Page 63 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

B. REFLECTING, RESPONDING, AND ANALYSING
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. TheCriticalAnalysisProcess:usethecriticalanalysisprocesstoreflectonandevaluatetheirown and others’ dance works and activities;
B2. DanceandSociety:demonstrateanunderstandingofhowsocietiespresentandpastuseorhaveused dance, and of how creating and viewing dance can benefit individuals, groups, and communities;
B3. ConnectionsBeyondtheClassroom:demonstrateanunderstandingofthepurposeandpossibilities of continuing engagement in dance arts.
SPECIFIC EXPECTATIONS
B1. The Critical Analysis Process
By the end of this course, students will:
B1.1 use the critical analysis process to identify and compare a wide variety of dance forms (e.g., compare features of the dance forms experi- enced in the Grade 10 dance program)
Teacher prompt: “What are some common features that most dance forms share?”
B1.2 analyse dance works in terms of both their content and their fluency, artistry, or expres- siveness (e.g., describe the individual movement combinations in a dance piece and determine whether they have been put together effectively to create a successful work)
Teacher prompts: “At what point does a combi- nation of steps become choreography?” “How do technique and artistry come together to create a successful performance from a group such as Motus O Dance Theatre? Have you ever seen a performance that demonstrated one and not the other? What was your reaction?”
B2. Dance and Society
By the end of this course, students will:
B2.1 describe the characteristics and function of a world dance form (e.g., an oppression dance such as gumboot)
Teacher prompt: “What are the characteristics of world dances of celebration, oppression,
and mourning? What are their purpose? How would you describe the difference among these dances?”
B2.2 explain how dance exploration can contribute to personal growth and self-understanding (e.g., how they have benefited from listening to feedback or trying to respond to constructive criticism)
Teacher prompt: “What are some ways in which feedback from teachers or peers has helped you improve your work in dance?”
B2.3 identify and describe ways in which different types of dance reflect the cultures that pro- duced them (e.g., Kathak expresses devotion to Hindu gods; the hoop dance reflects Aboriginal beliefs about how all living things on the earth grow, change, and are connected)
Teacher prompts: “What do you know about the dances of your ancestors? How do they reflect the history of your culture?” “What beliefs about the natural world are expressed in the Aboriginal hoop dance or animal dance?”
B2.4 demonstrate an understanding of how dance exploration and presentations can contribute to the school and the broader community (e.g., use visual, oral, or written means to describe school, community, and professional dance productions they have attended or presented, and explain how they and others benefited from the experience)
Teacher prompt: “When the local dance studios do their big annual productions, how might we benefit by attending those productions?”
REFLECTING, RESPONDING, AND ANALYSING
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Dance
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