Course Profile Comprehensive Arts, Grade 9 open, Catholic

Unit 4: Movement/Dance

Activity 1½Activity 2½Activity 3½Activity 4½Activity 5

Time: 27.5 hours

Unit Developer(s)

Francine Yasko- Stirling School of Dance, Stirling

Virginia Winfield - Notre Dame High School, Ottawa

Development Date: July 5, 1999

Unit Description

This unit explores the fundamentals of movement and dance as methods of communication and personal expression. Basic movements are derived from one or more world dance forms. A wide variety of sources are used to create movement and dance sequence of increasing complexity. Students investigate the historical and cultural development of movement and dance forms including dance as prayer and spiritual expression. An ongoing application of health and safety principles is central to the study of movement and dance. Appropriate use of various technologies should accompany the development and presentation of movement and dance work.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations: OCGE 1d, 2a, 2c, 2e, 3b, 3c, 3e, 4a, 4b, 4d, 4e, 4f, 4g, 4h, 5a, 5e, 5g, 7g, 7e, 7f.

Strand(s): Creation, Analysis, Theory

Overall Expectations: LCV .02x, LCV.04x, LAV.01x, LTV.01x, LTV.02x, LAV.02x, LTV.03x.

Specific Expectations: LC1.01X, LCI.03X, LCI.05X, LCI.09X, LCI.10X, LAI.01X, LAI.02X, LAI.03X, LAI.05X, LAI.06X, LAI.07X, LTI.01X, LTI.03X, LTI.07XLTI.08X, LTI.09X.

Activity Titles (Time + Sequence)

Activity 1	Healthy Bodies, Healthy Minds	225 minutes
Activity 2	Exploration of Warm-up Techniques	225 minutes
Activity 3	Canadian Modern Dance and Social Issues	300 minutes
Activity 4	Historical Expressions Through Folk Dance	150 minutes
Activity 5	Bringing it all together - Dance and Spirituality	750 minutes

Unit Planning Notes

· This course requires networking and program planning with colleagues in other curriculum areas to provide an inclusive learning experience for students.

· Technology should be utilized as an activity that benefits all students.

· In particular, technology removes physical academic and information processing barriers traditionally encountered by students with special needs.

· Enriched students further enhance and manipulate foundational work through the use of technology, written work, oral work, and performances.

· This unit has a Canadian context and teachers are encouraged to foster an awareness of cultural diversity in Canadian society.

· Ensure that the classroom facility is adequate: large, safe space to move, (carpeting not advised) and sound equipment are essential.

· Mirrors and theatrical lights are strongly recommended.

· Access to video cameras, televisions and VCR is necessary.

Prior Knowledge Required

· The student has basic knowledge of anatomy, nutrition, and the Canada Food Guide.

· Students should use correct vocabulary and dance terminology associated with the specific expectations for this grade.

· These expectations are taken from The Arts: A Program Planning Guide K-9.

Teaching/Learning Strategies

· Teachers should employ a variety of teaching strategies and techniques to allow for student success.

· Group work, individual work, primary and secondary source use, process-oriented and product development lessons, and assignments are possibilities for teaching and learning.

· Teaching delivery should be infused with the Catholic Graduate Expectations by using the Catholic “lens” to help students explore and critique pertinent issues regarding their faith journeys.

· Teachers should encourage students to utilize non-instructional time.

Assessment/Evaluation

The teacher assesses and tracks students based on the areas of diagnostic, formative, and summative evaluation.

Diagnostic: At the beginning of unit: presentation of Grade 8 portfolio, also an ice-breaker game like dance charades, where students try to guess different dance moves demonstrated by fellow students to see how much dance knowledge they already have. Diagnostic evaluation does not necessarily require an assigned mark as it is specifically a research tool for the teacher. For issues of fairness to the student it is strongly recommended that they are not assigned a mark.

Formative: Journals, formal/informal, teacher observation, peer conferences, co-operative small group presentations, individual and group research, student/teacher conferences, etc. Formative assessment should be executed on an ongoing basis throughout the course.

Summative: Summative evaluation occurs at the end of the course generating a mark based on four units.

Accommodations

· All communication disabilities need the consultation of the school resource teacher.

· Organize a learning team including the student, parent, and resource teacher to devise a working plan, and set-up a regular communication up-dater.

· Monitor students’ needs frequently on an ongoing basis.

· Modify movement exercises where necessary, ensuring that all students are given the opportunity to take part within their abilities.

· Provide a clear view of instruction area.

· Establish a structured classroom routine.

· Implement multi-modes of instructional delivery based on IEP in consultation with school resource teacher and Board consultant.

· Make learning buddy and/or teaching assistant available for support of academic and social integration.

· Provide hearing impaired students with strong and consistent visual exemplars, written script, and notes whenever possible.

· A note-taker should be provided for hearing impaired/visual impaired students.

· Provide clear definition of classroom expectations to all students.

· Continuation and/or enhancement of the students’ IEPs.

· Conference with the resource teacher regarding the special needs of the student.

· Pre-arrange alternative learning environments as initiated by the teacher/student.

· It must be acknowledged that students are from a variety of cultural backgrounds.

· The classroom needs to be a place where Catholic values in a Canadian context are upheld e.g., equity, respect for the dignity of life, commitment to the preservation of the environment, resolution of conflicts using the democratic processes and the support of the Catholic schools as a community of people of faith.

Health and Safety

· Health and safety issues must be addressed, and safe dance education practices should be adhered to during all creative processes.

· Students should remove all jewelry that could be a safety hazard.

· Students should wear loose comfortable clothing that allows them a full range of movement.

· It is strongly suggested that teachers have First Aid and CPR training.

Care for The Environment

· Students are encouraged to explore themes based on care for the environment.

· Remind students to use recyclable materials when creating exemplars.

Resources

Blue Snake: Music and Motion Series (video). Toronto: National Film Board of Canada/Rhombus Media Incorporated Canada.

Grauer, Rhoda. DANCING (RM Arts). New York: Thirteen/WNET, 1993.

Richards, Gladys. T.V.O.: Arts and Youth. Toronto. Ontario Education Commission Authority.

Activity 1: Healthy Bodies, Healthy Minds

Time: 225 minutes

Description

Students learn about basic anatomy and nutrition through lecture, discussion, reading, and movement activities. Students apply their research findings in the anatomy game illustrating the knowledge they have acquired.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

· think reflectively and creatively to evaluate situations and solve problems; (CGE3c)

· adopts a holistic approach to life by integrating learning from various subject areas and experience; (CGE3c)

· demonstrates flexibility and adaptability; (CGE4b)

· sets appropriate goals and priorities in school, work, and personal life; (CGE4e)

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

· participates in leisure and fitness activities for a balanced and healthy lifestyle. (CGE4h)

Strand(s): Analysis Theory

Overall Expectations:

· demonstrate the ability to conduct a step-by-step critical analysis of their own work and that of others; (LAV.01x)

· demonstrate an understanding of common practices (e.g., health and safety) while working in the various arts areas. (LTV.03x)

Specific Expectations:

· communicate a specific message, using appropriate materials, techniques, and technologies; (LCI.05x)

· identify, research, and describe arts resources within the community in co-operation with local artists; (LAI.04x)

· explain the physical and environmental implications of artistic endeavor (e.g., body image, physical and muscular stresses, disposal of hazardous waste). (LTI.09x)

Planning Notes

· Obtain copy of Canada Food Guide and activities from local Health Unit.

· Where possible, provide textbooks or other sources of information on basic anatomy.

· Collect magazine ads, articles and other information about “fad” diets and their affects.

· Obtain information about a healthy “dancer’s diet” from local universities, college athletic departments, school athletic departments, and Ministry of Health office.

· Prepare game cards for anatomy game.

Prior Knowledge Required

Students are able to:

· use the Canada Food Guide;

· utilize existing knowledge of anatomy and the human body, to be expanded upon in this activity;

· organize and carry out a group improvisation;

· produce work as a member of an ensemble;

· evaluate the overall effect of task, analysing key elements.

Teaching/Learning Strategies

· Teacher provides students with information on basic anatomy, focussing on the four major areas of the body: major muscles/groups, joints, and circulatory system.

· This may be accomplished through lecture, reading/comprehension questions, visual aids such as videos, posters, etc. obtained from local health professionals.

· Students play the “Anatomy Game”:

a) Divide class into groups of at least five.

b) Each student draws a card from one of the five categories (organs, muscles, circulatory system, nervous system and food).

c) Each group, therefore, has a representative from each of the five categories.

d) Students create and perform a brief skit, illustrating how their specific body parts/food interact and affect each other (e.g. lungs, biceps, carotid artery, spinal cord, chocolate bar).

· Encourage students to research and contact local health professionals, libraries, and institutions to obtain information on specific issues related to the Canada Food Guide.

· Ensure that fad diets, eating disorders, healthy eating habits, and specialized diets for dancers are included.

· Students record their findings in their portfolio and demonstrate a brief two- to five- minute presentation of their research.

Assessment/Evaluation

· The portfolio must be presented for accuracy and completion, with reference to the Canada Food Guide through peer conferencing. (LAI.04x)

· Presentations are assessed by the teacher, through anecdotal comments, assessing completion, accuracy, interest, quality of work, using a rubric for assessment (see appendix A). (LCI.05x)

· Students are assessed on the elements of the game, their understanding of the anatomy specific to their group, co-operation, team work, creativity and effort, to be assessed by individuals (see Appendix B) and the teacher (see Appendix A). (LAV.01x, LTV. 03x, LTI.09x, LCI.05x)

Accommodations

· Modify movement exercises where necessary, ensuring that all students are given the opportunity to take part within their abilities.

· Learning buddy and teaching assistant should be available for support of academic and social integration where possible.

· Organize a learning team, including the student, parent, and resource teacher, to devise a working plan and set-up a regular communication up-dater through constant contact e.g., meeting, daily notebooks, telephone conversations.

Health and Safety

· Ensure that students are not performing movements that are beyond their abilities.

· Students should be aware of their personal movement space.

Care for the Environment

Refer to unit overview

Resources

Chapelle Holliman, Susan. Eating Disorders and Athletes: A Handbook For Coaches. Dubuque: Kendall/Hunt Publishing Company, 1991.

Rolland, John R. Human Biology Activities Kit. New York: Professional Publishing, 1993.

Appendices

Appendix A - Rubric for Assessment

Appendix B – Self-Evaluation Reflection

Appendix A

Activity 1: Healthy Bodies, Healthy Minds

Rubric For Assessment

Student: _______________________________________ Date: ___________________________

CATEGORIES	LEVEL ONE (50-59%)	LEVEL TWO (60-69%)	LEVEL THREE (70-79%)	LEVEL FOUR (80-100%)
Theory - anatomy theory, knowledge of facts and terms	- demonstrates limited knowledge of facts and terms	- demonstrates some knowledge of facts and terms	- demonstrates considerable knowledge of facts and terms	- demonstrates thorough knowledge of facts and terms
Thinking - inquiry, fluency, flexibility, making connections	- uses creative thinking skills with limited effectiveness	- uses creative thinking skills with moderate effectiveness	- uses effective thinking skills with considerable effectiveness	- uses creative thinking skills with a high degree of effectiveness
Communication - use of artistic language and symbols	- uses artistic language and symbols with limited accuracy and effectiveness	- uses artistic language and symbols with some accuracy and effectiveness	- uses artistic language and symbols with considerable accuracy and effectiveness	- uses artistic language and symbols with a high degree of accuracy and effectiveness
Application - application of anatomy information in game	- applies information with limited effectiveness	- applies information with some effectiveness	- applies information with considerable effectiveness	- applies information with a high degree of effectiveness, and with confidence

Student Level:__________

Comments:

Appendix B

Activity 1: Healthy Bodies, Healthy Minds

Self-Evaluation Self-Reflection: Dance

Student:__________________________ Date:_________________

Participation	Rarely (1-3)	Sometimes (4-6)	Always (7-10)
I was co-operating with others.
I encouraged others through supportive comments.
I offered constructive suggestions for improvement.
Elements of Activity
I concentrated on the assigned task.
I presented the main elements of this activity with clarity.
I demonstrated understanding of the requirements for this activity.

Activity 2: Exploration of Warm-up Techniques

Time: 225 minutes

Description

Students gain an understanding of the importance of a proper warm-up in a fitness program. Students create and demonstrate the essential components (e.g., strength, cardiovascular, flexibility, and endurance) of a safe warm-up based on these principles. The teacher closely monitors the activities generated and taught by the students, so as to prevent dance injuries.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

· think reflectively and creatively to evaluate situations and solve problems; (CGE3c)

· adopts a holistic approach to life by integrating learning from various subject areas and experience; (CGE3c)

· demonstrates flexibility and adaptability; (CGE4b)

· sets appropriate goals and priorities in school, work, and personal life; (CGE4e)

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

· participates in leisure and fitness activities for a balanced and healthy lifestyle. (CGE4h)

Strand(s): Creation, Analysis, Theory

Overall Expectations:

· demonstrate an understanding of common practices (e.g., health and safety) while working in the various arts areas; (LTV.03x)

· demonstrate the ability to conduct a step-by-step critical analysis of their own work and that of others. (LAV.01x)

Specific Expectations:

· identify, research and describe arts resources within the community in co-operation with local artists; (LAI.04x)

· explain the physical and environmental implications of artistic endeavor (e.g., body image, physical and muscular stresses, disposal of hazardous waste); (LTI.09x)

· communicate a specific message, using appropriate materials, techniques, and technologies. (LCI.05x)

Planning Notes

· The teacher should use a variety of resources demonstrating various warm-up routines, whenever possible, drawing from various activities.

· Obtain resources (textbooks, Internet, video, etc.) to use as source material for class on warm ups, stretching, safety, etc.

· Obtain access to sound equipment and television/VCR.

Prior Knowledge Required

Students are able to:

· use knowledge of anatomy and the human body;

· produce work as a member of an ensemble.

Teaching/Learning Strategies

· Provide information on the necessity and importance of a proper warm-up.

· Whenever possible, the teacher and/or qualified guest leads the class through a variety of warm-ups to introduce the physical concept associated with the verbal information.

· Students complete handouts for each warm-up they have participated in, to identify the essential components of that warm-up. (See appendix A.)

· Students are divided into groups of three or four to create a proper warm-up.

· Students consider the following:

· proper warm-up procedures (cardiovascular, stretching, strength, and endurance);

· music;

· appropriate dress;

· safety concerns;

· age group/ability of participants.

· Prior to the group’s class instruction, they present their warm-up to the teacher for viewing.

· The teacher looks for safety aspects, proper form, and creativity.

· Students lead their fellow classmates in their warm-up under the close watch of the teacher.

Assessment/Evaluation

· The students submit their completed warm-up worksheets for assessment by the teacher based on accuracy, comprehension, and thoroughness of answers. (LTV.03x)

· Summative assessment is conducted through teacher observation based on the rubric. (LTV.09x, LCI.05x)

Accommodations

Refer to unit and course overview for possible accommodations.

Health and Safety

· Ensure that students are made aware of proper warm-up techniques to prevent injury.

· Discuss the serious nature of participating and teaching their warm-ups in their presentation.

· The guest should be an accredited instructor.

Resources

Fit For Life videos

Health and Safety Canada

Physical Education department

Appendix A

Activity 2: Exploration of Warm-up Techniques

Warm-up for a Healthy Body Video Worksheet

Video

How long was the cardiovascular segment?

What were the major muscle groups that were stretched?

What was the average length of time for each stretch?

What were the strength exercises?

What were the exercises that you consider as being “dangerous”?

Comments:

Activity 3: Canadian Modern Dance and Social Issues

Time: 300 minutes

Description

Students gain an appreciation of the major components of dance forms using creative movements within Canadian modern dance. Emphasis is placed on Canadian artists and the social issues that they bring to the foreground of our society. Using this information, students co-operatively create their own dance form based on a social issue affecting youth in contemporary Catholic faith communities.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

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

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

· presents information and ideas clearly and honestly and with sensitivity to others; (CGE2c)

· works effectively as an interdependent team member; (CGE5a)

· respects the rights, responsibilities, and contributions of others. (CGE5e)

Strand(s): Creation, Analysis, Theory

Overall Expectations:

· demonstrate the ability to conduct a step-by-step critical analysis of their own work and that of others; (LAV01x)

· describe, orally and in writing, the elements and principles of the arts found in their own work and that of others. (LTV.01x)

Specific Expectations:

· document perceptual differences within a group of students when applying critical analysis; (LAI.02x)

· appropriately use language specific to each of the arts when doing critical analysis; (LAI.03x)

· explain how chosen techniques used in works and productions communicate mood and message. (LTI.07x)

Planning Notes

· Obtain a variety of videos demonstrating various modern dance techniques, emphasizing Canadian content.

· Obtain resources (textbooks, Internet, video, etc.) to use as source material for lecture on the major components of dance forms (space, energy, time, and style).

· Obtain access to sound equipment and television/VCR.

Prior Knowledge Required

Students are able to:

· utilize knowledge of proper physical warm-up;

· demonstrate knowledge of basic components of movement/dance;

· produce pieces that deal with youth problems.

Teaching/Learning Strategies

· Explain the major components of dance form (space, time, energy, and shape).

· Students watch modern dance videos with Canadian artists.

· The emphasis of the videos focusses on the components of dance form (space, energy, shape, and time).

· Give students handouts to help them identify the elements of dance depicted in the videos.

· Students complete handouts either during or after videos.

· Divide students into small groups.

· Each group chooses a social issue of concern to our Catholic faith community as a theme for a group dance (e.g., drinking and driving, AIDS, poverty, pollution, body image etc.).

· Students create their own dance form to represent the social issue they have chosen.

· The students perform their dance for the class.

· The students enter personal reflections into their research journal.

· Students videotape their group performances for class critique on the elements of dance and the creative process.

Assessment/Evaluation

· Handouts are assessed by the teacher based on accuracy, comprehension, and thoroughness of answers. (LTI.07x)

· Student performance is assessed by peers through the use of an evaluation form provided by the teacher, looking for the elements of dance, creativity, clarity of message, and presentation of the Catholic faith community. (LTI.07x)

· Students view their video and critique their own performances by means of a journal entry which is placed in their portfolio. (LAV.01x)

Accommodations

· Provide a learning buddy and/or teaching assistant where available for academic support and social integration.

· Provide ESL students with exemplars for videos and computer programs.

Health and Safety

· Ensure that students are not performing movements that are beyond their abilities.

· Students should be aware of their personal movement space.

Care for the Environment

See unit and course overview for possible options.

Resources

Blue Snake: Music and Motion Series (video). Toronto: National Film Board of Canada/Rhombus Media Incorporated Canada.

Saxton, Nadine. Toronto Dance Theatre 1968-1998: Stages In A Journey. North York: Cactus Press, 1998.

Appendix A

Activity 3: Canadian Modern Dance and Social Issues

The Major Components of Movement/Dance Video Worksheet

Student: _____________________________________ Date: _________________________

Name of video viewed

The use of space in the video

How much time was dedicated to each activity?

What type of energy was used in the video?

What were some shapes in the video?

Comments:

Activity 4: Historical Expressions Through Folk Dances

Time: 150 minutes

Description

Through research students attempt to create a historical overview of a specific folk dance. The students, with the assistance of the teacher and/or guests, recreate a folk dance experience for the class. This activity culminates in a mind map that the students present to their peers and put into their course portfolio.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

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

· demonstrates flexibility and adaptability; (CGE4b)

· accepts accountability for one’s own actions; (CGE7b)

· respects and affirms the diversity and interdependence of the world’s peoples and cultures. (CGE7f)

Strand(s): Creation, Analysis, Theory

Overall Expectations:

· explain the historical context and style of particular artworks/art forms; (LTV.03x)

· demonstrate an understanding of cultural characteristics that distinguish an individual’s and/or community’s artistic identity. (LAV.02x)

Specific Expectations:

· demonstrate an understanding of the traditions and values reflected in personal artworks; (LAI.05x)

· identify cultural symbols within artworks; (LAI.06x)

· explain how a culture’s social and economic priorities influence the arts and arts production. (LAI.07x)

Planning Notes

· The school library/resource centre should provide texts and research materials with information on folk dances.

· Comprise a list of countries and their dominant folk cultures/dances.

· Address issues of sensitivity to possible areas of prejudice.

· Ensure access to a computer lab for ongoing research.

· Access a guest folk dancer from the community if available.

· If a guest is not available, the teacher assumes the role of the guest and workshops a folk dance with the class.

Prior Knowledge Required

Students are able to:

· critique, orally and in writing, their own and other’s work, using criteria developed independently and in a group;

· research and dramatize material from various sources (e.g., materials from autobiographies and history books);

· describe how different cultures use drama and dance;

· assemble, rehearse, and perform a collection of dance works based on theme and issue drawn from a variety of sources from diverse cultures.

Teaching/Learning Strategies

· Students are provided with a list of countries and corresponding folk dances.

· Students brainstorm on possible guests that could be invited into the class to work with them.

· Students invite a selected guest to lead a workshop on folk dancing with them.

· After the workshop students divide into small groups and decide which country and folk dance they are going to recreate from the list provided.

· Ask students to research the history, culture, music, and costumes of the folk dance they have chosen in their group.

· Present students with a mind map exemplar.

· As a group, students then present their findings and folk dance to the teacher and the class.

· In their journals, students make a reflective entry on their mind map and folk dance.

Assessment/Evaluation

· Students are assessed by the teacher using a rubric on their individual research notes for the following elements: completion, accuracy, and organization. (LAI.06x, LAI.07x)

· The teacher evaluates the presentation using a checklist assessing for completion, accuracy, sensitivity to the culture chosen, and elements of dance unique to the specific folk dance. (LAI.05x)

· The teacher also assesses the presentation of the mind map through a checklist examining selection of topics, organization, clarity of presentation, and understanding of cultural characteristics in the community researched. (LAV.02x)

Accommodations

· All learning disabilities need the consultation of the school resource teacher or community advocacy group.

· Provide ESL students with exemplars for videos and computer programs

Health and Safety

· Ensure that students are not performing movements that are beyond their abilities.

· Encourage students to wear proper footwear to prevent injury.

· Students should be aware of their personal movement space.

Care for the Environment

See unit overview.

Resources

Allen Jaffe, Nigel. European Folk Dance Series. North Yorkshire: Folk Dance Enterprises, 1988.

Cultures and Customs (video). Mississaugua: Marlin Motion Pictures, 1982.

Windgrave, Helen, and Robert Harrold. Aspects of Folk Dance in Europe. London: Dance Books Limited, 1984.

Appendices

Appendix A - How to Create a Mind Map

Appendix A

Activity 4: Historical Expressions Through Folk Dances

How to Create a Mind Map

IMPORTANT MIND MAP NOTES:

1. Read material, make note of important points.

2. Organize thoughts well - centre topic, main and secondary branches)

3. Use only key words, no full sentences.

4. Use symbols and pictures whenever possible.

5. Use lots of colour!

6. Present your ideas, using the mind map, to “trigger” important information

Activity 5: Bringing it all together - Dance and Spirituality

Time: 750 minutes

Description

This activity is the culmination of the students dance experience in this course. It is taught using the context of a spiritual theme. The components of light, sound, set, and costume are incorporated in the final performance.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to:

· demonstrate a confident and positive sense of self and respect for the dignity and welfare of others; (CGE4a)

· demonstrate flexibility and adaptability; (CGE4b)

· take initiative and demonstrate Christian leadership; (CGE4c)

· apply effective communication, decision-making, problem-solving, and time and resource management skills; (CGE4f)

· work effectively as an interdependent team member. (CGE5a)

Strand(s): Creation, Analysis, Theory

Overall Expectations:

· demonstrate the ability to conduct a step-by-step critical analysis of their own work and that of others; (LAV.01x)

· use the creative process to produce artworks that demonstrate innovative connections among the arts; (LCV.04x)

· create works by using technologies and new technological information; (LCV.03x)

· describe, orally and in writing, the elements and principles of the arts found in their own work and that of others. (LTV.01x)

Specific Expectations:

· apply the process of critic analysis (initial reaction, description, analysis, interpretation, and judgement) to selected works and productions; (LAI.01x)

· create works in one art by applying elements and principles found in all arts; (LCI.01x)

· demonstrate an understanding of specific artistic elements or principles by applying them in two or more arts; (LTI.02x)

· explain how chosen techniques used in works and productions communicate mood and message. (LTI.07x)

Planning Notes

· Create a list of spiritual topics for students to choose from as a theme for their dance.

· Obtain video recorder and enough blank tapes to record final presentations.

· The school ensures that all students in the dance unit have access to proper, safe, and well-lit dance facilities.

· Access visual representations of Catholic spirituality for use in the class (e.g., altar pieces, tapestries, church relics, architecture).

Prior Knowledge Required

Students are able to:

· use their existing basic knowledge of available technology to enhance their work;

· utilize knowledge of major elements of dance (space, energy, time, and shape).

Teaching/Learning Strategies

· Divide students into small groups.

· Explain the abilities of the available technology at that school.

· Encourage students to enhance their work with costume, music, and set design if possible.

· Review the major elements of dance (space, energy, time, shape) and their importance in creating work based on a theme.

· Students view various examples of visual art works based on Catholic spirituality, for inspiration.

· In their groups, students create their work based on the elements of dance and the chosen spiritual theme.

· Provide a handout which details the elements unitized in their dance/performance.

· The handout is presented to the teacher for assessment and then placed in their portfolio.

· Students perform their dance works for the teacher and class.

· Each performance is videotaped for viewing and critique.

Assessment/Evaluation

· The student’s dance performance is assessed by the teacher examining the following criteria: music, lighting, use of sets, costumes, elements of dance, team work, and the conveyance of the spiritual message. (LCV.03x)

· Students submit their worksheet to the teacher for assessment based on the accurate recording of all elements of the group dance. (LCV.04x, LTV.01x)

Accommodation

· All disabilities need the consultation of the school resource teacher, or community advocacy group.

· Provide a learning buddy and/or teaching assistant, where available, for academic support and social integration.

Health and Safety

When organizing the dance area, ensure that all cords for lighting/sound equipment are safely secured.

Appendices

Appendix A - Creating Your Dance Worksheet

Appendix A

Activity 5: Bringing it all together - Dance and Spirituality

Creating Your Dance Worksheet

Names of students in group:

Your “spiritual” theme:

How does your group use the following to interpret your theme?

music

lighting

sets

costumes

How does your group use the major elements of dance to demonstrate your theme?

Space Energy

Time Style

Dance/Choreography notes:

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