Big Ideas
Big Ideas
Choreographers use dance elements and composition skills to create innovative choreography.
Artistic intent and meaning are communicated though choreography.
Choreographers use a dancer’s body through which to translate movement ideas
requires dance literacy, which is the ability to read, write, notate, or otherwise communicate using dance language, vocabulary, and/or symbols
.
Dance engages us in artistic works from multiple perspectives.
Choreographers collaborate through critical reflection, creative co-operation, and the exchange of ideas.
Content
Learning Standards
Content
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
- 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
for example, classical, contemporary, culturally specific
anatomically and developmentally sound movement principles
including but not limited to mobility, stability, alignment, weight transfer, flexibility, strength, balance, coordination
kinesthetic and spatial awareness
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
methods applied to change or develop movement (e.g., level, dynamics, retrograde, repetition, body part)
principles of design
unity, variety, repetition, contrast, sequence, climax, proportion, harmony, balance, transition
dance notation
the codified, symbolic representation of dance movement and form
the role of dancers, choreographers, and audiences in a variety of contexts
local, national, global, and intercultural performers, movements, and genres
the influence of time and 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 of the world.
on historical and contemporary dance forms
innovative dancers and choreographers from a variety of genres, periods, and cultures
traditional and contemporary First Peoples worldviews and cross-cultural perspectives communicated through movement and dance
history and theory of a variety of dance genres
ethics of 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
and plagiarism
safety protocols
procedures to prevent harm or injury to self and others, including, for example, environment, biomechanics, clothing, and footwear
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Explore meaning in a variety of dance compositions
Use composition skills to create, critically refine, rehearse, and perform a choreographed dance
Demonstrate kinesthetic awareness
the body’s ability to coordinate motion and its awareness of where it is in time and space
of dance elements and techniques in a variety of genres and styles
Expand and refine composition skills
skills that guide a choreographer in the creation of a dance (e.g., selecting movement and motifs, phrasing, stating a theme, applying elements of dance and principles of design)
to convey a particular mood, meaning, or intent
Consider the interplay of movement, sound, image, and form to convey meaning in dance
Express and refine choreographic phrases by responding to stimuli
the starting point for creating movement; stimuli for dance compositions can be auditory, visual, ideational/thematic, tactile, or kinesthetic
Manipulate dance elements, principles, techniques, vocabulary, and symbols to create and refine choreographic phrases and structures
Create and perform movement motifs, phrases, dance compositions, and choreography in large-group, small-group, and solo contexts
Select and combine choreographic forms, structures, and production elements
for example, music, costume, props, lights, set design
to create meaning and express intent in dance compositions
Consider audience and venue when composing, rehearsing, and performing
Reason and reflect
Describe, interpret, and analyze dance works using discipline-specific language
Give, receive, and apply constructive feedback
Communicate and document
Document and respond critically to rehearsal processes, dance experiences, compositions, and performances using technical vocabulary
Communicate and interpret ideas and emotions through dance
Use dance to communicate about and respond to local, regional, and national issues
Express personal experiences, cultural identity, and values through dance
Anticipate the impact of design choices
movement, music, theme, costume
on the audience and others
Connect and expand
Demonstrate and refine the application of dance elements, principles, techniques, and language
Use leadership skills to inspire innovation in dance
Explore educational, personal, and professional opportunities in dance or related fields
for example, artistic production, financial management, marketing, design
Explore First Peoples perspectives and knowledge, other ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge to gain understanding through movement and dance
Consider personal safety, safety of others, injury prevention, and physical health when planning, rehearsing, and performing choreography