Page 70 - 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
A2. Choreography and Composition
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 abstract dance phrases inspired by a theme of personal significance (e.g., a theme suggested by an environmental or social issue or by a composition of a favourite dance group)
Teacher prompt: “What does a dance film like Sarah by Kaeja d’Dance tell you about the creative process? Can you use a similar type of process when working thematically to develop your own movement phrases?”
A1.2 create and perform complex phrases that combine and manipulate the elements of dance in a variety of ways (e.g., generate dance vocabu- lary using variations and mixtures of different aspects of the elements, such as body actions, locomotor steps, direction, level, floor and air patterns, structured and unstructured space, symmetry and asymmetry, individual and
group shapes, tempo, accent, movement qualities,
relationships/groupings)
Teacher prompt: “If you choose to focus on non-locomotor body actions, how might that affect the way you incorporate other elements – such as time, space, and relationship – into your dance phrases?”
A1.3 use the elements of dance to generate and perform complex dance vocabulary through solo or ensemble improvisation and experimen- tation (e.g., in pairs, use action/reaction during contact improvisation to explore movement possibilities)
Teacher prompt: “How does improvisation extend your understanding of movement possibilities? How will you use this new understanding in your dance composition?”
A1.4 generate and develop solutions for a com- plex compositional problem and demonstrate one solution in performance (e.g., in a small group, create a movement problem/recipe for another group to solve, and develop and demonstrate a solution to a movement problem created by the other group)
Teacher prompt: “What insights into the creative process can you gain from creating a movement problem for others to solve? What insights can you gain from the solutions they develop?”
By the end of this course, students will:
A2.1 use a variety of choreographic forms, struc- tures, and techniques to create and perform complex dance works (e.g., in pairs, use ABACA [rondo] form as a basis for an original composition)
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