Page 65 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
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.
SPECIFIC EXPECTATIONS
C1. Physiology and Terminology
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., explain how self-esteem and positive nutritional choices can enhance their learning and development in dance; create a collage of magazine images that represent stereotypes of beauty)
Teacher prompt: “Do fashion magazines agree on a standard version of beauty? If so, what are its main characteristics? In what ways is this version the same as or different from your own ideas about beauty? The ideas of your peers?”
C1.2 demonstrate an understanding of basic muscular anatomy as it relates to movement (e.g., outline the characteristics and functions of cardiac muscle, smooth muscle, and skeletal muscle)
Teacher prompt: “Which muscles appear to be the prime movers of the bones that lie under- neath the muscle?”
C1.3 demonstrate, and describe using correct ter- minology, the movement repertoire of a variety of dance forms from around the world (e.g., movements associated with breakdance, such as uprock, freeze, rollback, six-step, zulu spins)
Teacher prompt: “Why is it important to be able to describe movements as well as demonstrate them?”
C2. Contexts and Influences
By the end of this course, students will:
C2.1 identify and describe the contributions of some dance pioneers to particular dance forms (e.g., Martha Graham’s influence on modern dance; Loie Fuller’s contribution to modern dance and dance on film; Luigi’s contribution to jazz dance)
Teacher prompts: “What are some common character traits of these pioneers?” “How did Isadora Duncan’s connection to sacred art influence how she created dance? How did her lifestyle and the way she was perceived by society affect modern dance at the time?”
C2.2 identify and describe ways in which dance addresses social questions of local and/or global interest (e.g., explain how the choreography of a dance work on a social justice or environmental theme helps communicate the intended message)
Teacher prompts: “After viewing Sarah by Kaeja d’Dance, can you identify the social justice issues that were the basis for its creation? What particular structures or techniques were most effective in communicating its message? What other choreographies have you seen that portray a theme of social justice? What techniques and structures do they use?” “What dance programs have the CityDance Ensemble of Washington created, and what environmental messages have they presented?”
FOUNDATIONS
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Dance
ATC2O