Page 77 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A. CREATING, PRESENTING, AND PERFORMING
OVERALL EXPECTATIONS
By the end of this course, students will:
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.
SPECIFIC EXPECTATIONS
A1. The Creative Process
By the end of this course, students will:
A1.1 use the elements of dance to create dance phrases inspired by a workplace activity or theme (e.g., combine movements, tempos, and groupings to reflect activities in a specific work- place setting)
Teacher prompt: “What workplace activity
can you think of that requires the kind of body awareness, teamwork, and sense of rhythm needed in dance activities? Can you develop movement phrases that demonstrate those aspects of work?”
A1.2 create and perform movement phrases that use the elements of dance to express physical or emotional states (e.g., body movements and accents that reflect the emotions evoked by a piece of music or a natural or urban landscape; patterns and groupings that demonstrate ideas of freedom or constraint)
Teacher prompts: “What specific types of movement seem to match what specific types of music? How will your movements change depending on whether the beat is fast or slow?” “To what style of music do you feel most comfortable moving? Why?”
A1.3 use improvisation and the elements of dance to show how movement and body language are used for non-verbal communication in daily life, including in the workplace (e.g., with a partner, develop a dance sequence that shows a non-verbal“conversation”carried out through movement; develop sequences that use posture and other aspects of body language to depict different personality or character types, or people of different ages and occupations)
Teacher prompt: “When might you want to use non-verbal communication skills in your workplace environment? What kinds of body language are appropriate in a workplace situation?”
A2. Choreography and Composition
By the end of this course, students will:
A2.1 use a variety of choreographic forms, struc- tures, and techniques to create and perform a series of movement phrases (e.g., short pieces
for three or four dancers using rondo, AB, or canon form; duets featuring symmetry and mirroring)
Teacher prompt: “How can you ensure that your group piece will include each individual equally? Does the choice of form make a difference? What form would permit the most equality among dancers?”
CREATING, PRESENTING, AND PERFORMING
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Dance
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