Page 58 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

C1. PhysiologyandTerminology:demonstrateanunderstandingof,andusecorrectterminologywhen 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. ResponsiblePractices:demonstrateanunderstandingofsafe,ethical,andresponsiblepersonaland interpersonal practices in dance activities.
Grade 9, Open
C1. Physiology and Terminology C2. Contexts and Influences
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 demonstrate an understanding of the impor- tance of a positive body image and a healthy lifestyle to their learning in dance (e.g., identify a skill or a quality they possess that contributes
to their learning and achievement in dance and create a collage to celebrate that aspect)
Teacher prompt: “Was it difficult to find a per- sonal quality to celebrate? Is it easier to focus on the negative or the positive aspects of our lives? What might be the benefits of focusing on the positive aspects?”
C1.2 demonstrate an understanding of the nature and function of the skeletal system in relation to the physiology of movement (e.g., create a physical representation of the axial and the appendicular skeleton)
Teacher prompt: “What are the challenges you faced when trying to place the bones correctly on the body figure handout?”
C1.3 demonstrate, and describe using correct terminology, the movement repertoire of a variety of dance forms from around the world
(e.g., define and demonstrate movements associated with jazz dance, such as“rock step”,“isolation”, “hip walk”,“flat back”,“jazz run”,“pivot turn”, “cat walk”; create a dance sequence to illustrate five movement terms)
Teacher prompt: “What memorization tech- niques can you use to help remember dance terminology?”
By the end of this course, students will:
C2.1 demonstrate an understanding of the origins and development of a given dance form (e.g., trace how elements of African drumming and dancing were combined with techniques of European clog and step dancing to become American tap dance in the 1920s; create a timeline highlighting key personalities and events in the evolution of ballet)
Teacher prompts: “How might you describe the relationships among the innovators of jazz dance in the twentieth century? How can you visually depict the connections among them?” “What contributions to dance were made by the key figures in your timeline? What were some obstacles these people had to overcome in their careers?”
C2.2 identify and describe ways in which cho- reographers and performers use or have used dance to address social and environmental issues (e.g., identify issues raised in Danny Grossman’s 1981 work Endangered Species and discuss their relevance to society today; describe how Isabel Croxatto’s Revolution of the Butterflies highlights the urgent need to protect and restore the environment)
Teacher prompts: “What are the social justice issues that are revealed in Grossman’s cho- reography? Are any of those issues currently relevant?” “How are the elements of dance used in Revolution of the Butterflies to help convey its message?”
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C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will: