Page 67 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
C1. PhysiologyandTerminology:demonstrateanunderstandingof,andusecorrectterminologywhen referring to, the physiology of movement as it relates to dance;
C2. ContextsandInfluences:demonstrateanunderstandingofthesocial,cultural,andhistoricalorigins and development of dance forms, including their influence on each other and on society;
C3. Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.
SPECIFIC EXPECTATIONS
C1. PhysiologyandTerminology
By the end of this course, students will:
C1.1 identify and describe practices that can enhance a positive body image and healthy lifestyle and contribute to successful achieve- ment in dance (e.g., making informed nutritional choices; avoiding substance abuse; recognizing negative patterns of behaviour; identifying and building on their strengths)
Teacher prompt: “What are at least two positive things you can say about yourself? How do the positive comments affect how you see yourself when you look in the mirror? What kinds of positive comments have your peers written about themselves? How have the comments affected the mood or tone of the class?”
C1.2 demonstrate an understanding of specific details of muscular anatomy as they relate to movement (e.g., describe the relationships between flexors, extensors, adductors, and abductors; create a short warm-up exercise that demonstrates the relationships between the skeletal muscles in the upper and lower body; identify key surface and deep muscles in different parts of their anatomy and explain or demonstrate ways to maintain or increase their strength)
Teacher prompt: “How are tendons and ligaments involved in the warm-up process? What movements are included in your warm-up? What muscle groups are used in each movement?”
C1.3 demonstrate, and describe using correct ter- minology, movement repertoire from a variety of dance forms from around the world (e.g., describe and perform capoeira movements such as banda, cocorinha, ginga, rasteira; create games or narratives involving both words and movements to illustrate dance terminology)
Teacher prompt: “What are the key terms and vocabulary we have studied this year? What methods of memorization or demonstra- tion might help you remember your dance terminology?”
C2. Contexts and Influences
By the end of this course, students will:
C2.1 describe the historical development of one or more dance forms (e.g., the development of English folk dance; the evolution of contra dance into salsa dance as we know it today)
Teacher prompt: “What are some effective ways you can communicate information about the evolution of the dance form(s) you are interested in?”
C2.2 identify and describe ways in which dance is or can be used to reflect or comment on social questions in the local and/or global com- munity (e.g., research and report on the themes addressed by dance pieces such as Lamentation by Martha Graham, A Flock of Flyers by the dance/comedy group Corpus, and/or The Green Table by Kurt Jooss, and the techniques they use
FOUNDATIONS
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Dance
ATC3O