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Dance Company 11
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Big Ideas
Grandes idées
Growth as a dancer requires risk taking, perseverance, resilience, and reflection.
Experiences in a dance company are transferable to personal, professional, and educational contexts.
dance company
a performance-based ensemble Choreographic works communicate meaning through movement, sound, costumes, and set design.
Purposeful artistic choices communicate the choreographer’s intent.
Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following:
Explore and create
Create, rehearse, refine, and perform choreographic works for a variety of purposes
Rehearse and perform choreographic works using a variety of dance elements, skills, and techniques
Embody dance forms specific to the choreographic work
Explore the interplay of movement, sound, image, and form to convey meaning in dance
Develop and refine an articulate body as an instrument of expression
Express a range of intentions and emotions through dance
Recall, rehearse, and perform movement phrases both collaboratively and as an individual
Take creative risks to develop as an artist
creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Consider audience, venue, and place when composing, rehearsing, and performing
place
any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. Demonstrate warm-up and cool-down procedures for rehearsals and performances
Engage in rehearsal and performance processes led by a variety of choreographers
choreographers
students, teachers, guest artists Reason and reflect
Use the language of dance to interpret and analyze dance works
Reflect on rehearsal and performance experiences
Apply constructive feedback in rehearsals and performances
Communicate and document
Expand and apply technical vocabulary to describe, document, and respond critically to rehearsals, compositions, and performances
Communicate the choreographer’s intent through the language of dance
Connect and expand
Demonstrate personal and social responsibility associated with creating, performing, and responding to dance, including movement, music, thematic, and costume choices
Explore educational, personal, and professional opportunities in dance or related fields
related fields
for example, artistic production, financial management, marketing, design Explore First Peoples’ perspectives and knowledge, other ways of knowing, and local cultural knowledge to gain understanding through movement and dance
ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Make connections through dance with local, regional, and national issues and communities
Consider personal safety, injury prevention, and physical health when planning, rehearsing, and performing
Content
Students are expected to know the following:
roles and responsibilities in a dance company
rehearsal and performance skills
rehearsal and performance skills
- the technical, expressive, and cognitive skills necessary for learning, refining, and performing movement
- Cognitive skills include preparedness, commitment, concentration, trust, co-operation, collaboration, application of feedback, willingness to explore, capacity to improve, movement acquisition, and memory.
technical and expressive skills
technical
the ability to reproduce movement accurately in relation to movement principles, elements of dance, and style expressive skills
projection, focus, confidence, musicality, spatial awareness, facial expression, sensitivity to other dancers, dynamics, and embodiment of the elements of dance to communicate the style or choreographic intent stage etiquette
stage etiquette
the accepted behaviours and attitude required throughout the production process, including auditions, rehearsals, and performances elements of dance, techniques, movement principles
elements of dance
body, space, time, dynamics, relationships:- body: the primary instrument of expression in dance; what the body is doing (e.g., whole- or partial-body action; types of movement, such as locomotor and non-locomotor)
- space: where the body is moving (e.g., place, level, direction, pathway, size/reach, shape)
- time: how the body moves in relation to time (e.g., beat/underlying pulse, tempo, rhythmic patterns)
- dynamics: how energy is expended and directed through the body in relation to time (quick/sustained), weight (strong/light), space (direct/indirect), and flow (free/bounded)
- relationships: with whom or what the body is moving; movement happens in a variety of relationships (e.g., pairs, groups, objects, environments)
compositional skills, forms, and structures
forms, and structures
the shape or structure of a dance; the orderly arrangement of thematic material (e.g., AB, ABA, rondo, canon, theme and variation, call and response, narrative) choreographic devices
choreographic devices
methods applied to change or develop movement (e.g., level, dynamics, retrograde, repetition, body part) principles of design
principles of design
unity, variety, repetition, contrast, sequence, climax, proportion, harmony, balance, transition anatomically and developmentally sound movement principles
movement principles
includes alignment, weight transfer, flexibility, strength, balance, coordination skills specific to a technique, genre, or style
technique
- examples in modern dance: suspend, fall, breath, weight, oppositional pull, swing, contraction, spiral
- examples in hip hop: grooving, isolations, rhythm, foot patterns, body rolls, freestyle
- examples in ballet: positions of the feet and arms, turnout of the legs, barre and centre work, including plié, tendu, fondu, rond de jambe
genre, or style
for example, classical, contemporary, culturally specific kinesthetic and spatial awareness
safety protocols
safety protocols
procedures to prevent injury or harm to self and others involving, for example, environment, biomechanics, clothing, and footwear dance notation and vocabulary
dance notation
the codified, symbolic representation of dance movement and form contributions of key dance innovators in specific genres, contexts, and cultures
traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through movement and dance
ethics of cultural appropriation and plagiarism
cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.