Page 56 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1. The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary;
A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations;
A3. Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of dance forms from around the world;
A4. Performance: apply dance presentation skills in a variety of contexts and performances.
A1. The Creative Process
A. CREATING, PRESENTING, AND PERFORMING
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 use the elements of dance to create and perform increasingly complex dance phrases inspired by a theme (e.g., use drawing or writing to depict a theme evoked by a piece of instrumen- tal music, then translate the theme into a series of dance phrases; use free writing to identify themes of interest to them, and create a series of movement phrases based on key words or descriptions from their writing)
Teacher prompt: “What aspects of the music did you focus on in your writing or drawing? What elements of dance will you focus on in translat- ing these aspects into movement phrases?”
A1.2 create and perform increasingly complex phrases that combine and manipulate the elements of dance in a variety of ways (e.g., include one or more of compound time, repetition, retrograde, or canon in a movement study; develop three or more balances and create simple, organic,
connective movements to move from balance to balance)
Teacher prompt: “Which element will you focus on first when trying to create movement phrases that meet several different criteria?”
A1.3 use the elements of dance to generate and perform increasingly complex dance vocabulary through improvisation and experimentation with a partner or in a group (e.g., use contact improvisation to develop movement with a partner, with attention to considerations such as trust, the sharing of weight, and non-verbal communication)
Teacher prompt: “In working with a partner, how do you maintain balance as you pull away from each other? What movement is generated while getting into and out of this balance?”
A1.4 develop solutions to increasingly complex compositional problems, and demonstrate selected solutions through performance (e.g., use motif in the creation of solos, duets, and trios; use variations on a theme within different config- urations; demonstrate various ways of making smooth transitions between different configura- tions; develop movement phrases that reflect the dancers’ relationship to one another and to the dance environment)
Teacher prompt: “In what ways are movement motifs similar to narrative themes found in a literary source? How could using a motif help you express your ideas?”
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