Page 68 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, Open
C3. Responsible Practices
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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to communicate their message; research and report on how companies such as CityDance Ensemble, TRIP Dance Theater, and ODC Dance use dance to comment on environmental issues)
Teacher prompt: “Which dance companies use dance as social commentary most effectively? Which of their approaches or techniques might you adopt for your own purposes?”
C2.3 identify and describe similarities and differ- ences in some dance forms from around the world and illustrate them through performance (e.g., do research to identify and compare some characteristic gestures and movements of Kathakali dance and Aboriginal dance, or tap
and flamenco, and perform excerpts from these styles to demonstrate their findings)
Teacher prompt: “What are some of the charac- teristics of social dance from the 1960s? How do these social dance forms reflect the music of this era? What role does improvisation play in this type of social dance? Is improvisation used to make some kind of ‘statement’? If so, what kind?”
By the end of this course, students will:
C3.1 identify and follow responsible practices while creating, performing, and viewing dance (e.g., explain why it is important to avoid distracting or inappropriate movement while viewing others’ performances; give constructive and respectful feedback)
Teacher prompts: “Why is it important to
watch other students perform without making comments while the presentation is in progress?” “How does having an inattentive, noisy, or restless audience affect your own performance?”
C3.2 demonstrate collaborative and negotiating skills during rehearsal and performance (e.g., contribute their fair share to the creative process; show willingness to negotiate group roles such as motivator, scheduler, materials manager, project coordinator)
Teacher prompts: “What do you do to build trust and encourage people to contribute their ideas?” “Do creation or presentation processes work better when people feel that they have a specific role/function in the group?”
C3.3 identify and follow safe and ethical practices in dance activities in both classroom and per- formance settings (e.g., help others to use equip- ment safely; maintain appropriate boundaries; show respect for the opinions of others during class or group discussions; explain why it is important to respect others’ choreographic and intellectual property; create, describe, and perform a presentation that shows how another person’s work can be incorporated without plagiarizing)
Teacher prompts: “What specific safety concerns do we need to be aware of during this activity? Would it be helpful to give each student a specific safety feature to be responsible for?” “What is the difference between imitating and plagiarizing? When might it be appropriate to use someone else’s idea or concept in your own work? What are some strategies you can use to imitate creatively, without plagiarizing?”