Course Overview

Dance, Grade 11, Open, ATC3O

Prerequisite: Dance, Grade 9 or 10, Open

Course Description

This course gives students opportunities to express increasingly complex ideas through movement and to experiment with choreography. Students develop technical skills; study the historical aspects of various dance forms and the function of dance in specific cultures; evaluate dance works; and investigate ways in which the study of dance can prepare them for various careers.

How This Course Supports the Catholic School Graduate Expectations

Dance leads students to an integration of the whole self: mind, body, heart, and soul. Participation in dance helps Catholic learners to develop a confident, positive sense of self as they explore and represent the ideas, values, and relationships depicted in the Gospel. Dance provides students with a unique, physical way of participating in the liturgy. Because dance is a communal art form, students develop a respect for the dignity and welfare of others as well as opportunities to exercise Christian leadership in the achievement of individual and group goals. Catholic School Graduation Expectations are listed for each unit of this course within the Course Overview. Unit 2 of this course is written with a Catholic perspective.

Course Notes

This course is designed to accommodate any dance form or combination of forms that may be offered. Unit 1 is designed to provide the students with the groundwork in technique they will use throughout the course. Unit 2 focuses on developing knowledge and thinking/inquiry about dance anatomy, safety, nutrition, hygiene, and related careers. It is recommended that the first activity of Unit 2 be taught within classes that begin with technique so that students are physically active in as many classes as possible. The knowledge and thinking/inquiry in Activities 2 and 3 are delivered through dance activities that involve both technique and composition. Unit 3 is designed to focus the students on understanding the cultural and artistic development of the dance form being studied. These first three units provide the groundwork for Unit 4 - an integrated approach to dance. The exploratory work in technique and composition done in this unit leads to the culminating task for the course: the creation and presentation of dance. The design of this unit encourages teachers to collaborate with other teachers and their classes, in various subject areas.

Safety

Teachers must reinforce principles of safety in dance at all times. Proper warm-up and cool-down protocol must be observed. The technical level of the students must be considered in order to set realistic technical goals in the classroom. Since touch is essential to this art form, teachers must establish a safe classroom environment in which the students are aware of their responsibility to respect the comfort level of others. The emotional safety of students must be protected throughout all activities.

Classroom Space

Teachers are required to teach dance in a variety of spaces, some of them less than ideal. It is essential that students have sufficient room to perform exercises and patterns without jeopardizing their own safety or the safety of others and that they dance on a floor that will not cause injury, either short- or long-term. For example, students should not dance on cement, splintered wood, or uneven surfaces. There should be sufficient ventilation and appropriate temperatures for safe movement, e.g., not too cold. Students should have access to showers and a change room facility. Music should not be played consistently at a high volume. Equipment in the classroom must be inspected regularly, i.e., barres, mirrors, lights.

Accompaniment

Teachers use a wide variety of accompaniment according to what is available to them, being sensitive to the religious significance of some music. Teachers may work with musicians on a daily or an occasional basis. Suggestions are listed in the Resources. Teachers should be aware of copyright regulations (SOCAN) for the use of recorded and/or live music in performance. Teachers should also consider having students develop dance pieces without music. Senior music students may be able to develop appropriate music to accompany pieces for performance. At times, it may be appropriate to have students accompany pieces with sounds or text, or a combination of these.

Anti-discrimination

Respect must be paid to the cultural, economic, gender, and social makeup of the class. Teachers must ensure that the curriculum is inclusive by choosing, where possible, resources and classroom materials that are multicultural in nature, and reflect the diversity of Canadian society. Since dance reflects the history of social and cultural attitudes, the study of dance provides an opportunity to examine the changing roles of men and women in culture and in society. Teachers must ensure that course content and delivery are appropriate for both males and females.

School and the Community

The dance program provides ideal opportunities for developing relationships between the school and the community. Teachers may invite dance artists to give lectures, demonstrations, choreographic input, etc. Field trips enable the students to view professional dance and performances in other schools, and attend workshops, master classes, and lectures. Involving parents and other members of the community strengthens and enriches the program. It is particularly important in communities in which such opportunities are not available that the school brings resources into the community. Teachers and school administrators, working in cooperation with provincial organizations (e.g., Ontario Arts Council) and cultural groups, can organize classes, video presentations, etc. and can invite dance artists to live and teach in the community for a limited time. Unit 4 of this course provides a model for collaboration through dance.

Career Planning and Life Skills

Dance programs can provide opportunities for students to develop life skills that are of value in many types of employment or careers. It should be clear to students that the secondary school dance program is not pre-professional training that leads directly to a career in dance. Some students may wish to take further training that prepares them for a professional career; others may wish to pursue a career in related fields, such as administration, production, and stage, costume, or set design. Teachers should provide these students with information on realistic career planning, including the kinds of preparation necessary for entrance into particular fields in dance and in related occupations. Students in Grade 11 may wish to participate in cooperative programs available in their school.

Units: Titles and Time

Unit 1	Focus on Technique	43 hours
* Unit 2	The Holistic Dancer	12 hours
Unit 3	Focus on Dance Art/Culture and Dance Trends	15 hours
* Unit 4	Dance Across Borders	40 hours

* These units are fully developed in this Course Profile.

Unit Descriptions

Unit 1: Focus on Technique

Unit Description

Students learn the technique of the form(s) they are studying in the course. Within any form, technique focuses on body awareness, alignment, development of strength and flexibility, musicality, dynamics, locomotor movement, execution of steps, etc. Students increase their understanding of and ability to use safe dance practices appropriate to the form. The relationship between technique and artistry should be a focus of the unit. Teachers may choose to introduce the Body Connection Journal as a teaching strategy and assessment tool used throughout the course. In this Journal, students record their responses to their experiences in dance class. From time to time, students are assigned entries that will be read and assessed by the teacher. For the most part, however, students use the Journal for personal reflection about their attitudes and feelings about their bodies and dance, choosing whether or not to share these entries with the teacher. While an intensive amount of time is usually spent on technique at the beginning of a course, technique continues to be taught throughout all units.

Unit Overview Chart

Activity

Expectation

Assessment

Focus

Activities vary according to the dance form(s) being taught in the course.

TH1.01, 2.01, .02, .03; CRV.01, .03; CR1.01, .02, 2.01, .03, .04; CR3.01, .03; ANV.01, .02; AN1.01, .02, .03, .04, .05; 2.02; CGE1e; 2a,b,c,d; 3c, 4c,f,g; 5a,c,e,f,g; 7b

Knowledge/Understanding

Application (emphasized)

Thinking/Inquiry

Communication
(to a lesser degree)

The focus of all of the activities is to teach the dance technique appropriate to the form(s) being studied in the course.

Unit 2: The Holistic Dancer

Unit Description

Students develop an understanding of how good nutrition is essential to dancers. They apply this knowledge to make informed food choices. They are able to identify how hygiene and healthy lifestyle choices enable the dancer to develop and demonstrate their God-given potential. Through creating a proper warm-up related to a specific series of movements, students understand how to prevent common dance injuries. Students investigate supplementary training methods and discover their availability within their own community. Students reflect upon the spirituality contained in dance and in the various supplementary training methods investigated. Finally, they compose liturgical dances based on excerpts from the Bible. Throughout the unit, students are given opportunities to explore a wide range of careers related to the study of dance.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. The Healthy Dancer	THV.02; TH2.01, .03; ANV.03; AN2.02; CGE2a,b,c; 3c,d,e; 4a,b,f,h,; 5a,b,c,e,f,g; 7b,d	Knowledge/ Understanding	Healthy eating for Dance Hygiene
2. The Safe Dancer	THV.02; TH2.01, .02; CRV.01, .02; CR1.01, .02, .04, .05; 3.01, .03;ANV.03; AN1.01, .02, .03; CGE2a,b,c; 3c,d,e; 4a,b,f,h; 5a,b,c,e,f,g; 7b	Thinking/Inquiry Communication Application	Preventing injuries Developing warm-ups
3. Dance: Mind, Body, Heart and Soul	THV.02, .03; TH2.01, .03; CRV.01; CR2.04; ANV.03; AN2.02, .03; CGE2a,b,c,d,e; 3c,e; 4a,b,c,d,f,h; 5a,e,f,g; 7b	Knowledge/ Understanding Thinking/Inquiry Communication	Supplementary approaches to dance training Liturgical Dance

Unit 3: Focus on Dance Art/Culture and Dance Trends

Unit Description

Students learn about the historical development of the form(s) being studied. As well, they examine current trends in the form and its place in their local community as well as the larger communities of the province and/or the country. Where applicable, a global perspective of the form is included. Opportunities for composing within the form, using the technique acquired in Units 1 and 2, will be provided.

Unit Overview Chart

Activity

Expectations

Assessment

Focus

1. Looking Back at…

The Form

THV.01; TH1.01, .02; ANV.01, .02; AN1.01, .02, .03, .04; CGE1e,h; 2a,b,c,d; 3d,f; 4a,f; 5a,e,g; 7f,g

Knowledge/ Understanding

Communication

Roots of the form(s)

Function of the form(s)

Characteristics of the form(s)

Evolution of the form(s)

2. The Form

in Our Community

THV.01; TH1.01, .03; CRV.01; CR1.01, .02; 3.01; ANV.01, .02, .03; AN1.01, .02, .03, .04; 2.01; CGE1d; 2a,b,c,d; 3d,f; 4a,f,g; 5a,e,g; 7f,g

Thinking/ Inquiry

Communication

The form in our local community

The form in this country Fusion forms

The form globally

3. Creating Within

The Form

THV.02; TH2.03; CRV.01, .02, .03, .04; CR1.01, .02; 2.01, .03, .04, .05; 3.01, .02, .03; 4.01. 02, .03; AN1.05; CGE2a; 3c,d; 4a,b,f,g; 5a,e,g; 7b,f,g

Communication

Application

Improvising to compose

Choreography

Presentation of the form

Composition and presentation of student pieces

Unit 4: Dance Across Borders

Unit Description

This unit involves a cross-curricular integration. Teachers may choose to work only with their own students, organizing the project using curriculum material from another subject area and at the same grade level (e.g., novel/poetry studies in English). Teachers may choose to work with another teacher in the school or in the community and have their respective classes work collaboratively on an agreed-upon theme/idea or source. Teachers may choose to collaborate electronically with students in their town, city, or province via the Internet. This collaboration could result in a final performance whereby the students travel, meet, and share their work with each other, perhaps working together to blend their pieces as part of a larger collective work.

This unit is intended as a template for any cross-curricular combination. For this course profile, a Dance and a Visual Arts class from the same grade, and the same school have been selected to demonstrate one possible way of working on a collaborative project. Teachers may want to phase in their use of the model presented due to the complexity of the project. A teacher may start combining efforts with another teacher with smaller tasks before taking on the entire performance project as laid out in this unit. The amount of collaboration should be adapted according to the comfort level of the teachers and according to the level of student skill and commitment. This allows teachers to work out the various roles and specializations they bring to the collaboration. Various elements of the template may need to be specifically adapted to the subject area(s) combined in this unit. This project is teacher-directed in its early stages. Once the groups have been established and the students are meeting consistently to work on this project, it becomes more student-directed. Teachers continue side coaching and advising along the way.

This project encourages teachers to partner with other teachers and rely on each other’s expertise, and allows students to practise and develop their skills in composition, collaboration, and performance.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1. Building Bridges	THV.02; TH2.03; CRV.01, .02, .03, .04; CR1.01, .02; 2.01, .02, .03, .04; 3.01, .02, .03; ANV.01, .03; AN1.01, .05; 2.01, .02, .03	Thinking/Inquiry Communication	Introducing the concept of collaborative creation Introducing the two collaborating groups of students to each other Explaining the unit/culminating task
2. Bridging the Gap	THV.01, .02; TH1.01; 2.03; CRV.01, .02, .03, .04; CR1.01, .02; 2.01, .02, .03, .04, .05; 3.01, .02, .03; 4.01, .02, .03; ANV.01, .03; AN1.01, .02, .04, .05; 2.01, .02, .03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Working on the task - creative process
3. The Final Collective	THV.02; TH2.03; CRV.01, .03, .04; CR1.01, .02; 3.01, .02, .03; 4.01, .02, .03; ANV.01, .03;AN1.01, .02, .04, .05; 2.01, .02, .03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Performance of the task

Teaching/Learning Strategies

Teachers may wish to use different strategies throughout this course to suit students’ needs. Although the expectations for the three strands are listed separately in the policy document, instructional strategies encompass all of the strands in a holistic way. The students should dance as much as possible in the course.

Unit	Teaching/Learning Strategies Used in this Course Profile
1	Not developed. Body Connection Journal used throughout course.
2	Body Connection Journal, discussion, questioning, worksheets, graffiti/jigsaw, reflective writing, reading aloud, lecture, demonstration, meal planning, research, report writing, diagram labelling, brainstorming, dance analysis, demonstrations, independent work, group work, whole class work, exploratory movement, creating, rehearsing, presentation.
3	Not developed. Body Connection Journal used throughout course.
4	Body Connection Journal, demonstration, group-building exercises, learning stations, independent work, group work, whole class work, brainstorm, creating, rehearsing, editing, presentation, think/pair/share, reporting, reflective writing, projects, webbing, teacher as advisor, proposal writing, worksheets, self and peer assessment, performance.

Assessment & Evaluation of Student Achievement

The assessment and evaluation in this course is divided into the four categories of the Achievement Chart. The Knowledge/Understanding category embraces what students know both in their minds and their bodies. Therefore, some of their technical assessments may be included in the knowledge category. The Application category includes assessments of the students’ application of their knowledge, particularly as demonstrated through the creation and presentation of dance. Therefore, their ability to apply the technique they know is assessed in the Application category. The Thinking/Inquiry category is used to gather assessments that demonstrate the students’ abilities to think and analyse what it is they have learned, again both in their minds and with their bodies. Finally, the Communication category comprises assessments of how well the students communicate orally, in writing and through dance.

Teachers must ensure that the creative process is assessed.

Teachers must assess Learning Skills separately on the report card. Some student behaviour such as audience protocol at a performance is assessed through the expectations and contributes to the student’s final evaluation in the course.

Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. Thirty percent of the grade will be based on a final evaluation in the form of an examination performance. Evaluation should be balanced across all four categories of the Achievement Chart, for both the course work and the culminating task.

The final evaluation of the culminating task accounts for 30% of the final mark:

Culminating Evaluation Tasks	Knowledge/ Understanding	Thinking/ Inquiry	Communication	Application	Complete
Teachers assess programme information sheet					3
Teachers, students evaluate process	3
Teachers evaluate dress rehearsal		3	3	3
Teachers evaluate performance and composition of final piece		3	3	3
Teachers evaluate final production book		3	3
Teachers evaluate final reflective writing	3	3	3

General Assessment/Evaluation Notes

Teachers create an overview of their assessment/evaluation tools in order to assist them with the challenge of creating authentic, valid, and varied assessment/evaluation. Teachers ensure that:

· both process and product are being assessed/evaluated;

· assessment/evaluation should be balanced between “doing” dance, “talking about” dance and “writing about” dance, with an emphasis on “doing”;

· a variety of assessment/evaluation strategies accommodating a variety of learning styles is used;

· the expectations being assessed/evaluated are actually taught through the activities of the course before students are assessed.

Teacher observation is the primary method of collecting assessment/evaluation information in a dance course. To assist the teacher in assessing/evaluating through observation, whether or not videotaping is used for documentation purposes, checklists and rubrics are invaluable. These should be devised well in advance, and with input from the students. These should be communicated to the students and, where practical, to parents before assessment/evaluation takes place. In this way, students understand the criteria being used by the teacher.

Accommodations

The dance program must allow the integration of exceptional students. Exceptionalities are defined in the Education Act as behavioural, communicational, physical, intellectual, and multiple. Individualized Educational Plans (IEPs) must be used to meet the needs of exceptional students. For example, technique for students who use a wheelchair may focus on ways of using the upper body and moving the chair through space. It is suggested that teachers elicit the assistance of the personnel in the Special Education and Student Services Departments at the school and board level. Assessment must be adapted to accommodate a student’s degree of exceptionality. Teachers adjust safety procedures to accommodate the needs and activities of exceptional students. ESL students may require adaptation of instruction and assessment. ESL specialists could be consulted for assistance. Enriched programs in dance should stress the acquisition of advanced knowledge and the development of critical and problem-solving skills in the creation and presentation of dances.

The following list of accommodations may be used as a guide for teachers as they plan their program.

General	Listening and Speaking	Reading	Writing	Behavioural
Clear expectations of quality	Additional time	Oral reading to student	Computer (when appropriate) Scribe	Highly structured environment
Placement within the classroom to maximize student focus	Encouragement to participate orally	Vocabulary pre-teaching and checking for comprehension	Tape-recorded classes	Appropriate behaviour modeled
Close monitoring by the teacher	Listening cues or prompts	Peer tutor/helper to help identify and highlight essential information	Peer tutor/helper	Clear, reasonable expectations
Oral and written instructions	Teacher modeling of appropriate response	Underlined or highlighted key points	Handouts	Appropriate consequences
Review and repetition	Material provided on tape	Reading guide taped textbooks	Additional Time	Time-outs
Concepts presented in a variety of formats		Large Type Face	Note-Taker	Conflict resolution strategies
Regular positive feedback			Alternative to written assignments (e.g., video, graphs, mind maps, oral assignments)	Appropriate alternative behaviours
“Chunking” of tasks into smaller sub-tasks
Checklists
Graphic organizers
Homework/ notebook/journal monitoring
Clear time frames
Examples of what is expected

Resources

In Ontario, teachers of dance have many resources available to them. Many universities and colleges offer courses, consultation, and workshops for dance teachers as well as liaison opportunities for secondary dance students. The Provincial Subject Association, the Council of Drama and Dance in Education (CODE), Dance Ontario and Dance Collection Dance are invaluable sources of information, contacts, and resources. Membership in CODE is particularly useful for teachers wishing to collaborate electronically because they receive CODEnet, an e-mail listserve that electronically connects all members who have e-mail. Dance resources and books developed by Canadians are available. Dance artists in the community are also a rich resource for teachers. The Ontario Arts Council assists teachers to bring artists into schools, and provides funding to make this possible. As well, teachers can connect with the various Dance associations, local dance studios, community and cultural centres. Internet access has opened up the dance world for educators. CD-ROMs and software are available. Periodicals, books, newspapers, magazines, videotapes, and newsletters can enhance the teacher’s resource list. Businesses, theatres, and studios can offer partnerships.

OSS Considerations

This course profile has been developed to assist in the implementation of The Ontario Curriculum, Grades 11 and 12, The Arts, 2000. Teachers and administrators must take careful note of the applicable sections of:

Ontario Secondary Schools, Grade 9 to 12, Program and Diploma Requirements, 2000

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999

The Ontario Curriculum, Grades 11 and 12, Program Planning and Assessment, 2000

Course Evaluation

At the end of the course, teachers assess the success of the course in relation to clear criteria. Student responses are solicited and structured in a reflective context. Review criteria might include:

· fairness and thoroughness of assessment and evaluation strategies;

· ongoing assessment of student learning, cross-referenced with the Overall and Specific Expectations;

· congruence with student expectations;

· difficulty of teaching/learning strategies;

· nature of the class;

· time given to each unit or activity;

· informal student feedback; and

· student enthusiasm.

Appendix 0.1: Expectations Overview

Dance, Grade 11, Open Units

Code	Expectations	1	2	3	4
THV.01	Describe various aspects of a broad spectrum of dance forms			3	3
THV.02	Demonstrate an understanding of the hazards of injury in dance and the principles of a healthy lifestyle for dancers		3	3	3
TH1.01	Identify a variety of dance forms and describe their structural and stylistic characteristics	3		3	3
TH1.02	Create a time line of the dances they studied			3
TH1.03	Identify and report on selected topics relating to dance in the local community and in Ontario (e.g., the contributions of a local dance teacher or dance group, the history of a professional dance company)		3	3
TH2.01	Describe ways in which good hygiene, healthy eating habits, and safety principles are important to dancers	3	3
TH2.02	Identify common dance injuries and describe appropriate care and preventive measures for each	3	3
TH2.03	Demonstrate an understanding of the benefits of a healthy body to both dance and lifestyle	3	3	3	3
CRV.01	Demonstrate technical proficiency in one or more forms of dance	3	3	3	3
CRV.02	Choreograph dance works that combine a broad spectrum of complex movement skills and techniques		3	3	3
CRV.03	Rehearse and perform dances in various settings	3		3	3
CRV.04	Demonstrate an understanding of dance presentation and production			3	3
CR1.01	Demonstrate skill in executing complex movements (locomotor and non-locomotor movements, combinations of movements) and body positions in one or more world dance forms	3	3	3	3
CR1.02	Demonstrate increased technical proficiency in dance, showing coordination, endurance, flexibility, musicality, rhythmic sense, and strength in their performance	3	3	3	3
CR2.01	Use improvisation appropriately as a compositional tool	3		3	3
CR2.02	Use visuals, and sound stimuli when improvising dance composition		3		3
CR2.03	Solve compositional problems through guided exploration	3		3	3
CR2.04	Create dance compositions – that is trios, duets, and solos, and works for small groups	3	3	3	3
CR2.05	Create simple notation systems that help them develop and record compositions		3	3	3
CR3.01	Demonstrate the essential skills and appropriate attitude of performers/participants, and audience members	3	3	3	3
CR3.02	Demonstrate an ability to prepare for rehearsals and performances (e.g., polish pieces, showing technical accuracy and interpretative skills)			3	3
CR3.03	Present dance works that demonstrate appropriate use of skills in technique and composition	3	3	3	3
CR4.01	Use the technical skills of stagecraft appropriately in dance productions (e.g., skills in the use of light, sound, special effects)			3	3
CR4.02	Use technology effectively in their productions of dance works			3	3
CR4.03	Demonstrate the essential skills and appropriate attitudes and behaviour of members of a production crew (e.g., the stage manager, artistic director, sound designer, publicist)			3	3
ANV.01	Analyse and evaluate the formal structure and meaning of a broad spectrum of dance forms	3		3	3
ANV.02	Analyse the cultural significance and function of a variety of dance forms from around the world	3		3
ANV.03	Explain how dance can serve as preparation for various careers		3	3	3
AN1.01	Analyse the use of the elements, principles, and techniques of dance with respect to formal structure and meaning in a broad spectrum of dance forms	3	3	3	3
AN1.02	Analyse the significance and function of a variety of dance forms studied	3		3	3
AN1.03	Explain, orally and in writing, the cultural significance of a broad spectrum of dances, including the specific works studied	3		3
AN1.04	Use technology (e.g., videotape, CD-ROM stop action) appropriately as an analytical tool in the field of dance	3		3	3
AN1.05	Create a set of aesthetic criteria by which to evaluate their own work and that of others	3		3	3
AN2.01	Analyse the role of dance in the community			3	3
AN2.02	Explain how knowledge and skills acquired through the study of dance can be applied in other settings	3	3		3
AN2.03	Explain how knowledge and skills acquired through the study of dance can be applied in a wide range of careers		3		3

Appendix 0.2

Catholic Graduation Expectations Overview

Dance, Grade 11, Open - Catholic Graduation Expectations Units

Code	Expectations	1	2	3	4
The graduate is expected to be a discerning believer formed in the Catholic Faith Community who:
CGE1d	Develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good			3
CGE1e	Speaks the language of life…”recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)	3		3
CGE1h	Respects the faith traditions, world religions and the life-journeys of all people of good will			3	3
The graduate is expected to be an effective communicator who:
CGE2a	Listens actively and critically to understand and learn in the light of gospel values	3	3	3	3
CGE2b	Reads, understands and uses written materials effectively	3	3	3	3
CGE2c	Presents information and ideas clearly and honestly and with sensitivity to others	3	3	3	3
CGE2d	Writes and speaks fluently one or both of Canada’s official languages	3	3	3	3
CGE2e	Uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life				3
The graduate is expected to be a reflective and creative thinker who:
CGE3c	Thinks reflectively and creatively to evaluate situations and solve problems	3	3		3
CGE3d	Makes decisions in light of gospel values with an informed moral conscience		3	3
CGE3e	Adopts a holistic approach to life by integrating learning from various subject areas and experience		3		3
CGE3f	Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society			3	3
The graduate is expected to be a self-directed, responsible, life long learner who:
CGE4a	Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others		3	3	3
CGE4b	Demonstrates flexibility and adaptability		3	3	3
CGE4c	Takes initiative and demonstrates Christian leadership	3			3
CGE4d	Responds to, manages and constructively influences change in a discerning manner				3
CGE4f	Applies effective communication, decision-making, problem-solving, time and resource management skills	3	3	3	3
CGE4g	Examines and reflects on one's personal values, abilities and aspirations influencing life's choices and opportunities	3		3	3
CGE4h	Participates in leisure and fitness activities for a balanced and healthy lifestyle		3		3
The graduate is expected to be a collaborative contributor who:
CGE5a	Works effectively as an interdependent team member	3	3	3	3
CGE5b	Thinks critically about the meaning and purpose of work		3
CGE5c	Develops one's God-given potential and makes a meaningful contribution to society	3	3
CGE5e	Respects the rights, responsibilities and contributions of self and others	3	3	√	3
CGE5f	Exercises Christian leadership in the achievement of individual and group goals	3	3		3
CGE5g	Achieves excellence, originality, and integrity in one's own work and supports these qualities in the work of others	3	3	3	3
The graduate is expected to be a responsible citizen who:
CGE7b	Accepts accountability for one’s own actions	3	3	3	3
CGE7f	Respects and affirms the diversity and interdependence of the world’s peoples and cultures			3
CGE7g	Respects and understands the history, cultural heritage and pluralism of today's contemporary society			3

Unit 2 | Unit 4 | Course Profiles Main Menu

Acknowledgments

Prerequisite: Dance, Grade 9 or 10, Open

Course Description

How This Course Supports the Catholic School Graduate Expectations

Course Notes

Safety

Classroom Space

Accompaniment

Anti-discrimination

School and the Community

Career Planning and Life Skills

Units: Titles and Time

Unit Descriptions

Unit 1: Focus on Technique

Unit 2: The Holistic Dancer

Unit 3: Focus on Dance Art/Culture and Dance Trends

Unit 4: Dance Across Borders

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

General Assessment/Evaluation Notes

Accommodations

Resources

OSS Considerations

Course Evaluation

Appendix 0.1: Expectations Overview

Dance, Grade 11, Open Units

Appendix 0.2

Catholic Graduation Expectations Overview