is expected

Resources

In Ontario, teachers of dance have many resources available to them. Many universities and colleges offer courses, consultation, and workshops for dance teachers as well as liaison opportunities for secondary dance students. The provincial subject association, the Council of Drama & Dance in Education (CODE), Dance Ontario, and Dance Collection Dance are invaluable sources of information, contacts, and resources. Code allows teachers to collaborate electronically because they receive CODEnet, an email listserve that electronically connects all members who have e-mail. Dance resources and books developed by Canadians are available. Teachers must ensure that the curriculum is inclusive by choosing, where possible, resources and classroom materials that are multicultural in nature and reflect the diversity of Canadian society. Dance artists in the community are also a rich resource for teachers. The Ontario Arts Council assists teachers to bring artists into schools, and provides funding to make this possible. As well, teachers can connect with the various Dance associations, local dance studios, and community and cultural centres. Internet access has opened up the dance world for educators. CD-ROMs and software are available. Periodicals, books, newspapers, magazines, videotapes, and newsletters can be found to enhance the dance teacher’s resource list. Business, theatres, and studios can offer partnerships. Specific resources are listed within each activity.

OSS Considerations

This course profile has been developed to assist in the implementation of The Ontario Curriculum, Grades 11 and 12, The Arts, 2000. In using this material, teachers and administrators must also take careful note of the applicable sections of:

Ontario Secondary Schools, Grade 9 to 12, Program and Diploma Requirements, 2000

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999

The Ontario Curriculum, Grades 11 and 12, Program Planning and Assessment, 2000

Course Evaluation

At the end of the course, teachers should assess the success of the course in relation to clear criteria. Student responses should be solicited and structured in a reflective context. Review criteria might include:

· fairness and thoroughness of assessment and evaluation strategies;

· ongoing assessment of student learning, cross-referenced with the Overall and Specific Expectations;

· congruence with student expectations;

· difficulty of teaching/learning strategies;

· nature of the class;

· time given to each unit or activity;

· informal student feedback;

· student enthusiasm.

Appendix 0.1: Expectations Overview

DANCE, GRADE 11, UNIVERSITY/COLLEGE UNITS

Code	Expectations	1	2	3	4
THV.01	Describe various dance forms found in Canada and around the world, using appropriate terminology	3	3		3
THV.02	Describe the theories and practices that help dancers maintain a healthy body and prevent injury	3	3	3
TH1.01	Describe the elements, principles, and techniques used in a variety of dance forms from around the world	3	3	3
TH1.02	Identify dance forms from a variety of time periods and describe their historical, structural, and stylistic characteristics		3
TH1.03	Demonstrate an understanding of the effect of social and political events on the evolution of dance		3		3
TH1.04	Describe the impact, at various time periods in Canada, of the dance forms being studied		3
TH2.01	Describe why it is important to take a scientific approach to movement studies	3	3
TH2.02	Describe the muscular and skeletal functions involved in performing simple dance movements	3	3
TH2.03	Identify common dance injuries and describe appropriate care and preventive measures for each	3	3
TH2.04	Demonstrate an understanding of the benefits of a healthy body to both dance and lifestyle	3	3	√
CRV.01	Demonstrate technical proficiency in one or more forms of dance	3	3	3	3
CRV.02	Choreograph dance works that combine a broad spectrum of complex movement skills and techniques		3	3	3
CRV.03	Rehearse and perform dances in various settings and for a variety of purposes		3	3	3
CRV.04	Demonstrate an understanding of dance presentation and production			3	3
CR1.01	Demonstrate skill in executing complex movements (locomotor and non-locomotor movements, combinations of movements) and body positions in one or more world dance forms	3	3	3	3
CR1.02	Demonstrate increased technical proficiency in dance, showing coordination, endurance, flexibility, musicality, rhythmic sense, and strength in their performance	3	3	3	3
CR1.03	Use technique effectively to extend artistic scope	3	3	3	3
CR2.01	Use improvisation appropriately as a compositional tool for individual and group presentations	3	3	3	3
CR2.02	Use sounds, visuals, textures, themes, and historical events as stimuli for improvisation		3	3	3
CR2.03	Solve complex compositional problems through guided exploration		3	3	3
CR2.04	Create dance compositions of increasing complexity – that is trios, duets, and solos, and works for small groups		3	3	3
CR2.05	Create notation systems that help them develop and record compositions		3	3
CR2.06	Use technology effectively when creating dance works			3	3
CR3.01	Demonstrate the essential skills and appropriate behaviour of performers/participants, leaders, and audience members	3	3	3	3
CR3.02	Demonstrate an ability to prepare for rehearsals and performances (e.g., polish pieces, showing technical accuracy and mature interpretative skills)		3	3	3
CR3.03	Demonstrate appropriate use of skills in technique and composition through their presentation of dance works		3	3	3
CR4.01	Use the technical skills of stagecraft appropriately in dance productions (e.g., skills in the use of light, sound, special effects)			3	3
CR4.02	Use technology effectively in their productions of dance works			3	3
CR4.03	Demonstrate an understanding of the technical aspects of rehearsals and performance (e.g., scheduling, set-up and striking of sets)			3	3
CR4.04	Demonstrate the essential skills and appropriate attitudes and behaviour of members of a production crew (e.g., the stage manager, artistic director, sound designer, publicist)			3	3
ANV.01	Analyse and evaluate the formal structure and meaning of a broad spectrum of dance forms	3	3
ANV.02	Analyse the significance and function of a variety of dance forms in specific cultures	3	3
ANV.03	Explain how dance can serve as preparation for various arts-related careers		3	3	3
AN1.01	Analyse and evaluate the use of the elements, principles, and techniques of dance with respect to formal structure and meaning in a broad spectrum of dance forms (e.g., jazz, tap, Indian/South Central Asian dance)	3	3	3
AN1.02	Analyse the significance and function of a variety of dance forms in Canadian society (e.g., ballet, modern dance, Afro-Caribbean dance)	3	3
AN1.03	Describe and analyse, orally and in writing, the cultural significance of a broad spectrum of dance forms	3	3
AN1.04	Create a set of aesthetic criteria by which to evaluate their own work and that of others	3	3	3	3
AN1.05	Use technology (e.g., videotape, CD-ROM stop action) appropriately as an analytical tool in the field of dance	3	3	3	3
AN2.01	Analyse the role of dance in the community		3		3
AN2.02	Explain how knowledge and skills acquired through the study of dance can be applied in other settings	3	3	3	3
AN2.03	Explain how knowledge and skills acquired through the study of dance can be applied in a wide range of careers	3	3	3	3

Appendix 0.2: Catholic School Graduate Expectations Overview

Code	Expectations	1	2	3	4
The graduate is expected to be a discerning believer formed in the Catholic Faith Community who:
CGE1c	Actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures			3
CGE1d	Develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good		3	3
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)			3
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			3
CGE1h	Respects the faith traditions, world religions, and the life-journeys of all people of good will			3
CGE1i	Integrates faith with life	3	3	3	3
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. (Witness to Faith)			√
The graduate is expected to be an effective communicator who:
CGE2a	Listens actively and critically to understand and learn in the light of gospel values	3	3	3	3
CGE2b	Reads, understands, and uses written materials effectively	3	3	3	3
CGE2c	Presents information and ideas clearly and honestly and with sensitivity to others		3	3	3
CGE2d	Writes and speaks fluently one or both of Canada’s official languages	3	3	3	3
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	3	3	3	3
The graduate is expected to be 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				3
CGE3b	Creates, adapts, evaluates new ideas in light of the common good			3	3
CGE3c	Thinks reflectively and creatively to evaluate situations and solve problems	3		3	3
CGE3d	Makes decisions in light of gospel values with an informed moral conscience				3
CGE3e	Adopts a holistic approach to life by integrating learning from various subject areas and experience		3
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		3
The graduate is expected to be a self-directed, responsible, life long learner who:		1	2	3	4
CGE4a	Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others		3	3	3
CGE4b	Demonstrates flexibility and adaptability			3	3
CGE4c	Takes initiative and demonstrates Christian leadership			3
CGE4d	Responds to, manages, and constructively influences change in a discerning manner		3
CGE4e	Sets appropriate goals and priorities in school, work and personal life	3	3	3	3
CGE4f	Applies effective communication, decision-making, problem-solving, time and resource management skills		3	3	3
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	3		3	3
The graduate is expected to be a collaborative contributor who:
CGE5a	Works effectively as an interdependent team member	3	3	3	3
CGE5b	Thinks critically about the meaning and purpose of work		3	3	3
CGE5c	Develops one’s God-given potential and makes a meaningful contribution to society	3	3	3	3
CGE5d	Finds meaning, dignity, fulfillment and vocation in work which contributes to the common good			3	3
CGE5e	Respects the rights, responsibilities, and contributions of self and others	3	3	3	3
CGE5f	Exercises Christian leadership in the achievement of individual and group goals	3		3	3
CGE5g	Achieves excellence, originality, and integrity in one's own work and supports these qualities in the work of others	3	3	3	3
CGE5h	Applies skills for employability, self-employment and entrepreneurship relative to Christian vocation			3	3
The graduate is expected to be a caring family member who:
CGE6e	Ministers to the family, school, parish, and wider community through service				3
The graduate is expected to be a responsible citizen who:
CGE7a	Acts morally and legally as a person formed in Catholic traditions			3	3
CGE7b	Accepts accountability for one’s own actions			3	3
CGE7c	Seeks and grants forgiveness
CGE7d	Promotes the sacredness of life				3
CGE7e	Witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society			√	3
CGE7f	Respects and affirms the diversity and interdependence of the world’s peoples and cultures		3	3	3
CGE7g	Respects and understands the history, cultural heritage, and pluralism of today’s contemporary society		3	3	3
CGE7j	Contributes to the common good	3	3	3	3

Appendix .03

Dance – Grades 9, 10, 11 (U/C) – Continuum

Theory

Overall Expectations

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TTV.01 apply safety principles in the dance environment and in the execution of movement skills	THV.01 understand the relationship between human anatomy and dance movements	THV.02 describe the theories and practices that help dancers maintain a healthy body and prevent injury
TTV.02 describe how dance contributes to physical well-being
TTV.03 define good hygiene and healthy eating habits
TTV.04 explain the historical and cultural significance of one or more world dance forms	THV.02 identify and explain the historical and cultural significance of one or more world dance forms	THV.01 describe various dance forms found in Canada and around the world, using appropriate terminology
	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
TTV.05 demonstrate basic movement skills in one or more world dance forms studied, and identify the terminology associated with each	THV.05 demonstrate the technique of one or more dance forms studied	CRV.01 demonstrate technical proficiency in one or more forms of dance

Appendix .03 (Continued)

Theory

Specific Expectations

Health and Safety

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TT1.01 explain the implications of eating disorders and define a healthy awareness of body image	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	TH2.03 identify common dance injuries and describe appropriate care and preventive measure for each TH2.04 demonstrate an understanding of the benefits of a healthy body to both dance and lifestyle
TT1.02 demonstrate an elementary understanding of the science of movement	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	TH2.01 describe why it is important to take a scientific approach to movement studies TH2.02 describe the muscular and skeletal functions involved in performing simple dance movements
TT1.03 demonstrate an understanding of dance as a means to physical well being	TH1.05 describe the beneficial effects of dance on health, self-esteem, and self-image	TH2.04 demonstrate an understanding of the benefits of a healthy body to both dance and lifestyle
TT1.04 demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings	TH1.01 describe good hygiene, healthy eating habits, and the principles of safety in all aspects of dance	TH2.03 identify common dance injuries and describe appropriate care and preventive measure for each

Appendix .03 (Continued)

Theory

Specific Expectations

History and Culture		Aesthetics, History, and Culture
Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TT2.01 describe, using their own observations, a broad spectrum of dance	TH2.01 observe and describe a broad spectrum of dance	TH1.01 describe the elements, principles and techniques used in a variety of dance forms from around the world
TT2.02 demonstrate an understanding of the historical development of one or more world dance forms	TH2.02 compare and contrast the historical development and cultural significance of various dance forms from around the world	TH1.02 identify dance forms from a variety of times periods and describe their historical, structural, and stylistic characteristics
TT2.03 outline the cultural significance of one or more world dance forms		TH1.03 demonstrate an understanding of the effect of social and political events on the evolution of dance
TT2. 04 demonstrate an understanding of the relationship between dance and social issues as expressed in the lives and works of particular artists
TT2.05 identify commonalities among various dance forms (e.g., steps, patterns, choreography)
TT2.06 describe aspects of dance in their own surroundings and of the artistic heritage of Canadian peoples	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	TH1.04 describe the impact, at various time periods in Canada, of the dance forms being studied

Appendix .03 (Continued)

Theory

Specific Expectations

Technique

Note: Technique is in the Creation strand in Grade 11.

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TT3.01 identify basic movement terminology pertaining to the world dance form(s) studied	TH3.01 identify more complex movement terminology pertaining to the world dance form(s) studied
TT3.02 identify and describe the main characteristics of one or more world dance forms studied
TT3.03 demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied	TH3.02 demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied TH3.04 explain the role of coordination, flexibility, strength, and proper breathing in dance	CR1.01 demonstrate skill in executing complex movements (locomotor and non-locomotor movements, combinations of movements) and body positions in one or more world dance forms CR2.02 demonstrate increased technical proficiency in dance, showing coordination endurance, flexibility, musicality, rhythmic sense, and strength in their performances
	TH3.03 demonstrate an understanding of how technique functions as a tool in developing artistic scope	CR3.03 use technique effectively to extend artistic scope

Appendix .03 (Continued)

Creation

Overall Expectations

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
		CRV.01 demonstrate technical proficiency in one or more forms of dance
TCV.01 identify and explore in basic ways the elements of movement (e.g., flow, space, time), and combine them into sequences	CRV.01 apply the elements of dance and various stimuli to create movement sequences CRV.03 devise different approaches to compositional forms	CRV.02 choreograph dance works that combine a broad spectrum of complex movement skills and techniques
TCV.02 improvise to vary established patterns and develop an idea or theme	CRV.02 use improvisation to vary established movement patterns
TCV.03 demonstrate an understanding of fundamental presentation and performance skills		CRV.04 demonstrate an understanding of dance presentation and production
TCV.04 perform in appropriate settings	CRV.04 demonstrate the ability to practise and polish dance pieces for effective performance	CRV.03 rehearse and perform dances in various settings and for a variety of purposes
TCV.05 demonstrate knowledge of appropriate conventions relating to classroom presentations, and conventions affecting performers and audience members	CRV.05 demonstrate a higher level of the skills that lead to effective rehearsals and performances

Appendix .03 (Continued)

Creation

Specific Expectations

Elements of Dance Movement

Note: Elements of Dance Movement is not a sub-strand in Grade 11

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TC1.01 demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination	CR1.01 apply the elements of dance (e.g., flow, space, time) to create movement sequences
TC1.02 apply movements as stimuli to develop movement vocabulary	CR1.02 use movement as a stimulus
TC1.03 explore movement through structured improvisation	CR1.03 observe and demonstrate improvised movement patterns, combinations, studies, and group dances
TC1.04 explore improvised movement based on a variety of other stimuli

Technique

Note: See Theory strand for Technique in Grades 10 and 11

Grade 9 (Open)

Grade 10 (Open)

Grade 11 (U/C)

TT3.03 demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied

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

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

CR1.01 demonstrate skill in executing complex movements (locomotor and non-locomotor movements, combinations of movements) and body positions in one or more world dance forms

CR2.02 demonstrate increased technical proficiency in dance, showing coordination endurance, flexibility, musicality, rhythmic sense, and strength in their performances

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

CR3.03 use technique effectively to extend artistic scope

Appendix .03 (Continued)

Creation

Specific Expectations

Composition

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
		CR2.01 use improvisation appropriately as a compositional tool for individual and group presentations
		CR2.03 solve complex compositional problems through guided exploration
TC2.01 create dance sequences using explored elements	CR2.02 create increasingly long and complex dance compositions, exploring themes, ideas, and topics	CR2.04 create dance compositions of increasing complexity - that is, trios, duets, and solos, and works for small groups
TC2.02 create dance compositions using various forms and structures	CR2.01 develop compositional forms and structures CRV.03 devise different approaches to compositional forms
TC2.03 compose original dance pieces using various other stimuli	CR2.04 compose original dance pieces, using other sources of stimuli	CR2.02 use sounds, visuals, textures, themes, and historical events as stimuli for improvisation
TC2.04 use computer technology as a compositional tool	CR2.03 create increasingly long and complex dance compositions, using computer technology	CR2.06 use technology effectively when creating dance works
		CR2.05 create notation systems that help them develop and record compositions

Appendix .03 (Continued)

Creation

Specific Expectations

Presentation and Performance

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TC3.01 describe and demonstrate appropriate dress (e.g., proper footwear) and behaviour (e.g., punctuality) in dance class, rehearsal, presentation, and performance	CR3.01 demonstrate appropriate dance class discipline and procedures specific to each world dance form studied	CR3.01 demonstrate the essential skills and appropriate behaviour of performers/participants, leaders, and audience members
TC3.02 demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately	CR3.02 demonstrate an ability to prepare for rehearsal, polish pieces, practise movement memory, and refine technique	CR3.02 demonstrate an ability to prepare for rehearsals and performances (e.g. polish pieces, showing technical accuracy and mature interpretative skills) CR3.03 demonstrate appropriate use of skills in technique and composition through the presentation of dance works
TC3.03 identify and describe parts of the stage and basic stagecraft		Note: See Production sub-strand
TC3.04 present and perform dance in different group forms
	CR3.03 demonstrate cooperation and leadership in performing the compositions of others
	CR3.04 demonstrate an understanding of the need for and methods of projecting oneself during presentation and performance

Appendix .03 (Continued)

Creation

Specific Expectations

Production

Note: Production is not a sub-strand in Grades 9 and 10.

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TC3.03 identify and describe parts of the stage and basic stagecraft		CR4.01 use the technical skills of stagecraft appropriately in dance productions (e.g., skills in the use of light, sound, special effects)
		CR4.02 use technology effectively in their productions of dance works
		CR4.03 demonstrate an understanding of the technical aspects of rehearsals and performance (e.g., scheduling, set-up and striking sets)
		CR4.04 demonstrate the essential skills and appropriate attitudes and behaviour of members of a production crew (e.g., the stage manager, artistic director, sound designer, publicist)

Appendix .03 (Continued)

Analysis

Overall Expectations

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TAV.01 develop criteria for discussing a broad spectrum of observed dance	ANV.01 define and describe the criteria for analysing dance ANV.02 compare and contrast a broad spectrum of dance	ANV.01 analyse and evaluate the formal structure and meaning of a broad spectrum of dance forms ANV.02 analyse the significance and function of a variety of dance forms in specific cultures
TAV.02 describe dance works, using the language of dance criticism
TAV.03 reflect on their own work and that of others	ANV.03 develop and use criteria for self and peer evaluation
TAV.04 exhibit basic library research skills, using current information technologies	ANV.04 describe and demonstrate how technology can be used as a tool in the field of dance
TAV.05 explain how skills developed in dance can be applied in a variety of careers	ANV.05 investigate and report on various dance careers and other related career opportunities	ANV.043 explain how dance can serve as preparation for various arts-related careers

Appendix .03 (Continued)

Specific Expectations

Appreciation and Criticism

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TA1.01 develop criteria for discussing a broad spectrum of observed dance	AN1.01 define the criteria for analysing dance	AN1.04 create a set of aesthetic criteria by which to evaluate their own work and that of others
TA1.02 demonstrate the difference between learning steps and creating a dance work	AN1.02 analyse improvisations, movement phrases, and more formal compositions created in class	AN1.01 analyse and evaluate the use of the elements, principles, and techniques of dance with respect to formal structure and meaning in a broad spectrum of dance forms (e.g., jazz, tap, Indian/South Central Asian dance) AN1.02 analyse the significance and function of a variety of dance forms in Canadian society (e.g., ballet, modern dance, Afro-Caribbean dance)
TA1.03 demonstrate an understanding of concentration, effective projection and clarity in communication
TA1.04 identify types and/or styles of dance, describing them orally and in written form	AN1.03 reflect and report - in oral and written form - on their own compositions and those of others (their peers, dancers in other cultures)	AN1.03 describe and analyse, orally and in writing, the cultural significance of a broad spectrum of dance forms

Appendix .03 (Continued)

Analysis

Specific Expectations

Exploration and Research

Note: Exploration and Research is not a sub-strand in Grade 11. However, some expectations in the Appreciation and Criticism sub-strand correspond to expectations in this sub-strand.

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
	AN2.01 solve a variety of creative problems through movement
TA2.01 use library facilities and information technology to complete assignments	AN2.02 use computer technology and software to explore aspects of dance	AN1.05 use technology (e.g., videotape, CD-ROM stop action) appropriately as an analytical tool in the field of dance
TA2.02 use CD-ROMs, the Internet, and other sources, to collect and review information on various topics and themes (e.g., eating disorders, dance and gender, movement in ritual)	AN2.03 use CD-ROMs, the Internet, and/or other telecommunications technologies to compare and contrast topics and themes in dance

Self and Community

Note: Self and Community is not a sub-strand in Grade 11.

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
TA3.01 identify ways dance is used in the community	AN3.01 identify how dance is integrated into other presentation media
TA3.02 understand and demonstrate appropriate behaviour at dance performances
TA3.03 describe the distinctive characteristics of presenting dance in small and large groups	AN3.03 analyse their own dance works presented in small groups
TA3.04 explain how physical, intellectual, and artistic skills and knowledge developed in dance can be applied in a variety of careers (e.g., self-discipline, confidence with movement)	AN3.02 explore and describe ways in which problem-solving skills in dance are transferable to other settings, disciplines, and work-related environments

Appendix .03 (Continued)

Analysis

Specific Expectations

Career Preparation

Note: Career Preparation is not a sub-strand in Grades 9 and 10.

Grade 9 (Open)	Grade 10 (Open)	Grade 11 (U/C)
		AN2.01 analyse the role of dance in the community
		AN2.02 explain how knowledge and skills acquired through the study of dance can be applied in other settings
TA3.04 explain how physical, intellectual, and artistic skills and knowledge developed in dance can be applied in a variety of careers (e.g., self-discipline, confidence with movement)		AN2.03 explain how the knowledge and skills acquired through the study of dance can be applied in a wide range of careers

Appendix 0.4

Observational Checklist

This can be used by teachers and/or by the student to self-assess.

Student: __________________________________

Teachers should assess each criterion at least four times during the unit before assigning a final mark.

Evaluation Key: Levels 1=Emerging 2=Developing 3=Proficient 4=Exemplary

	Session Observed										Overall Level 1-4
Criteria	I	II	III	IV	V	VI	VII	VIII	IX	X
Appropriate focus and attentiveness
Execution of preparatory movements/ transitions
Use of breath to control tension
Knowledge of timing/musicality
Independence in approach to work
Attentive and responsive to directions
Corrections consistently applied
Appropriate use of energy and dynamics

Acknowledgments

Prerequisite: Dance, Grade 9 or 10, Open

Course Description

How This Course Supports the Catholic School Graduate Expectations

Course Notes

Safety

Classroom Space

Accompaniment

School and the Community

Career Planning and Life Skills

Units: Titles and Time

Unit Descriptions

Unit 1: Building Blocks of Artistry

Unit Overview Chart

Unit 2: Dance Beyond Movement

Unit Overviews Chart

Unit 3: Creative Process, Composition, and Constructive Feedback

Unit Overview Chart

Unit 4: Sharing the Art of Dance

Unit Overview Chart

Teaching/Learning Strategies

Unit Overview Chart

Assessment & Evaluation of Student Achievement

Culminating Performance Task – 30%

General Assessment/Evaluation Notes

Accommodations

Resources

OSS Considerations

Course Evaluation

Appendix 0.1: Expectations Overview

Appendix 0.2: Catholic School Graduate Expectations Overview

Appendix .03

Dance – Grades 9, 10, 11 (U/C) – Continuum

Theory

Appendix .03 (Continued)

Theory

Specific Expectations

Appendix .03 (Continued)

Theory

Appendix .03 (Continued)

Theory

Appendix .03 (Continued)

Creation

Appendix .03 (Continued)

Creation

Specific Expectations

Appendix .03 (Continued)

Creation

Specific Expectations

Appendix .03 (Continued)

Creation

Appendix .03 (Continued)

Creation

Appendix .03 (Continued)

Analysis

Appendix .03 (Continued)

Specific Expectations

Appendix .03 (Continued)

Analysis

Appendix .03 (Continued)

Analysis

Appendix 0.4

Observational Checklist