Page 54 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

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.
A1. The Creative Process
A2. Choreography and Composition
A. CREATING, PRESENTING, AND PERFORMING
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 use the elements of dance to develop and perform a personal movement vocabulary inspired by a variety of stimuli, sources, or themes (e.g., choose five gestures used in everyday life and create a sixteen-bar movement phrase
that reflects and exaggerates these gestures; with a partner, generate original movement material based on a personally meaningful source or theme)
Teacher prompt: “What are some possible movements you can use to illustrate the ideas and feelings suggested by your artistic source?”
A1.2 create and perform phrases that explore two or more elements of dance (e.g., use contrasting shapes such as geometric versus organic while varying the levels; revisit phrases they have created and explore places within the phrases where they can alter their body base)
Teacher prompt: “What are the challenges of passing from one movement to the next when
changing your body base? What strategies do you use to maintain a smooth flow of movement?”
A1.3 use the elements of dance to generate and perform movement vocabulary through guided improvisation (e.g., in response to a variety of musical stimuli, allow the body to move in an organic, unrehearsed way while keeping the eyes
closed; mirror a partner by standing face to face and moving slowly to copy the exact gestures or actions of the person who is leading)
Teacher prompt: “What is the biggest challenge of working spontaneously? Why is it helpful to have the improvisation guided or structured? How will improvising in and around other dancers affect your spontaneous movement?”
A1.4 develop solutions to movement problems using specific guidelines for performance (e.g., present a new perspective on familiar material by taking an eight-count phrase taught in dance tech- nique class and performing it in reverse [retrograde])
Teacher prompt: “How will you make sure you accurately reproduce the movements that make up this phrase when performing it in a different format?”
By the end of this course, students will:
A2.1 demonstrate an understanding of choreo- graphic forms, structures, and techniques in arranging and performing a series of movement phrases (e.g., combine phrases from class to create an ensemble composition; arrange phrases to be performed as a canon)
Teacher prompt: “What are some other ways of arranging these phrases to create visual interest and explore the possibilities of other forms?”
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