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Dance Foundations 11
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Big Ideas
Grandes idées
Dance offers unique aesthetic experiences that explore our identity and sense of belonging and have the ability to effect change.
aesthetic experiences
emotional, cognitive, or sensory responses to works of art Dance is informed by the history, culture, and community in which it exists.
Growth as a dancer and choreographer requires perseverance, resilience, and risk taking.
Artistic ability in dance is fully realized through a holistic relationship between body and mind.
Artistic ability in dance
requires dance literacy, which is the ability to read, write, notate, or otherwise communicate using dance language, vocabulary, and/or symbols Purposeful artistic choices by the dancer and choreographer enhance the aesthetic experience.
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
Explore, create, and perform movement motifs, phrases, and dance compositions in large-group, small-group, and solo contexts
Demonstrate kinesthetic awareness of dance elements and techniques in a variety of genres or styles
kinesthetic awareness
the body’s ability to coordinate motion and its awareness of where it is in time and space Develop and refine an articulate and expressive body
Express meaning, intent, and emotion in response to a variety of stimuli
Experiment with dance elements, principles, and techniques to create innovative movement phrases
movement phrases
sequences of movement ordered to convey specific meaning or intent Apply choreographic devices to expand technical and expressive possibilities
Select and combine dance elements to intentionally convey a particular mood, meaning, or purpose
Use choreographic forms and structures to clarify intent or meaning in dance compositions
Demonstrate innovation by improvising and taking creative risks
creative risks
making an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Consider audience and venue when composing, rehearsing, and performing
Reason and reflect
Describe and interpret dance techniques and works using the language of dance
language of dance
vocabulary, terminology, symbols, and non-verbal methods of communication that convey expression or meaning in dance Reflect on rehearsal and performance experiences
Give, receive, and apply constructive feedback
Demonstrate respect for self, others, audience, and place
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 leadership skills in co-operative and collaborative contexts
Communicate and document
Document and respond critically to dance experiences, compositions, and performances
Document
involves activities that help students reflect on and demonstrate their learning (e.g., writing an essay or article, journaling, taking pictures, storyboarding, making video clips or audio-recordings, constructing new works, compiling a portfolio) respond
involves activities ranging from reflection to action Perform exercises, steps, combinations, and dance works
Use dance to respond to local, regional, and national issues
Express cultural identity, perspectives, and values through individual and group movement compositions
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
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 Consider personal safety, injury prevention, and physical health when planning, rehearsing, and performing choreography
Content
Students are expected to know the following:
elements of dance
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)
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 anatomically and developmentally sound movement principles
movement principles
including but not limited to mobility, stability, alignment, weight transfer, flexibility, strength, balance, coordination rehearsal and performance skills
rehearsal and performance skills
the technical, expressive, and cognitive skills necessary for learning, refining, and performing movement:- Technical skill is the ability to reproduce movement accurately in relation to movement principles, elements of dance, and style.
- Expressive skills include but are not limited to 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.
- Cognitive skills include but are not limited to preparedness, commitment, concentration, trust, co-operation, collaboration, application of feedback, willingness to explore, capacity to improve, movement acquisition, and memory.
choreographic forms and structures
choreographic 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) dance notation and vocabulary
dance notation
the formal and informal written systems of symbols, shapes, and lines that represent body position and movement dance forms
dance forms
structures associated with specific genres, including but not limited to ballet, jazz, and social dance contributions of key dance innovators from a variety of genres
local, national, and intercultural performers and genres
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 safety protocols
safety protocols
procedure to prevent harm or injury to self and others, including, for example, environment, biomechanics, clothing, and footwear 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.