Course Profile Dance,
Grade 9 open, Catholic
Unit 1
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
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otherwise adapt this material for educational purposes.
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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
Time: 20 hours
Unit
Developers:
Mageau, Carolle, Rainbow District School
Board
Nahatchewitz, Ursula, Dufferin-Peel Roman
Catholic Separate School Board
Development
Date: April 1, 1999
Unit 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.
Strand(s)
& Expectations
Strand(s): 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
Activity
Titles (Time + Sequence)
|
Activity
1 |
Defining
Dance |
75 minutes |
|
Activity
2 |
Foundation
Element – Shape |
150
minutes |
|
Activity
3 |
Foundation
Element – Space |
150
minutes |
|
Activity
4 |
Foundation
Element – Time |
150
minutes |
|
Activity
5 |
Foundation
Element – Energy |
150
minutes |
|
Activity
6 |
Stimuli
for Improvisation |
150
minutes |
|
Activity
7 |
Composition
with the Fundamental Elements |
300
minutes |
|
Activity
8 |
Reflection
& Self-Evaluation of Compositional Work |
75 minutes |
Unit Planning
Notes
General:
Teachers may wish to illustrate the fundamental elements with appropriate video
clips from a variety of sources and to collect book resources for all
activities. Teachers may wish to
emphasize a thematic context for choreography, e.g. the human condition through
social justice issues. Suggested
sources for this work are: the Gospels (i.e. parables), current and historical
events/people, e.g. holocaust/Cambodia, Ghandi, Martin Luther King. It is
within these powerful contexts that the Catholic Expectations may be
introduced, developed and presented.
The teacher may decide on a theme based on the liturgical calendar, such
as Easter, Christmas, etc.
Activity
1: Obtain visual examples of dance,
order videos and book video player.
Activity
2: Collect and prepare a variety of stimuli,
lists of action words, moving image cues and concrete objects.
Activity
3: Prepare cards of action
words/directions and obtain exploration tools, eg. hula hoops, scarves,
elastics, fabric.
Activity
4: Obtain a variety of sound-making
instruments and prepare visual reference material of dance/music terminology.
Activity
5: Prepare energy scale, cards of energy
action words (Laban) and obtain set of coloured markers.
Activity
6: Collect and prepare two single visual
stimuli; three groupings of visual stimuli, four to five pictures, posters,
books, four to five examples of tactile stimuli, four to five examples of
auditory stimuli and four to five examples of olfactory stimuli.
Activity
7: Prepare assignment, obtain blank
videos, and book video player.
Activity
8: Order videos and book video player,
prepare a class set and the self-evaluation rubric.
Prior
Knowledge Required
Successful
completion of the grade eight program.
Assessment/Evaluation
Diagnostic
assessment should occur at the beginning of this first unit so that the teacher
can adapt the teaching/learning strategies to the entry level of the students.
Formative assessment in this unit consists primarily of teacher observation
with the aid of checklists/rubrics for task completion, creative
problem-solving, understanding of dance terminology, technique, composition,
classroom protocol, safe practices etc. As well, the teacher will assess
writing contained in reflective journals. A quiz may take place in Activity 5. Throughout the unit the students will engage
in self-assessment as well as receive feedback from their peers. Evaluation of dance pieces and the creative
process will take place at the end of the unit according to the rubrics
provided to the students in advance.
Students will engage in self-evaluation at the end of the unit using the
same rubrics.
Assessment/evaluation
strategies suggested in this unit:
1. Checklists may be devised for the diagnostic
assessments which should take place at the beginning of the unit.
2. Checklists for assessment through teacher
observation of technique, classroom protocol, composition, safe practices etc.
are suggested in Activities 2 – 6.
3. Rubrics are provided for evaluation through
teacher observation of the compositions at the end of the unit and of the
process for creating the compositions.
Students should self-evaluate their creative process and their
compositions using these same rubrics.
4. Understanding of concepts is assessed through
a written assignment in Activity 4.
5. Understanding of concepts is assessed through
entries made in a reflective journal in Activities 1, 5 and 6.
6. A quiz is suggested in Activity 5 in order to
assess understanding of knowledge and terminology.
Resources
1. Blom, Lynne Anne and Chaplin, L. Tarin. The Moment of Movement – Dance
Improvisation. (Pittsburgh:
University of Pittsburgh Press, 1988).
2. Cheney, Gay.
Basic Concepts in Modern Dance – A Creative Approach. (Princeton, New Jersey: Princeton Book
Company, Publishers, 1989).
3. Dance, Film and Video Guide. (New Jersey: Princeton Book Co., 1991).
4. Dance Ontario Directory–1999. (Toronto:
Dance Ontario, 1999).
5. Edwards, Harvey. The Art of Dance.
(Boston, Toronto: Little,
Brown/A Bulfinch Press Book, 1989).
6. Eisner, Elliot W. The Art of Educational Evaluation – A Personal View. (London and Philadelphia: The Palmer Press,
1985).
7. Eisner, Elliott W. The Enlightened Eye–Qualitative Inquiry and the Enhancement of
Educational Practice. (New York:
Macmillan Publishing Company, 1991).
8. Ewing, William A. Breaking Bounds: The Dance Photography of Lois Greenfield. (San Francisco: Chronicle Books, 1992).
9. Franklin, Eric. Dance Imagery for Technique and Performance. (Windsor:
Human Kinetics, 1996).
10.
Gardner, Howard. Frames of Mind–The
Theory of Multiple Intelligences.
(U.S.A.: Basic Books, 1983).
11.
Gordon, Suzanne. Off Balance: The Real World of Ballet. New York:
McGraw-Hill Publishing Co., 1984. ISBN 0070237700.
12.
Harris, Lesley E. “Copyright and Dance
Editorial”. Dance in Canada, (Spring,
1989).
13.
Humphreys, Doris. The Art of Making
Dances. (New York: Grove Press Inc., 1959).
14.
Kurath, Gertrude Prokosch. Dance and
Song Rituals of Six Nations Reserve,
(Ontario: National Museum of
Canada Bulletin 220, Ottawa, 1968).
15.
Morgan, Barbara. Martha Graham:
Sixteen Dances in Photographs. (New
York: Morgan & Morgan Inc., 1980).
16.
Penrod, James and Plastino, Janice Gudde.
The Dancer Prepares: Modern
Dance For Beginners. (Toronto:
Mayfield Publishing Company, 1998).
17.
Schrader, Constance A. A Sense of
Dance: Exploring Your Movement Potential.
(Windsor: Human Kinetics, 1996).
18.
Smith, Jacqueline M. Dance
Composition & Practical Guide for Teachers. (Princeton: Princeton
Book Company, 1987).
19.
The Ethnocultural Directory of Canada. Montreal: Monchanin Cross-Cultural Centre, 1990.
20.
The Metropolitan Toronto School Board. DanceMetro:
A Curriculum Handbook Grade 7 – OAC. (Toronto: The Metropolitan Toronto School Board, 1994).
21.
Videos: Dancing, 1993. Programs 1 – 8: ISBN 0-7800-13409.
22.
Von Tiedemann, Cylla. The Dance
Photography of Cylla Von Tiedemann.
(Ottawa: National Arts Centre,
Toronto: McClelland & Stewart,
1991).
Note:
TheatreBooks and Dance Collection Danse,
located in Toronto, are wonderful sources of dance resources and
information. Both have websites.
Catholic Resources:
23.
This Moment of Promise, Ontario Conference of Catholic Bishops, 1989.
24.
Catholic Bible, New Revised Standard Version.
25.
Groome, Thomas. Educating for Life:
A Spiritual Vision For Every Teacher and Parent. (Thomas More Press, 1998.)
26.
Cameron, Julia & Bryan, Mark. The
Artists Way: A Spiritual Guide to Creativity. (New York: G.P. Putnam’s Sons, 1992.)
27.
Cameron, Julia & Bryan, Mark. Prayers
for a Creatively Spiritual Life.
(New York: G.P. Putnam’s Sons, 1992.)
28.
Curriculum Matters: A Resource for Catholic Educators, Institute for
Catholic Education, 1996.
29.
Blueprints, Catholic Curriculum Cooperative, 1998.
30.
Trafford, Larry. Educating The Soul:
Writing Curriculum For Catholic Secondary Schools. (Toronto:
Toronto Catholic District School Board, 1998.)
31.
Verbel, D. Dance and Prayer:
Meaningful Methods With High School Students and With Adults, 1986.
32.
Winton-Henry, H. Dancing God’s
People into the Year 2000: A Critical Look At Dance Performance In The Church,
1997.
33.
Tataryn, M. Praying With Icons. Ottawa: Novalis, 1988.
34.
USCC (United States Catholic Conference) Environment and Art in Catholic Worship,
1978.
35.
National Bulletin on Liturgy #87, “Liturgical Movement” by National Gallery
Office, Ottawa.
Appendices
Appendix A: Movement Activities & Exercises
Appendix B: Rubric – Evaluation of Composition
Appendix F: Rubric – Evaluation of Creative Process
Within a Group
Time: 75 minutes
Description
In
this introductory lesson students explore, define and expand their
understanding of dance. By observing a
variety of examples, students will begin to perceive the role dance plays in
their lives and in the world around them.
Students will write and develop personal expectations and goals for
themselves within the dance course.
Ontario Catholic School Graduate
Expectations: OCE
2c, 3b,c, 4g.
Strand(s) and
Expectations
Strands: Theory,
Creation, Analysis
Overall Expectations: TTV.01X, TCV. 05X,
TAV. 01X
Specific Expectations: TT2.01X*, 05X, TC3.01X, TA1.01X
Planning Notes
• Teacher can expect that students will need to
learn what is appropriate as dance attire for class.
• Teacher makes accommodations for
exceptional students.
• Teacher prepares visual examples of dance
(eg. pictures, magazines, books, videos, etc.), orders and cues videos, obtains
course textbooks, materials, TV, VCR, computer with internet access and appropriate cords, plugs, etc. Ensure that choices are inclusive in nature
without bias.
Prior
Knowledge Required
• This unit is designed for students from a
variety of differing dance backgrounds.
Teaching/Learning
Strategies
I Introduction & Discussion
Teacher
creates an atmosphere utilizing dance visuals, ie. video clips, pictures,
books, etc.
Students
write a short definition of what they think dance is. Time is limited to one
minute.
Students
share aloud. Teacher facilitates
discussion and shows the wide range of possible definitions.
Students
discuss the following points: What is your first memory of dancing? Why do you
dance? Where and when do you dance? Why do people dance? What are some of the
issues, concerns, etc. concerning dance? How do you and others feel about the
issues, concerns, etc.? What evidence
in the Bible refer specifically to dance?
What is our calling?
Teacher
introduces visual examples highlighting the diversity of dance: religious, historical, cultural, media,
forms and styles, and discusses as necessary.
Students
reflect and write their expectations of the course and for themselves with a
focus on their own Catholic faith journey.
Teachers may wish to have the students develop a reflective journal
which will be used at appropriate times throughout the course.
II Getting Acquainted
Name/Movement
Group Building Game (Appendix A).
Teacher
presents students with material to explore, (eg. Lord’s Prayer, poetry “Lord of
the Dance”, passage from Scripture, etc.).
Students
interpret and explore passage using gestures and movements.
III Teacher Talk
Teacher
explains traditional practices surrounding dance class attire, personal
hygiene, safety factors and daily preparation and warm-up. Teacher explains
structure of course and evaluation criteria.
Assessment/Evaluation
1. Students’ personal reflective journal writing
is assessed for completion and information provided, i.e. Catholic faith
journey; integration of faith and life; respect for the rights,
responsibilities and contributions of self and others (OCE 2c, 3b,c, 4g).
2. Teacher assesses students’ background
knowledge through observation to assist in developing appropriate level for the
technique contained in the activities.
Resources
#5,
8, 13, 14, 15, 19, 20, 21, 22 – 34.
Accommodations
1. Teachers will obtain information concerning
students registered in the dance course in order to make appropriate student
accommodations. It is suggested that teachers
elicit the assistance of the support and resource personnel in the Special
Education and Students Resources Departments.
2. In the case of experienced, talented, or
highly motivated students, the teacher may need to adjust teaching strategies. For example, students’s
assignments may be modified to become more challenging, students may play a
leadership role in class, etc.
Appendices
Appendix
A: Movement Activities & Exercises
Activity #2: Foundation Element – Shape
Time:
150 minutes
Description
A
variety of visual and auditory stimuli will be presented to explore and expand
students’ creative thinking skills and physical movement vocabulary. Students will apply problem-solving and
cooperative learning skills to create a short dance study based on the element
of shape.
Ontario Catholic School Graduate
Expectations: CGE
2a, 3c, 4a,b,c,d,f,h, 5c,f,g, 7b.
Strand(s) and
Expectations
Strands: Theory,
Creation, Analysis
Overall Expectations: TTV01X, TCV.01X, 02X,
TAV.02X, 03X