Page 81 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
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. Contexts and Influences: demonstrate an understanding of the social and cultural origins 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.
SPECIFIC EXPECTATIONS
C1. PhysiologyandTerminology
By the end of this course, students will:
C1.1 demonstrate an understanding of the impor- tance of personal wellness and professional conduct for success in endeavours of all types, including career roles, both in the dance arts and in other areas of endeavour (e.g., how proper diet contributes to energy and stamina; how rest and relaxation alleviate stress on the job; how a correct warm-up supports longevity in a dance career)
Teacher prompt: “Which foods/substances and activities increase or decrease your personal wellness and effectiveness? What steps can you take to avoid things that negatively affect your health and performance?”
C1.2 describe the skeletal system as it relates to movement (e.g., create a display that shows the importance of good posture and efficient movement for effective performance in both dance activities and the workplace)
Teacher prompt: “What are some techniques for avoiding physical strain during dance activities? How might those techniques be relevant to the workplace?”
C1.3 demonstrate, and describe using correct terminology, the dance vocabulary of a variety of dance forms from around the world (e.g., create a game to illustrate the dance terminology of different forms, including forms studied in class)
Teacher prompt: “What are the key terms used to describe the dances we have studied this year? Why is it important to know the terms for the dance steps, forms, and techniques you have learned?”
C2. Contexts and Influences
By the end of this course, students will:
C2.1 describe how specific social and cultural factors have influenced the evolution of some popular dance styles (e.g., connect the develop- ment of b-boying or capoeira to circumstances in their society or culture of origin)
Teacher prompts: “What social factors influenced the development of capoeira as a dance form based on martial arts movements?” “What is the origin of the word breakdancing? What type of ‘break’ is being referred to?”
C2.2 describe the influence of some global issues on dance (e.g., the influence of globalization on the evolution of dance in various cultures; the focus on issues such as racism, violence, the envi- ronment as themes for choreographers)
Teacher prompt: “Who are some choreographers who have dealt with social or political issues in their work? What are some of the approaches they have used?”
FOUNDATIONS
79
Dance
ATC4E