Page 61 - The Ontario Curriculum, Grades 9 and 10: 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 and per- form a variety of movement phrases inspired by sources (e.g., select key words, images, and messages from the poem“My Name Is Gossip” and interpret them through a variety of movement phrases; create a short dance composition based on a personal, social, or environmental issue)
Teacher prompts: “What sources can you examine to enhance your exploration of this social or environmental issue?” “Can movement communicate some messages better than words? What types of messages?”
A1.2 create and perform phrases that manipulate three or more elements of dance (e.g., with a partner, create movement phrases in three-quarter time, juxtaposing symmetrical and asymmetrical shapes; repeat their phrases, adding an element of energy [fast, slow, light, or strained] and focusing on the relationship between the two movers)
Teacher prompt: “How might you perform your phrase again with a percussive quality and then with a fluid quality? Which version did you like best and why?”
A1.3 use the elements of dance to create and per- form movement vocabulary through guided improvisation (e.g., use flocking to explore slow- motion movement, changes of levels, and changes of direction/facings)
Teacher prompts: “What are the challenges of leading others while remaining spontaneous?” “What requirements can be included in the guided improvisational structure in order to encourage creative exploration?”
A1.4 develop multiple solutions to movement problems following specific guidelines for performance (e.g., vary a sixteen-bar movement phrase by exploring it first as a stationary phrase and then as a locomotor phrase; introduce two pathway changes to help emphasize or reconfigure particular movements within their phrases)
Teacher prompt: “What movement problem do you need to solve? What strategy can you use to develop a solution?”
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 connect a series of movement phrases (e.g., rearrange a phrase learned in class and perform it in a tight clump
in unison; retrograde a second phrase and perform it as a canon, then return to the first phrase and repeat to reveal an ABA structure)
Teacher prompt: “What choreographic techniques could you use to make a smooth transition between one structure or phrase and another? Would the same techniques work with different types of phrases?”
CREATING, PRESENTING, AND PERFORMING
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Dance
ATC2O