Page 74 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, University/College Preparation
C1. Physiology and Terminology: demonstrate an understanding of, and use correct terminology when 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.
C1. PhysiologyandTerminology
C2. Contexts and Influences
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 identify and demonstrate an understanding of somatic techniques that enhance dance train- ing and physical and emotional well-being (e.g., maintain a record of their use and the effects of techniques such as yoga, Pilates, the Alexander Technique, the Feldenkrais Method, Joan Skinner’s Releasing Technique, Donna Krasnow’s C-I [conditioning-with-imagery] Training)
Teacher prompts: “What significant improvement in your physical condition or development have you noticed? What techniques have you found most helpful?” “Has your study of Pilates strengthened your core, and what has that core strength done to improve your centre of balance in locomotion?”
C1.2 analyse and explain movement patterns using correct biomechanical terminology (e.g., use a graphic to explain the biomechanics of a variety of movements in the frontal, medial, horizontal, and sagittal planes)
Teacher prompt: “Identify at least five dance exercises or movements that occur in each
plane. What other movements from daily life (such as walking, sitting, texting, hugging) occur in each of these biomechanical planes?”
C1.3 demonstrate, and describe using correct terminology, an extensive dance vocabulary from a variety of dance forms from around
the world (e.g., describe and demonstrate ballet movements such as pas de basque, contretemps, pas de ciseaux, temps de cuisse; use print and electronic media to develop an illustrated diction- ary describing the movement vocabulary of a dance style of their choice for younger students)
Teacher prompt: “Based on the format of dic- tionaries you have examined, what components do you need to include in each definition? What are some terms that are common to many or most dance styles?”
By the end of this course, students will:
C2.1 demonstrate an understanding of key devel- opments in Ontario dance history, including the artistic contributions of Ontario dance pioneers (e.g., the founding and development of companies such as the Toronto Dance Theatre or Dance Theatre David Earle; the work of dancer- choreographers such as Celia Franca, George Randolph, Zelma Badu)
Teacher prompt: “Who were the key innovators in David Earle’s dance company in the early years? What factors shaped its growth? What are its goals today?” “Who were the first artis- tic directors of the National Ballet of Canada? How did their dance experience influence the company’s direction and growth?”
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C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will: