Page 78 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, Workplace Preparation
A3. Dance Techniques
A4. Performance
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
A2.2 create and perform movement phrases inspired by a theme of workplace skill building (e.g., themes such as customer service, organization, teamwork)
Teacher prompt: “What kinds of body language, movements, and groupings might convey insights about teamwork? About customer service?”
A2.3 identify and use a variety of compositional approaches to communicate ideas and feelings through dance (e.g., use structured improvisation and a combination of elements to develop a short piece about an environmental concern; use floor patterns and movement vocabulary from two of their favourite dance styles to create a work based on a self-selected theme)
Teacher prompts: “Can dance be used to address social issues? Can you think of any examples where dancers have used dance in this way?” “What types of movements, rhythms, and structures would help you express the ideas you want to communicate?”
By the end of this course, students will:
A3.1 demonstrate technical proficiency in basic dance vocabulary and the physical condition- ing and self-discipline required to support it (e.g., perform positions and movements requiring alignment, core strength, centredness)
Teacher prompt: “What type of physical train- ing do you need to prepare for very fast-paced choreography? What type for a dance that requires frequent transitions between high and low levels?”
A3.2 demonstrate familiarity with steps and movements found in a variety of social dance forms (e.g., perform a dance “collage” for a Parents’ Night that combines steps and movements from ballroom and contemporary social dances)
Teacher prompt: “What movement differences do you notice between the social dances of you and your peers and the social dances of your parents or grandparents? Can you demonstrate some of the differences?”
A3.3 demonstrate technical proficiency in one or more movement styles and the physical fitness and awareness needed to support it (e.g., create a piece of choreography that combines or fuses the dance vocabularies of two genres of their choice; perform movement phrases that incorporate aspects of body-awareness training such as yoga or t’ai chi)
Teacher prompt: “In what ways does your physical understanding of yoga postures and breathing make you more aware of your pos- ture and breathing in everyday activities? How does it change the way you perform various daily physical routines?”
By the end of this course, students will:
A4.1 rework and polish technique and choreogra- phy to achieve an intended effect (e.g., use feedback from teacher and peers to clarify their intention and polish movement, timing, alignment, and spacing)
Teacher prompt: “What is the theme of your dance? How do the different movements express the theme? Are there any movements that don’t seem to fit with the overall idea? How could you fix that?”
A4.2 choreograph and perform dances to meet the needs of a specific community audience or event (e.g., a retirement home “social”, an environmental awareness event, a cyber-bullying awareness session)
Teacher prompt: “What were your objectives in preparing a dance show for this audience? How might you modify the dance for a different audience?”
A4.3 use various methods to communicate through dance in both rehearsals and perform- ances (e.g., match facial expression to the mood of a particular sequence; maintain awareness of the connection between their movements and the idea[s] being communicated)
Teacher prompt: “What do you consider to be more important in communicating your cho- reographic intentions, facial expression or body movement?”
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