Page 58 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, University/College Preparation
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ dance works and activities;
B2. DanceandSociety:demonstrateanunderstandingofhowsocietiespresentandpastuseorhave used dance, and of how creating and viewing dance can benefit individuals, groups, and communities;
B3. ConnectionsBeyondtheClassroom:demonstrateanunderstandingofthepurposeandpossibilities of continuing engagement in dance arts.
B1. The Critical Analysis Process B2. Dance and Society
B. REFLECTING, RESPONDING, AND ANALYSING
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:
B1.1 use the critical analysis process to compare and contrast two Canadian choreographic works (e.g., describe the stylistic difference in the choreography of Allen Kaeja’s Asylum of Spoons and Ginette Laurin’s Luna)
Teacher prompt: “How would you define con- temporary dance? Why do you think there is so much variety in this one dance form?”
B1.2 develop and use aesthetic criteria to evaluate both the content and the fluency or expressive- ness of student compositions (e.g., criteria including but not limited to: variety of composi- tional structures, clarity of intent, suitability of movement choices to purpose or theme, smoothness of transitions, connection between movement and musical mood and phrasing)
Teacher prompts: “What do you look for in a dance when judging the movements and movement patterns? Their variety and/or complexity? The way they are combined?
What other qualities?” “What questions do you ask about how level, shape or direction, and rhythm have been used? About the handling of transitions between sequences or sections? About the connections between the music, the movements, and the theme or purpose?”
By the end of this course, students will:
B2.1 identify some world and social dance forms that have been introduced in Canada and explain their growing influence or popularity (e.g., the African dance of Zab Maboungou and Le cercle d’expression artistique Nyata Nyata)
Teacher prompt: “Why might a range of dance forms from around the world attract interest in Canada? What examples can you find?”
B2.2 explain how dance education contributes to their personal growth and well-being (e.g., develop ten“Dance education gives me...”state- ments that reflect how they benefit from studying dance)
Teacher prompt: “How could listing the ben- efits of dance education contribute to your learning in dance?”
B2.3 explain how the culture of different societies fostered the development of specific dances or dance types (e.g., the“twist”in mid-twentieth- century North America, the quadrille in eighteenth- century France)
Teacher prompt: “What kinds of trends in pop- ular culture have been linked to the emergence of new forms of social dance?”
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