Course Profile Dance, Grade 9 open, Public

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 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.

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Acknowledgments

Public District School Board Writing Team – Dance

Lead Board

Upper Canada District School Board

Management Team: Eleanor Newman

Brenda King

Dorothy Stewart

Dona Cruickshank

Course Profile Writing Team Co-ordinating Partners

Jane Deluzio, Toronto DSB Andy Ringlet, Renfrew County DSB

Laurel Brown, Waterloo Region DSB Marg Stewart, Limestone DSB

Carolle Mageau, Rainbow DSB Helen Beck, Hastings & Prince Edward DSB

Kelly Child, District School Board of Niagara Kit Rankin, Halton DSB

Ursula Nahatchewitz, Dufferin-Peel RCSSB Anne Clifton, Halton DSB

Contributors

Karen Hypes, Debra Kapp, Janice Stone, Betty Telford, Earl Haig Secondary School, Etobicoke School for the Arts, Rosedale Heights, Unionville School for the Arts

Identifying Information:

School: Course Developers:

Laurel Brown, Waterloo DSB

Kelly Child, DSB of Niagara

Jane Deluzio, Toronto DSB, Project Leader

Carolle Mageau, Rainbow DSB

Ursula Nahatchewitz, Dufferin-Peel CDSB

Department:

District:

Course Title: Dance

Grade: Nine Development Date: April 1999

Unit #1: Elements of Dance

Time: 20 hours

Unit Developers:

Carolle Mageau, Rainbow District School Board

Ursula Nahatchewitz, Dufferin-Peel Roman Catholic Separate School Board

Development Date: April 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 improvise, experiment with and develop these elements. They will demonstrate knowledge of appropriate conventions as they relate to the classroom and 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 as well as begin to reflect on their own work and the work of others.

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 or Dynamics	150 minutes
Activity 6	Stimuli for Improvisation	150 minutes
Activity 7	Composition with the Fundamental Elements	300 minutes
Activity 8	Reflection, Self-Evaluation and Teacher 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.

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, e.g., 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. 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 Intelligence. U.S.A.: Basic Books, 1983.

11. Harris, Lesley E. “Copyright and Dance Editorial”. Dance in Canada, Spring, 1989.

12. Humphrey, Doris. The Art of Making Dances. New York: Grove Press Inc., 1959.

13. Kurath, Gertrude Prokosch. Dance and Song Rituals of Six Nations Reserve, Ontario: National Museum of Canada Bulletin 220, Ottawa, 1968.

14. Morgan, Barbara.. Martha Graham: Sixteen Dances in Photographs. New York: Morgan & Morgan Inc., 1980.

15. Penrod, James and Plastino, Janice Gudde.. The Dancer Prepares: Modern Dance For Beginners. Toronto: Mayfield Publishing Company, 1998.

16. Schrader, Constance A. A Sense of Dance: Exploring Your Movement Potential. Windsor: Human Kinetics, 1996.

17. Smith, Jacqueline M. Dance Composition & Practical Guide for Teachers. Princeton: Princeton Book Company, 1987.

18. The Ethnocultural Directory of Canada. Montreal: Monchanin Cross–Cultural Centre, 1990.

19. The Metropolitan Toronto School Board. DanceMetro: A Curriculum Handbook Grade 7 – OAC. Toronto: The Metropolitan Toronto School Board, 1994.

20. Videos: Dancing, 1993. Programs 1 – 8: ISBN 0-7800-13409.

21. Von Tiedemann, Cylla. The Dance Photography of Cylla Von Tiedemann. Ottawa: National Arts Centre, Toronto: McClelland & Stewart, 1991.

Appendices

Appendix A: Movement Activities and Exercises

Appendix B: Rubric – Evaluation of Composition

Appendix F: Rubric – Evaluation of Creative Process Within a Group

Activity # 1: Defining Dance

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.

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 (e.g., pictures, magazines, books, videos, etc.), orders and cues videos, obtains course textbooks, materials, TV, VCR, computer with Internet access and appropriate cords, plugs, etc. Teacher must 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, i.e., 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.?

Teacher introduces visual examples highlighting the diversity of dance: historical, cultural, media, forms and styles, and discusses as necessary.

Students reflect and write their expectations of the course and for themselves. 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 Activity (Appendix A).

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 assessment/evaluation criteria.

Assessment/Evaluation

1. Reflective writing is assessed for completion and information provided.

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

Accommodations

1. Teachers will obtain information concerning students registered in the dance course in order to make appropriate student accommodations. Teachers should elicit the assistance of the support and resource personnel in the Special Education and Student Resources Departments.

2. In the case of experienced, talented, or highly motivated students, the teacher may need to adjust teaching strategies. For example, students’ assignments may be modified to become more challenging or students may play a leadership role in class.

Appendices

Appendix A: Movement Activities and 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.

Strand(s) and Expectations

Strands: Theory, Creation, Analysis

Overall Expectations: TTV01X, TCV.01X, 02X, TAV.02X, 03X

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

Planning Notes

• Teacher collects and prepares a variety of visual stimuli (e.g., pictures, statues, objects.)

• Teacher prepares an extensive list of: objects with a variety of different shapes (e.g., square, octagon, stapler, chair;) action words (e.g., twist, shake, ooze;) moving image cues (e.g., caught in a wind storm;) concrete objects that move, (e.g., eggbeater, dragon, train.)

• Teacher may prepare assessment logs, journals, anecdotal forms, checklists.

• Teacher may begin videotaping students’ creative process and progress and will need to make arrangements and preparations for a TV/VCR, blank video cassette and extension cords.

Prior Knowledge Required

Activity 1.

Teaching/Learning Strategies

I Name Review

Suzie Picks Harry Name Game (Appendix A).

II The Shape and Size of Things

Students observe a number of visual stimuli (pictures, objects) that depict the human body in a wide range of shapes.

Teacher directs the focus to the body parts involved in creating the shapes, the shapes themselves and the sizes of the shapes.

Students verbalize their observations and reconstruct the shape.

Teacher introduces dance vocabulary to identify aspects of shapes observed, i.e., flexed and/or pointed feet, arms in second position, turn-out and parallel positions.

Teacher leads students through a guided movement exploration using verbal cues of a variety of shapes (i.e., square, circle, rectangle, mountain, cloud, teacup, pencil.)

Students move through the explorations independently, with a partner, in a group and with the whole class.

Teacher repeats the guided exploration adding directions to change the size of each shape.

Students move through the explorations independently, with a partner, in a group and as a whole class.