Course Profile Dance, Grade 9 open, Catholic

Course Overview

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

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Acknowledgments

Lead Board

Dufferin-Peel Catholic District School Board in collaboration with the Upper Canada District School Board and their coordinating partners.

Course Profile Writing Team

Ursula Nahatchewitz, Dufferin-Peel Catholic District School Board - Lead Writer

Kelly Child, District School Board of Niagara

Laurel Brown, Waterloo District School Board

Jane Deluzio, Toronto District School Board

Colleen Friedman, Dance Educator and Choreographer

Laura Libralato, Toronto Catholic District School Board

Carolle Mageau, Rainbow District School Board

Carmelina Martin, Dufferin-Peel District School Board

Susan McNaughton, Toronto District School Board

Brenda Dillon

Karen Hypes

Debra Kapp

Janice Stone

Betty Telford

Earl Haig Secondary School

Etobicoke School of the Arts

Rosedale Heights

Unionville School for the Arts

Support and Consultation

Gerry Woodman, Dufferin-Peel Catholic District School Board

Catholic Curriculum Cooperative for Central Ontario

Institute for Catholic Education

Course Profile for Catholic Secondary School

Dance, Open, Grade 9

Course Overview

Identifying Information:

School: Course Developers: Kelly Child, Laurel Brown,

Department: Arts Jane Deluzio, Carolle Mageau, Ursula Nahatchewitz

District:

Course Title: Dance

Grade: 9 Development Date: April, 1999

Course Type: Open Course Revisor(s):

Ministry Course Code: ATC 1O

Secondary Policy Document: The Ontario Curriculum, Grades 9 and 10: The Arts.

Additional Codes: Ontario Catholic Graduate Expectations.

Publication Date: 1999

Credit Value: One Revision Date:

Description/Rationale

In Dance, the medium of expression is movement and the instrument is the human body. Dance education goes beyond studying a repertoire of movements to offering an understanding of the principles and concepts that govern and define the art. Expectations are organized into three strands: Theory, Creation and Analysis.

How this course supports the Ontario Catholic School Graduate Expectations:

The study of the art of Dance leads the Catholic School Graduate towards a confident integration of the whole individual – body, mind and spirit. It is an art form through which students are challenged to examine and explore themselves in relation to and through the teachings of the Gospel. In dance composition, the Catholic School Graduate’s creative and expressive abilities are stimulated, nurtured and developed. The student strives to achieve, “excellence, originality, and integrity in his or her own work” and is called on to support “the work of others” (Trafford, p. 14, 1998 & OCSGE, 1998). Participation in the dance course helps the student to accept responsibility for his or her own actions, and enables the learner to examine, critique and reflect on the relationships and values depicted in the Gospel. Students explore and represent these relationships and values in creative and engaging forms. Like other arts, dance can lift the Catholic Student to a higher level of understanding of the joyous, spirited and healing Christ that lives within us, awakening the beauty that lies within and affords students opportunities to participate in the liturgy in a unique and physical way. The creation and appreciation of art is a community experience which emphasizes, “cooperation over competition, inclusion over exclusion, and social service over personal gain” (Trafford, p. 14, 1998). The Catholic Student is called on to “integrate faith with life” and through this process discover the artist’s role in contributing to the common good (OCSGE, 1998).

Unit titles (Time and Sequence) [Units must total to 110 contact hours]

Unit 1	Elements of Dance	20 hours
Unit 2	Introduction to the Style being Studied: JAZZ	25 hours
Unit 3	Focus on Composition	30 hours
Unit 4	Focus on Self & Community	11 hours
Unit 5	Focus on Performance	24 hours

Unit Organization

Unit # 1: Elements of Dance

Time: 20 hours

Description:

Students will explore and demonstrate their understanding of the basic elements of dance – space, shape, time and energy – and will combine them into sequences. Students will be provided with opportunities to explore, use and integrate our shared Catholic faith traditions in the creation and critical analysis of their work and that of others. Students will improvise with these elements. They will demonstrate knowledge of appropriate conventions as they relate to the classroom, as well as to being performers and audience members. Throughout the unit, students must apply safety principles in the dance environment and in the execution of these movement skills. They will observe and identify a broad spectrum of dance (eg. ritual, religious, social, work-related, theatrical, etc.) as well as begin to reflect on their own work and the work of others.

Ontario Catholic School Graduate Expectations: CGE1a,c,d,f,g,h,i, 2a,b,c,e, 3a,b,c,d,e,f, 4a,b,c,d,e,f,g,h, 5a,b,c,d,e,f,g, 7a,b,c,e,f,g,j.

Strands: Theory, Creation, Analysis

Overall Expectations: TTV.01X, TCV.01X, 02X, 03X, 04X, 05X, TAV.01X, 02X, 03X

Specific Expectations: TT1.02X, 03X, 04X, TT2.01X, 05X, TT3.01X, TC1.01X, 02X, 03X, 04X, TC2.01X, 03X, TC3.01X, 02X, TA1.01X, TA3.02X

Unit #2: Introduction to the Style(s) being Studied – JAZZ

Time: 25 hours

Description:

In this unit, students will be introduced to the basic movement skills in the dance form(s) being studied. They will identify the terminology associated with each. They will explain the historical and cultural significance of the dance form (s) being studied. Throughout the unit, students will apply safety principles learned in Unit 1 as well as learn to use the new technique in a safe manner. They will observe and identify a spectrum of dance (eg. Footloose, Jesus Christ Superstar, Revelations, A Chorus Line, etc.) within the selected style(s), discuss themes, ideas and images and identify the connection to Gospel values and moral conscience. Students will continue to use appropriate classroom conventions as both performers and audience members as well as to reflect on their own work and the work of others.

Ontario Catholic School Graduate Expectations: CGE1a,c,d,f,g,h,i, 2a,b,c,e, 3a,b,c,d,e,f, 4a,b,c,d,e,f,g,h, 5a,b,c,d,e,f,g, 7b,c,f,g,j.

Strands: Theory, Creation, Analysis

Overall Expectations: TTV.01X, 04X, 05X, TCV.01X, 02X, 03X, 04X, 05X, TAV.01X, 03X, 04X

Specific Expectations: TT1.02X, 03X, 04X, TT2.01X, 02X, 03X, 04X, 05X, TT3.01X, 02X, 03X TC1.01X, 02X, 03X, 04X, TC2. 01X, 02X, 03X, TC3.01X, 02X, 04X, TA1.01X, 02X, TA2.01X, 02X, TA3.01X, 02X, 03X

Unit #3: Focus on Composition

Time: 24 hours

Description:

In this unit, students will improvise to vary established patterns and to develop an idea or theme. They will combine the basic elements of the dance form(s) into sequences. Through their compositions, they will demonstrate the basic movement skills of the dance forms(s) studied. Students will have opportunities to physically explore and interpret God’s self-disclosure as found in Sacred Scripture and in the teachings of the Catholic Church. They will exercise Christian leadership by focusing and developing ideas of their own and others in a creative collaborative effort. Throughout the unit, they will continue to observe and identify a broad spectrum of dance and to apply safety principles. They will describe dance works, using the language of dance criticism and will reflect on their own work and that of others.

Ontario Catholic School Graduate Expectations: CGE2a,b,c,d, 3e, 4a,b,c,d,e,f,g.

Strands: Theory, Creation, Analysis

Overall Expectations: TTV.01X, 05X, TCV.01X, 02X, 03X, 04X, 05X, TAV.01X, 02X, 03X

Specific Expectations: TT1.04X, TT2.01X, 04X, TT3.03X, TC1.01X, 02X, 03X, 04X, TC2.01X, 02X, 03X, 04X, TC3.01X, 02X, 04X, TAl.01X, 02X, 03X, TA2.02X, TA3.01X, 02X, 03X, 04X

Unit #4: Focus on Self & Community

Time: 11 hours

Description:

In this unit, students will exhibit basic library research skills, using available information technologies. They will describe how dance contributes to their physical, and social well-being, define good hygiene and healthy eating habits. They will explain the historical and cultural significance of the dance form(s) being studied, both sacred and secular. The Catholic student will explore dance as a vibrant ministry integral to the worship of the Christian community. They will explain how skills developed in dance can be applied in a variety of careers.

Ontario Catholic School Graduate Expectations: CGE2a,b, 3c, 4a,d, 5a,b,c,d,e,f,g, 7f,g.

Strands: Theory, Analysis

Overall Expectations: TTV.02X, 03X, 04X, TAV.04X, 05X

Specific Expectations: TT1.01X, TT2.04X, 06X, TA1.04X, TA2.01X, 02X, TA3.01X, 04X

Unit #5: Focus on Performance

Time: 30 hours

Description:

In this unit, students will demonstrate an understanding of fundamental presentation and performance skills. They will perform in settings which are appropriate for the students and for the pieces being performed (e.g. in class, liturgies, church, festivals, etc). Performance of students’ work may take place within celebrations of the liturgical year of the Church and for spiritual growth, both personal and communal, (e.g. Christmas, Easter). Students will demonstrate the basic movement skills of the dance form(s) being studied. They will apply safety principles in their performances. They will observe and identify a broad spectrum of dance in performance and they will describe dance works, using the language of dance criticism. They will reflect on their own work and the work of others in performance. Students will develop and exemplify themselves as a reflective, creative and holistic thinker with respect to their own work and the work of others in performance.

Ontario Catholic School Graduate Expectations: CGE1e,f,g,i, 2a,b,c,d,3b, 4h, 5a, b,c,d,e,f,g.

Strands: Theory, Creation, Analysis

Overall Expectations: TTV.01X, 02X, 04X, 05X, TCV.01X, 02X, 03X, 04X, 05X, TAV.01X, 02X, 03X, 05X

Specific Expectations: TT1.02X, 03X, 04X, TT2.01X, 04X, 05X, TT3.03X, TCl.01X, 02X, 03X, 04X, TC2.01X, 02X, 03X, 04X, TC3.01X, 02X, 03X, 04X, TAl.01X, 02X, 03X, 04X, TA3.02X, 03X

Course Notes

1. Overview

This course has been designed for schools where there is only one dance course offered in grade 9. Teachers in performing arts schools whose students take more than one dance course will adapt this structure to a more intensive approach. The teacher should also be aware of the future needs of the students in their arts careers during their secondary school experiences. This concern with future experience can be the focal point of extensions for the course, and should be fostered through a constant exposure to outside influences and possible careers in the arts related fields.

Preparation for the future needs of the students should also include aspects of spiritual, religious, and faith journeys combined with the academic elements of this course. Each unit, activity, and resource is intended to provide the teacher and student with as many expressive outlets to reach their potential as members of the Catholic faith community. (Exodus 15:20)

It is important that the teacher recognizes the need to develop the dignity and worth of each student as well as his/her capabilities and needs. Each student may be at a different point in their Christian journey. Teachers are encouraged to use the Reflective Journal as a mode for personal guidance and suggestions for growth for each student (e.g. visual images, quotations, stickers, prayers, etc.). The Catholic dance teacher fosters positive attitudes among their students in class on a day-to-day basis and helps the student understand their personal relationships with their peers and with God. Where appropriate, the teacher guides students in exercising Christian stewardship in favour of the common good.

It is recommended that the first two units be taught concurrently to avoid a three-week intensive focus on the elements of movement which may frustrate those students who have selected the grade 9 course in order to immerse themselves in a particular dance style. It is essential, regardless of the form being taught, that students become familiar with the basic elements of any dance form and with the compositional approach to dance in the first unit of study.

Units 2, 3 and 5 should be adapted to the form(s) being studied in the course. For example, in a jazz course, the students will learn jazz technique and compose and perform jazz; in an African dance course the students will compose and perform African dance pieces using African dance technique learned in Unit 2 and throughout the course.

Teachers should consider weaving the first few classes of Unit 4 throughout the earlier units in order to introduce information and concepts which the students will need to prepare the work which is expected from them in Unit 4.

Teachers should note that it is an expectation for grade 9 students that they perform in appropriate settings. For some students, the only setting in which it is appropriate for them to perform is inside their classroom for their peers. For other students, performances may take place at feeder schools, school functions, assemblies, liturgies, events attended by parents, church or community events. The teacher’s professional judgment must be exercised with a sensitive understanding of the needs of the students.

2. Safety

Teachers must introduce students to the principles of safety in dance from the first class and must insist that safe practices be observed within their dance classroom at all times. It is assumed within these units that each and every class begins with a warm-up and ends with a cool-down. Specific warm-up and cool-down activities have been provided occasionally but not always due to the space restrictions of this document. Teachers must take their students’ physical development into consideration in order to set realistic technical goals. Teachers should also continually monitor the students’ technical practices in the classroom to ensure the students’ safety. Safe practices include the development of healthy attitudes towards body image, eating, nutrition, gender, appearance and personal hygiene.

Because touch is essential to the art of dance, teachers must establish a safe classroom environment in which the students are aware of their responsibility to respect the comfort levels of others.

3. 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 which 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, i.e. 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, lighting equipment, etc.

4. Accompaniment

Teachers will use a wide variety of music according to what is available to them. Some teachers may work with musicians on a daily or 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 guide students in finding and making appropriate choices of secular and/or sacred music. 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. (1 Samuel 18:6)

5. Equity

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 resources and classroom materials which 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. (2 Samuel 6:5)

6. Accommodations for Special Needs Students

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 (IEP) must be devised to meet the needs of exceptional students. For example, technique for students who use a wheel chair 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 modified to accommodate a student’s degree of exceptionality. Teachers will adjust safety procedures to accommodate the needs and activities of exceptional students. E.S.L. students may require modification of instruction and assessment. E.S.L. specialists should be consulted for assistance.

For gifted students, 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. Students should be encouraged to use their imaginative and intellectual abilities and to develop fluency of movement and control of the body to a high degree.

7. World Dance and a Canadian Context

Grade 9 teachers may select from 20 possible dance courses. A course may consist of one or more “world dance” forms. All dance is “world dance”, all dance forms being cultural in nature. Students should understand the form(s) being studied within the context of their community, this country and elsewhere in the world. For example, students of jazz should look at Canadian jazz and its African roots within the American context. Students should examine jazz styles in their community whether they be a fusion of African/Carribean/breakdancing as in Hip Hop, a fusion jazz which combines jazz with Irish Step Dancing as in “Lord of the Dance” or a fusion of jazz with contemporary Tamil social dance. Teachers must emphasize a global perspective of dance. Teachers should consider a variety of settings and opportunities for students to present liturgical dances. (Judith 15:13)

8. 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, performances in other schools and attend workshops, master classes, and lectures. Involving parents, the church and other members of the community strengthens and enriches the program. (Psalm 149:3)

It is particularly important in communities in which such opportunities are not available that the school bring resources into the community. Teachers and school administrators, working in co-operation 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.

9. 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 student 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 9 can be made aware of future opportunities in co-operative education available in later years.

Teaching/Learning Strategies

Teachers will bring their own background and expertise to the development of specific content for the course and they will apply their own teaching and learning strategies. Because the study of dance is a very personal experience, teachers should try to involve students in the planning process wherever possible. In all dance courses, teachers should impress upon their students the necessity for being punctual and for following accepted class procedures in dance.

Teachers may wish to use different strategies throughout this unit as best suit students’ needs. Some strategies include: brainstorming, discussion, reporting, listing, teacher-demonstration, constructive criticism/corrections, written and oral assignments, scrapbooks, journals, logs, lectures, questioning, researching, reading, quizzes, seminars, guided exploration, improvisation, exercises, games, mirroring, video-taping, pair/share, co-operative group learning and activity centres. The use of a reflective journal is recommended to record the students’ personal Catholic faith journeys and life experiences. (Judith 15:12)

Although the expectations for the three strands are listed separately, instructional strategies should ensure that theory and analysis are taught primarily through creation. The students should experience dance as much as possible in the course.

Teaching delivery should be infused with the Catholic Graduate Expectations whenever and where ever possible, by using the Catholic “lens” to help students explore and critique pertinent issues regarding their faith journeys.

Assessment/Evaluation

The Ministry of Education requires that 30% of the evaluation for establishing a student’s level of achievement be acquired through a cumulative performance task near the end of the course. Unit 5 is written to contain this evaluation. The dance performance task requires the students to compose a dance piece and perform it for an appropriate audience (which may be for their peers inside the classroom), using the knowledge and skills developed throughout the course.

Although the expectations for all dance courses are now organized into three strands: Theory, Creation and Analysis, dance teachers are accustomed to thinking of dance expectations within the framework of: theory, technique, composition and performance. Technique expectations are now contained within Theory, and Composition and Performance expectations are now contained within Creation. When designing activities, teachers must ensure that all expectations are taught, assessed and evaluated by the end of the course.