Page 222 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
subject matter. The ideas, objects, figures, feel- ings, and understandings represented in a work of art.
think-pair-share. A learning strategy in which a student thinks about a topic or idea, works on it with a partner, and then shares the result with the whole group.
DANCE
AB. A two-part choreographic pattern form with an A theme and a B theme. The form consists of two distinct, self-contained dance sequences or sections.
ABA. A three-part choreographic pattern form with an A theme and a B theme in which the second section contrasts with the first section and the third section restates the first section in a condensed, abbreviated, or extended form.
accent. A strong movement or gesture used for emphasis.
asymmetry. (1) A difference in size, shape, or position between parts on opposite sides of a dividing line (e.g., different arm and leg posi- tions on the right and left sides of the body). (2) A difference in the placement of dancers in a space on opposite sides of a dividing line.
balance. (1) Maintenance of a controlled position of the body, whether the body is in movement or still. (2) A state of equilibrium in the spatial arrangement of bodies (e.g., in performance space).
body. See elements of dance.
body base. The part of the body that is support- ing the rest of the body. When someone is kneeling, for example, the knees are the body base.
canon. A choreographic form in which a dance phrase is performed by more than one soloist or group and begins at different times so that the phrases overlap (analogous to a round in music).
choreographer. A person who plans and creates dance pieces.
choreographic form. A structure that organizes movements. Choreographic forms may be defined as narrative or patterned (e.g., canon, call and response, retrograde, ABA, rondo). See also composition.
choreography. The creation and composition of dances, whether for a solo dancer, duets, trios, or small ensembles, by planning or inventing steps, movements, and patterns of movements and arranging them into a meaningful whole to communicate a feeling, idea, or theme.
composition. (1) The exploratory process of creating and arranging movements with artistic intent. (2) A dance sequence that is created with a specific intent to communicate a feeling, idea, or theme using movement; used in solo dance, as well as duets, trios, and small ensembles.
See also choreographic form.
contact improvisation. Spontaneously created movement in response to body contact with another dancer. This is usually done in a duet. The partners are often moving in and out of physical contact while mutually supporting and following each other’s movements. It is often a starting point for choreography.
contrast. The pairing of unlike movements. In dance, two contrasting movements might differ in energy, space (e.g., size, direction, level), shape (e.g., symmetrical/asymmetrical, open/closed), or timing (fast/slow, even/uneven). Contrast is often used to emphasize differences.
dance piece. A series of connected phrases.
dance sequence. Part of a larger dance piece. Dancers connect choreographed or personal movements (movement vocabulary) to form a sequence. A dance sequence is longer than a phrase but shorter than a section. It may be performed in isolation or as part of a larger dance piece. It conveys a sense of rhythmic completion and contains a beginning, middle, and end.
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