Course Profile Dance, Grade 9 open, Catholic
Unit 4: Focus On Self and Community
Activity 1½Activity 2½Activity 3
Unit Developer(s)
Ursula Nahatchewitz, Dufferin-Peel Catholic District School Board
Development Date: May 1999
In this unit, students exhibit basic library research skills, using available information technologies. They describe how dance contributes to their physical, social, and spiritual well-being and define good hygiene and healthy habits. They explain the historical and cultural significance of the dance form(s) being studied, both sacred and secular. The Catholic student explores dance as a vibrant ministry integral to the worship of the Christian community. They explain how skills developed in dance can be applied in a variety of careers.
Ontario Catholic School Graduate Expectations: CGE 2a, b, 3c, 4a, d, 5a, b, c, d, e, f, g, 7f, g.
Strand(s): Theory, Analysis
Overall Expectations: TTV.02X, .03X, .04X, TAV.04X, .05X.
Specific Expectations: TT1.01X, TT2.04X, .06X, TA1.04X, TA2.01X, .02X, TA3.01X, .04X.
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Activity 1 |
Exploring The World of Dance |
300 minutes |
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Activity 2 |
Facilitating the Research and Group Work |
180 minutes |
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Activity 3 |
Sharing, Discussing and Presentation of Research Projects |
180 minutes |
Accommodations for students should also be adopted as outlined in the Course Overview.
General:
· Teachers are encouraged to intersperse the four lessons outlined in Activity 1 throughout the earlier units in order to provide students with the opportunity to link their Units 1, 2, and 3 learning to the activities in this unit.
· The teacher may choose to plan time for Activity 2 within Unit 4 to give students adequate independent time to conduct their research and begin their written and visual presentations.
· The sharing of individual work from Activity 3 may take place at or near the end of Unit 3 with the final group presentations completing Unit 4.
· Teachers are encouraged to provide opportunities for remediation and enrichment (e.g., peer mentoring, remedial practice, etc.).
Activity 1: Teacher selects and prepares material from the four topics groupings (Appendix O). Teacher prepares handouts for individual research projects and group presentations. Teacher applies for artists’ grants, and books guests and/or field trips.
Activity 2: Teacher prepares scale for evaluation of individual research projects. Teacher prepares observation and anecdotal checklists for group work. Teacher books library and plans in-class research/work time. Teacher collaborates with librarian to prepare for resources in topic groupings. Teacher prepares and/or sets up appropriate materials, Internet links, centres.
Activity 3: Teacher plans in-class time for group work. Teacher obtains TV, VCR, and related materials as appropriate to topic groupings and students’ needs for group presentations.
Students may have some general background knowledge from Units 1, 2, and 3 if the teacher has interspersed some of the activities from this unit. A diagnostic assessment must be conducted to determine the depth of knowledge and understanding so that appropriate material is presented.
Formative assessment consists primarily of teacher observation with the aid of checklists/rubrics for task completion. Throughout the unit the students engage in teacher interviews and conferences to assess their individual and group progress.
Assessment/evaluation strategies suggested in this unit:
1. Checklists may be devised for the diagnostic assessments, which should take place prior to beginning Unit 4.
Checklists and anecdotal forms may be devised for teacher observations of individual and group work.
Understanding and knowledge of theory and concepts are assessed through a scale for the individualized research projects in Activity 3.
Understanding and knowledge of theory and concepts knowledge are assessed through a rubric for the group work in Activity 3.
See also resources cited in Units 1, 2, and 3. Teachers need to adapt material to suit the students’ needs.
2. Adshead, Janet and June Layson. Dance History. London: Dance Books Ltd., 1994. ISBN 0415090296
Anderson, Carol, ed. This Passion for the Love of Dance. Toronto: Dance Collection Danse Press/es, 1998. ISBN 0929003373
Carty, Hilary. Folk Dances of Jamaica: An Insight. Princeton NJ: Princeton Books, 1991.
Chmelar, Robon and Sally Fitt. Dancing At Your Peak Diet: A Complete Guide to Nutrition and Weight Control. New York: Dance Horizons, 1989.
Chmelar, D. Robin and Sally Fitt. Diet: A Complete Guide to Nutrition and Weight Control. Volume I, Dancing at Your Peak Series. Princeton Books, 1990.
Clarkson, Priscilla and Margaret Skrinar. Science of Dance Training. Champaign Il: Human Kinetics, 1988. ISBN 0873221222
Cohen, Selma Jeanne, ed. Dance as a Theatre Art: Source Readings in Dance History from 1581 to the Present. 2nd ed. Princeton Books, 1992. ISBN 0871271737
DeMille, Agnes. The Book of Dance. New York: Golden Press, Inc., 1963.
Emery,
Lynne Fauley. Black Dance: From 1619-to Today. 2nd ed. Princeton Books,
1988.
ISBN 916622630
Fitt, Sally. Dance Kineseology. New York: Schirmer Books, 1996. ISBN 0028645073
Frank, Rusty E. Tap--The Greatest Dance Stars and Their Stories 1900 - 1955. New York: William Morrow and Co. Inc., 1990. ISBN 0688089496
Gordon, Suzanne. Off Balance: The Real World of Ballet. New York: McGraw-Hill Publishing Company, 1984. ISBN 0070237700
Guilmette, Pierre. Bibliograpie de la danse théatrale au Canada. National Library of Canada. reprint. Toronto: Dance Collection Danse Electronic Pub., 1991.
Jonkowsky, Anatol M. The Teaching of Ethnic Dance. New York: J. Lowell Pratt and Co., 1965. ISBN 0836992962
Just off stage #1,2: Selected stories of Canadian dance history. Toronto: Dance Collection Danse Electronic Pub., 1990. ISSN 1183-384X
Kislan, Richard. Hoofing on Broadway: A History of Show Dancing. New York: Prentice-Hall Press, 1987. ISBN 0138094845
Knaster, Mirka. Discovering The Body’s Wisdom. Toronto: Bantam Books, 1996. ISBN 0553373277
Lane, Christy. Multicultural Folk Dance Treasure Chest. Champaign Il: Human Kinetics, 1998. (This package includes 2 teaching guides, 2 videos and 2 audiocassettes)
Lansdown, John. "The Computer in Choreography", Computer, August, 1978.
Lavender, Larry. Dancers Talking Dance. Champaign Il: Human Kinetics, 1996. ISBN 0873226674
Malone, Jacqui. Steppin’ on the Blues: The Visible Rhythms of African American Dance. Urbana: Univ. of Illinois Press, 1996. ISBN 0252022114
Nagrin, Daniel. How to Dance Forever. New York, Wiliam Marrow and Company, Inc. 1988. ISBN 0688077994
Odom, Selma, and Mary Jane Warner, eds. Canadian Dance Studies. Vol. 2. Graduate Programme in Dance, York University, 1997.
Officer, Jill. Encyclopedia of Theatre Dance in Canada. Toronto: Dance Collection Danse Electronic Pub., 1990. ISBN 0929003047
Rist, Rachel-Anne. The Injured Dancer. Bristol, England: John Wright, 1986.
Sidimus, Joysanne. Exchanges: Life after dance. Toronto: Press of Terpsichore, 1987. ISBN 0920251013
Snowden, James. The Folk Dress of Europe. New York: Mayflower Books, 1979. ISBN 0831734221.
Sorell, Walter. Looking Back in Wonder -- Diary of a Dance Critic. New York: Columbia University Press, 1986. ISBN 0231062788
Steinberg, Corbett. The Dance Anthology. N.Y.: New American Library, 1980. ISBN 0452252334
Stephenson, R. and J. Iaccarino. The Complete Book of Ballroom Dancing. N.Y.: Doubleday Pub., 1980. ISBN 0385145535
Tembeck, Iro. Dancing in Montreal: Seeds of a Choreographic History. Studies in Dance History. Vol. 5 No. 2 (Fall) 1994.
Thomas, Tony. That's Dancing. New York: Harry N. Abrams, Inc., 1984. ISBN 0810916827
Vartoogian, Jack and Linda. The Living World of Dance: Artistry In Motion. Rowayton, Connecticut: Saraband Inc., 1997.
Vincent, L. The Dancer’s Book of Health. New Jersey: Princeton Books, 1988. ISBN 0836224019
Voyer, Simonne. La Danse Traditionnelle dans l'est du Canada. Quebec: Université Laval, 1986. ISBN 2763770010
Warner, Mary Jane. Toronto Dance Teachers: 1825-1925. Toronto: Dance Collection Danse Press, 1995. ISBN 092900325X
Wright, Judy Patterson. Social Dance Instruction. Champaign Il: Human Kinetics, 1996. (This and the above book are used in conjunction, plus there is a Social Dance Music Set of 5 cassettes.) ISBN 0873228308
Dancing. Los Angeles: Thirteen/WNT Productions and RM Arts, 1993. Programs 1-8, 58 min.
Program 1: The Power of Dance.
Program 2: Lord of the Dance.
Program 3: Sex and Social Dance.
Program 4: Dance at Court.
Program 5: New Worlds, New Forms.
Program 6: Dance Centrestage.
Program 7: The Individual and Tradition.
Program 8: Dancing in One World.
Slim Hopes. Mississauga: Regional Department of Health, 1994. 57 min.
http:/lcweb.loc.gov/cgi-bin/browse.pl
http:/members.home.net/4drama/
http://www.culturent.ca
http:/www.culturenet.ca/chrc/youth/guideline.htm
http:/www.dancecollectiondanse.on.ca/dancecol
Telephone: 1-800-665-5320
http:/www.icomm.ca/danceon
Telephone: 1-800-363-6087
http:/www.stpt.com/search.asp
http://www.something-fishy.com/ed.htm
http:/www.theatrebooks.com
Appendix O - Suggested Research Topics & Instructional Approaches
Appendix P - Checklist to Assess Group Work
Appendix Q - Scale to Evaluate Individual Research Project
Time: 300 minutes
In this activity, students are introduced to four broad topic areas: Healthy Dancing, Dance History and Culture, Careers and Lifelong Learning in Dance, and Contemporary Dance and Culture. Students are presented with a sub-topic from each broad topic area in order to add to their understanding of how dance can contribute to their physical, social, and spiritual well-being. They are also provided with criteria for assessment of their individual research and for group work.
Ontario Catholic Graduate Student Expectations: CGE 2a, b, 3e,f, 7f, g.
Strand(s): Theory and Analysis
Overall Expectations: TTV.02X, .03X, .04X, TAV.04X,.05X.
Specific Expectations: TT1.01X, TT2.06X, TA1.04X, TA3.04X.
3. Select and prepare materials from each of the four topic groupings.
Prepare a handout for students’ individual research projects outlining particulars required for the written report and visual display.
Prepare a handout explaining expectations for group presentations.
Teacher may wish to collaborate/link with teachers of other disciplines (e.g., computers, guidance, co-op, theology, chaplain) and create a school-based web site in which students’ work becomes part of the site.
Teacher may need to apply for artist grants, and book guests or field trips well in advance.
I Explaining the Structure of the Unit to the Students
· Teacher introduces each of the four general topic groupings.
· Teacher provides students with the project outline.
Example of general
assignment directions for the Individual Research Project Assignment (excerpt
only):
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1. |
Select a topic from the list provided. |
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2. |
Research your topic. Use a minimum of three different sources. Keep track of the resources you use in a Bibliography. |
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3. |
Prepare a two-page report on your topic. |
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4. |
Create an interesting visual display (e.g., bristol board-pictures and text, scrapbook, photo album, collage, display, musical composition, etc.) highlighting the key pieces of information of your topic. |
· Teacher provides students with the expectations for the group presentation.
Example of expectations
for the Group Presentation Assignment (excerpt):
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Individual project topics have been categorized into four (4) groupings: |
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Topic Grouping 1 Topic Grouping 2 Topic Grouping 3 Topic Grouping 4 |
Healthy Dancing Careers and Lifelong Learning In Dance Dance History and Culture of Dance Form(s) Contemporary Dance and Culture. |
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Step 1 |
Individuals from each of the topic groupings are gathered together by the teacher. Each of the groups is responsible for: a) a 15-minute presentation to the rest of the class followed by... b) 15 minutes of leading discussion and/or answering questions. |
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Step 2 |
To create the 15-minute presentation, students must select significant information from each person’s research and find a way to link that information into a unified and interesting presentation. |
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Step 3 |
Groups organize the presentation. |
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Step 4 |
Individual groups create a one-page summary to hand out to the class. (Note: The one-page summary may be used by students as notes for further study. The teacher may use the one-page summary as content for a quiz, review, etc.) |
· Teacher informs students that they will be choosing their topics after the first four introductory classes.
· Teacher conducts diagnostic assessment to determine students’ knowledge of the four topic groupings, report writing, and research skills.
· The teacher may also wish to involve other teachers and the students to collaborate and work in the design of a web site. Long-range planning may involve other dance classes and other discipline areas. These, in turn, could be linked to other dance-related sites in the future.
II Four Introductory Lessons
· Teacher teaches each of the four introductory lessons and discusses how the skills developed in dance can be applied to a variety of careers.
· Teacher teaches students how to write a report and defines the criteria within each research topic.
· Teacher provides instructions/directions (e.g., guide sheet) for students to assist them through the research process.
4. These classes are preparation for assessment/evaluation in Activities 2 and 3.
Teacher assesses students’ understanding and knowledge of the content of the four topic grouping lessons as appropriate to each topic (e.g., test, anecdotal notes, journal reflection, checklist, participation, etc.).
See Unit 1, 2, 3, and 4 Resources.
Appendix O - Suggested Research Topics and Instructional Approaches
Time: 180 minutes
In this activity students choose one topic from within the four broader topic groupings. Students are introduced to a wide range of resources from which to research their individual topics. Students demonstrate basic library research skills using available technologies.
Ontario Catholic Graduate Student Expectations: CGE 2a, b, 3c.
Strand(s): Theory and Analysis
Overall Expectations: TTV.02X, 03X, 04X, TAV.04X, 05X.
Specific Expectations: TT1.01X, TT2.06X, TA1.04X, TA2.01X, 02X, TA3.01X, 04X.
5. Prepare a scale for the evaluation of individual research projects (Appendix P) and a rubric for the evaluation of group work (Appendix Q).
Book library and plan research time throughout Activities 1 and 2.
Collaborate with a librarian to teach library research skills.
Prepare and/or set up appropriate material, Internet links, centres, etc.
Knowledge and understanding of content from Activity 1
I Facilitating Student Research
· Teacher provides students with a list of topics and groupings (Appendix O - Suggested Research Topics) and facilitates selection of topics. Ensure a balance of the number of topics covered within each grouping and the number of students assigned to each topic within the grouping.
· Teacher presents students with a guide sheet for the research process and teaches lessons on how to prepare a report.
· Teacher presents criteria for individual project evaluation (Appendix P - Scale for Evaluation of Individual Research Project).
· Teacher provides in-class and library/resource centre time to assist students in beginning the process and establishes guidelines for independent out-of-class work expectations.
· Teacher presents criteria for group presentation (Appendix Q - Rubric for Evaluation of Group Work).
· Teacher elicits student ideas and provides opportunities for students to present in a variety of ways (e.g., music, bulletin board displays, compositions, poetry, etc.) and plans time appropriately.
II Facilitating Research
· Teacher assists students in research.
· Teacher presents the following as resources to broaden students’ range of learning opportunities. Students are to use a minimum of three different resources:
· professional dance studios, companies, and associations
· community, provincial, and national arts councils
· college and university fine arts departments
· school and public libraries
· dance teacher associations
· cultural associations
· school chaplaincy, religious bookstores, parish, and elders
· community and recreation centres
· arts periodicals and publications
· arts broadcasting (radio, television)
· continuing education programs
· cultural festivals
· Internet web sites for dance topics/links
· The teacher should choose a variety of opportunities for students to assist them in the research process (e.g., taking the students to the library, bringing resources into the classroom, setting up a computer Internet station in the studio/classroom/library).
· Teacher assists students with organization skills and methods of planning for research projects.
· Teacher intersperses a number of research classes throughout earlier units in order to provide students with sufficient time for research, individual conferencing, and interviews.
III Facilitating Group Work
· Teacher facilitates group work and meeting times and may create a planning calendar for students’ use.
· Students work in topic groups. Each member in the group shares individual projects. The group selects key information, links each individual project into group presentation, and plans and organizes a 15-minute presentation.
· Teacher discusses and provides framework of expectations in group problem-solving situations and facilitates the development and practice of conflict management skills.
· Teacher assists and facilitates groups providing appropriate instruction, guidance and feedback of group dynamics and skills development (i.e. negotiation, mediation, assertiveness, coping with change or frustration, etc.) in light of Gospel teachings.
· Groups prepare for presentations.
6. Teacher assesses the research process of students as they work on their individual projects utilizing a checklist and observation notes taken during individual interviews and conferences.
Teacher assesses group’s progress utilizing a process checklist and observation notes taken during group interviews and conferences held during the research process.
See Unit 1, 2, 3, and 4 Resources.
Appendix P - Scale for Evaluation of Individual Research Project.
Appendix Q - Rubric for Evaluation of Group Work.
Time: 180 minutes
Students have the opportunity to incorporate their independent research projects into a group presentation. Students have the opportunity to share and discuss each group’s findings and participate in an interactive fashion.
Ontario Catholic Graduate Student Expectations: CGE 4a, 5a, b, c, d, e, f, g, 7f, g.
Strand(s): Theory, Analysis
Overall Expectations: TTV.02X, .03X, .04X, TAV.04X, .05X.
Specific Expectations: TT1.01X, TT2.04X, .06X, TA1.04X, TA3.01X, .04X.
7. Plan appropriate length of in-class time for group work.
Obtain TV, VCR, and other related material to assist students in their group presentations.
Prepare evaluation of students’ group work in progress utilizing an observation/anecdotal checklist.
Knowledge and understanding of Activities 1 and 2
I Student Group Work
· Teacher provides appropriate length of time in class for students to organize themselves and their presentation materials and to allow students to work in their groups.
· Teacher observes and monitors students’ progress frequently to ensure and guide students’ learning as appropriate to the individual groups.
· Students divide work amongst the group members, report to teacher, and work independently.
II Preparing to Present
· Teacher assists in establishing the order of presentation.
· Teacher provides opportunities for students to rehearse, amend, and polish their 15-minute presentations in class, providing feedback from observational notes. The teacher may choose to establish a collaboratively constructed self-observation sheet and/or utilize the scrapbook or reflective journal.
III Active Presentations
· Students actively participate in observing each group’s presentation. This may entail taking notes, and preparing questions in advance for post-presentation question and answer sessions.
· Teacher guides students, where appropriate, in critical thinking and decision-making processes; discerning moral and ethical issues surrounding topic areas.
· Groups share their one-page summary with the class.
· Teacher links presentation topics to the world beyond the classroom and connects learning to goals established by students in IEPs; teacher also links the use within Catholic and Christian communities.
· Students write a journal reflection assessing their own learning and linking their own learning to their individual goals.
8. Teacher and students observe students’ efforts and assess individual contributions to the group work utilizing a group evaluation rubric (Appendix Q - Rubric to Evaluate Group Work).
Teacher evaluates the individual research projects utilizing a scale (Appendix Q - Scale to Evaluate Individual Research Project).
Teacher assesses depth and scope of reflective journal reflection and provides appropriate guidance.
See Unit 1, 2, 3, and 4 Resources.
· ESL students may be partnered with another student to provide support in reading and writing skills for this activity.
· Extra time and other appropriate modifications may be allocated for students with learning exceptionalities.
· Students with writing difficulties may submit a cassette tape of the information they have discovered and/or be partnered with someone who may do the scribing for them.
Appendix Q - Rubric to Evaluate Group Presentations.
Appendix P - Scale to Evaluate Individual Research Project.
Continue to Unit 5 |
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