Page 72 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, 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:demonstrateanunderstandingofhowsocietiespresentandpastuseorhaveused 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
B3. Connections Beyond the Classroom
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 critique a live or filmed work by an Ontario dance artist (e.g., use a set of aesthetic evaluative criteria established in class to review works by Ontario dance artists such as Laura Taler, Jenn Goodwin, Allen Kaeja, Lata Pada)
Teacher prompt: “How does having a pre- established set of criteria in mind influence the way you view a dance work? Does it help you notice things you might miss? Could it limit your response in any way?”
B1.2 develop appropriate criteria and use them to interpret, analyse, and evaluate both the content and the fluency or expressiveness of a broad range of student compositions (e.g., criteria such as use of props, dynamics, interpretive skills)
Teacher prompts: “What is the purpose of inte- grating a prop into this composition? How might props affect the impact of a performance?” “Is the symbolic meaning of the steps and gestures used in the work clear or hard to understand?”
By the end of this course, students will:
B2.1 identify a variety of world and social dance forms in Ontario and describe their contribution to economic, social, and cultural life (e.g., the role of Sampradaya Dance Creations in raising the profile of South Asian dance in the province)
Teacher prompt: “What impact did Lata Pada’s bharatanatyam dance company have on the dance community in Toronto after its founding in 1990?”
B2.2 identify specific ways in which dance educa- tion can enhance community life (e.g., develop a brochure about how dance education could benefit their local community)
Teacher prompt: “What groups in our communi- ty might benefit from viewing or participating in dance? Seniors? Young children? How could you help these groups learn more about oppor- tunities to watch or join in dance activities?”
B2.3 compare and contrast criteria used to evaluate dance in different cultures (e.g., identify similar- ities and differences in the aesthetic criteria applied to a Western prima ballerina and a renowned Middle Eastern belly dancer)
Teacher prompt: “What cultural influences have shaped the standards of excellence that are applied to these different types of dance?”
By the end of this course, students will:
B3.1 identify and describe a variety of postsec- ondary destinations in the field of dance and the training or education required for each (e.g., occupations in dance arts advocacy, adminis- tration, creation, design and production, education, fund-raising, performance, staging)
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