Page 57 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A2. Choreography and Composition
By the end of this course, students will:
A2.1 use a variety of choreographic forms, struc- tures, and techniques to create and perform increasingly complex dance works (e.g., working in trios, develop a solo for each dancer, including a movement motif that connects each solo; have the solos performed simultaneously to create multiple foci; then use unison performance of the movement motif to create a theme and variation structure)
Teacher prompt: “What challenges does a multi-focus work present to an audience? What choreographic structures or techniques could you use to help the viewer understand what is going on?”
A2.2 create a complex dance composition that explores a self- or teacher-selected theme (e.g., develop a dance interpretation of a theme suggested by the film Hula Girls by Sang-il Lee)
Teacher prompt: “What dance structures could you use to communicate your theme? How could you use the elements to vary the struc- tures to create interest?”
A2.3 use a variety of compositional approaches to express a broad range of ideas and moods through dance (e.g., determine which of two compositional approaches offers more scope for communicating a particular message or theme through dance)
Teacher prompt: “What factors do you need to consider when deciding on the most appropri- ate compositional approach for a particular dance project?”
A3. Dance Techniques
By the end of this course, students will:
A3.1 apply an understanding of the principal movements of a variety of dance forms from around the world (e.g., accurately perform key movements from ballet or jazz dance, modern/ contemporary dance, and two or more world dance forms such as Afro-Caribbean dance, salsa, and the hula)
Teacher prompt: “How does your knowledge of different movement vocabularies help you learn new dance forms more easily? What similarities do different forms share that help you transfer your body knowledge from one form to the next?”
A3.2 accurately reproduce a range of dynamics and movement techniques from a variety of dance forms from around the world (e.g., cor- rectly perform a given phrase that contains fall, swing, and suspension)
Teacher prompt: “How is momentum or speed a factor in exploring the dynamics of this phrase? For each movement quality, what is the relationship of the body to gravity?”
A3.3 create and perform compositions that blend the vocabulary and technique of two or more dance forms from around the world (e.g., flamenco and belly dancing)
Teacher prompt: “How can you use the similar- ities between these two forms to make the movements appear to flow seamlessly back and forth between the forms?”
A4. Performance
By the end of this course, students will:
A4.1 revise, refine, and polish movement execution and choreography with increased attention to detail (e.g., use their own perceptions and feedback from peers and the teacher to identify problems, rework choreography, and refine their technical execution of movements, timing, spacing, and interactions)
Teacher prompt: “What aspects of your dance are you not satisfied with? What specific things do you think you need to improve?”
A4.2 use the tools of stagecraft with increasing creativity to enhance their dance performances (e.g., heighten the appeal to the senses by intro- ducing incense, background sound, lighting effects, and herbal tea, and by having the audience walk into the space barefoot on bubble wrap)
Teacher prompt: “What changes could you make to the performance environment that might encourage a positive audience response to your presentation?”
A4.3 apply an understanding of the artistic and expressive intent of a work when rehearsing and performing (e.g., pay attention to what their bodies are doing individually and in relation to other dancers; maintain awareness of the connec- tion between their movements and the mood or theme of a piece)
Teacher prompts: “Why is it important for you to understand the intended meaning or effect of a dance you are performing?” “What can you do to prepare yourself mentally for a dance performance?”
CREATING, PRESENTING, AND PERFORMING
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Dance
ATC3M