Page 54 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

For policy guidelines pertaining to focus courses, see pages 12–13 of this document.
The list of approved focus courses for Dance can be found at: www.edu.gov.on.ca/eng/curriculum/secondary/arts.html.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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2. Reflecting, Responding, and Analysing: The critical analysis process (see pages 17–22) involves applying rational and logical thinking to learning in, about, and through dance. Students demonstrate increasing autonomy and ability of all stages of the critical analysis process. They evaluate their own dance work and the work of others, reflect on how dance can enhance both personal well-being and community life, investigate artistic and social influences on dance, and explore possibilities for continuing engagement in dance.
3. Foundations: This strand encompasses the body of knowledge, understanding, concepts, conventions, and norms that create an underpinning and a context for dance as an arts discipline. Understanding how to move the human body and expanding its movement vocabulary helps students develop insight into how and why people dance. Students examine developments in dance history and dance conventions around the world. At the same time, they expand their awareness of the artistic environment with respect to matters of safety, ethics, and acceptable modes of conduct as an artist, performer, and critic.