Foundational Objectives

The students will:
1. Develop their dance technique.
In grades 1 to 9, students were encouraged to develop their dance techniques. The dance curriculum did not recommend that any one kind of technique be taught to students in grades 1 to 9. Instead, dance technique referred to students' abilities to use their bodies as they wished and in a safe, efficient manner with little threat of injury. The techniques recommended for Dance 10, 20, 30 students are those associated with Aboriginal, ballet, cultural, jazz, modern, and social dance. Any of the technical styles associated with these types of dance are appropriate. For example, either the Royal Academy of Dance or Cecchetti ballet style would be acceptable. This flexibility in terms of technique allows dance teachers to bring their own areas of expertise to the Dance 10, 20, 30 program. When teaching dance technique, teachers should encourage students' awareness of their kinaesthetic sensations. Teachers should understand that acquiring technique is a long process and that changes in technique do not occur quickly.	develop their improvisational abilities execute basic locomotor and non-locomotor movements specific to a dance type with emerging technical accuracy and fluency observe and execute simple dance phrases -- locomotor, non-locomotor, and both in combination extend understanding of the dance elements and begin to apply this understanding to increase their dance technique gain understanding of movement principles (alignment, flexibility, balance, strength, endurance) and begin to apply this understanding to their dance technique learn about the prevention and care of common dance injuries and begin to apply understanding to their own dancing	develop their improvisational abilities execute locomotor and non-locomotor movements specific to a dance type with technical accuracy and fluency observe and execute, with technical accuracy, dance phrases -- locomotor, non-locomotor, and both in combination extend understanding of the dance elements and apply this understanding to increase their dance technique continue to gain understanding of movement principles (alignment, flexibility, balance, strength, endurance) and apply this understanding in order to increase their dance technique continue to learn about injury prevention and care, and apply understanding to their own dancing	improvise with confidence execute complex locomotor and non-locomotor movements specific to a dance type with technical accuracy and fluency observe and execute, with technical and qualitative accuracy, complex dance phrases -- locomotor, non-locomotor, and both in combination extend understanding of the dance elements and apply this understanding to dance with technical accuracy and clarity of intention understand and consistently apply the movement principles (alignment, flexibility, balance, strength, endurance) to their own dance technique further understand injury prevention and care, and effectively apply their understanding to their own dancing

2. Develop their performance abilities.
Since grade 1, students have been informally presenting their work to their teachers, peers, and perhaps other classes, the school, and parents. In Dance 10, 20, 30, students begin to focus on the formal aspects of performance by presenting their own work and repertoire. Teachers should encourage students to develop the ability to interpret a variety of dance styles and develop an individual style. Students should be encouraged to apply what they know about presentation and style when working in their dance class.	begin to develop a dance repertoire, including their own dances examine the factors that contribute to a quality performance begin to develop the ability to sustain concentration, focus, and projection while dancing begin to understand the basics of lighting, costume, and set design examine the roles of production personnel examine and practise performance etiquette understand the purpose of rehearsing and demonstrate commitment to the rehearsal process	extend their dance repertoire to include a range of dance types and their own dance creations develop the ability to sustain concentration, focus, and projection while dancing and begin to transfer these abilities to performance situations begin to interpret dances with attention paid to quality and intention -- both personal and the choreographer's understand the basics of lighting, costume, and set design examine the effect of sound and various lighting, costume, and set designs on dance productions begin to understand the collaborative nature of dance understand and practise performance etiquette demonstrate self-motivation in committing to the rehearsal process	extend their dance repertoire to include a range of dance types and styles, and their own dance creations develop the ability to sustain concentration, focus, and projection while dancing and transfer these abilities to performance situations interpret dances with confidence and with attention paid to quality, style, and intention -- both personal and the choreographer's learn about and develop audition skills further their understanding of lighting, costume, and set design begin to understand how various effects can be created with lighting, costume, and set design in dance productions understand the collaborative nature of dance and demonstrate commitment to its collaborative processes understand and practise performance etiquette demonstrate self-motivation in committing to the rehearsal process

3. Increase their understanding of choreography in relation to their own work and the work of others.
Dance is a means of communicating ideas and intentions in a language other than a written or spoken language. It is a unique medium of expression. One of the goals of the Arts Education program states that students will increase their ability to express themselves through languages other than spoken or written language. In grades 1 to 8, students expressed their ideas through dance, although the ideas may not have been understood from an audience's perspective. In grade 9, students began to concern themselves with conveying their ideas to an audience through their own dance compositions. In Dance 10, 20, 30, students continue to focus on conveying their ideas through their own choreography. When creating, they apply understanding of the elements of dance, principles of composition, and processes for creating dances. These processes include working from sources of inspiration, improvising, and developing and sequencing motifs and phrases into a structure or form. Students also learn about the work of the great choreographers and apply their understanding of this work to their own creations.	value, keep, and begin to use a record of ideas for their dance creations understand that sources of inspiration for creating dances are unlimited and apply this understanding to their own dance-making express their own ideas through dance use notation, both traditional and invented, to assist throughout the dance-making process understand that improvisation is a way of discovering and developing movements for composition understand and apply the process of developing, sequencing, and refining their dance compositions using reflection, decision making, and movement problem solving analyze and apply understanding of the dance elements and principles of composition to their own work understand basic dance forms reflect on and analyze their own dance compositions in order to improve them demonstrate respect for the dance compositions of others examine the choreographic ideas and processes of various choreographers and explore them in their own dance-making participate in the reconstruction of simple dances from notation and film/video, and reconstruct their own dances use dance terminology with growing competence	value, keep, and purposefully use a record of ideas for their dance creations use a wide array of sources of inspiration for dance-making express their own ideas through dance with increasing clarity of intention use notation, both traditional and invented, to assist throughout the dance-making process purposefully use improvisation to discover and develop movements for composition understand and apply the process of developing, sequencing, and refining their dance compositions using reflection, decision making, and movement problem solving analyze and apply understanding of the dance elements and principles of composition to their own work extend their understanding of dance forms and apply their understanding to their own dance creations reflect on and analyze their own dance compositions in order to improve them demonstrate respect for the dance compositions of others examine the choreographic ideas and processes of various choreographers and explore them in their own dance-making participate in the reconstruction of dances from notation and film/video, and continue to reconstruct their own dances use dance terminology with growing competence	value, keep, and purposefully use a record of ideas for their dance creations purposefully use a wide array of sources of inspiration for dance-making express their own ideas through dance with increasing clarity of intention use notation, both traditional and invented, to assist throughout the dance-making process purposefully use improvisation to discover and develop movements for composition examine the use of improvisation in performance as well as during the creative process understand and apply the process of developing, sequencing, and refining their dance compositions using reflection, decision making, and movement problem solving analyze and apply understanding of the dance elements and principles of composition to their own work develop understanding of a variety of dance forms and apply their understanding to their own dance creations reflect on and analyze their own dance compositions in order to improve them demonstrate respect for the dance compositions of others apply understanding of the choreographic ideas and processes of various choreographers to their own dance-making participate in the reconstruction of dances from notation and film/video, and continue to reconstruct their own dances use correct dance terminology

4. Develop understanding of dance within social and historical contexts.
One of the goals of the arts education program states that students should come to understand the contributions of the arts and artists to societies and cultures, past and present. The purpose of this objective is to encourage students to examine the relationships between dance and individuals, world cultures, and societies. Dances are expressions of people. The study of dance reveals the experiences of people within the context of their culture and society. Throughout time, dance has defined and transmitted the traditions and perspectives of cultures and societies. As well, individual dance artists frequently use dance to express their own ideas, often responding to and reflecting the times in which they live. Sometimes these dances challenge cultural or societal values and offer social commentary. Dance exerts an influence on people within cultures and societies and, conversely, influential individuals and groups affect the dance of their own cultures and societies.	increase their understanding of traditional and contemporary dances of various societies and cultures, including Aboriginal cultures, within their cultural and historical contexts learn dances selected from various cultures and societies, Canadian and global (reconstruction of dances) compose dances in a specific historical or cultural style gain understanding of the development of various dance types (Aboriginal, ballet, cultural, jazz, modern, and social) and dance techniques in relation to their cultural and social contexts increase their understanding of the work of various dance artists including Aboriginal, male, female, Canadian explore ideas and perspectives relevant to choreographers, including Aboriginal, female, male, and Canadian choreographers, through the study of their dances begin to examine the cultural values, ideas, and beliefs that dances might transmit, influence, or challenge explore the relationship between dance and the other arts examine how technology is used in dance	increase their understanding of traditional and contemporary dances of various societies and cultures, including Aboriginal cultures, within their cultural and historical contexts extend their repertoire of dances, including those of various cultures and societies, Canadian and global (reconstruction of dances) compose dances in specific historical or cultural styles extend understanding of the development of various dance types (Aboriginal, ballet, cultural, jazz, modern, and social) and dance techniques in relation to their cultural and social contexts increase their understanding of the work of various dance artists including Aboriginal, male, female, Canadian explore ideas and perspectives relevant to choreographers, including Aboriginal, female, male, and Canadian choreographers, through the study of their dances examine the external influences on dance artists examine the cultural values, ideas, and beliefs that dances might transmit, influence, or challenge explore the relationship between dance and the other arts examine the influence of technology on dance	increase their understanding of traditional and contemporary dances of various societies and cultures, including Aboriginal cultures, within their cultural and historical contexts extend their repertoire of dances, including those of various cultures and societies, Canadian and global (reconstruction of dances) compose dances in specific historical or cultural styles extend understanding of the development of various dance types (Aboriginal, ballet, cultural, jazz, modern, and social) and dance techniques in relation to their cultural and social contexts increase their understanding of the work of various dance artists including Aboriginal, male, female, Canadian explore ideas and perspectives relevant to choreographers, including Aboriginal, female, male, and Canadian choreographers, through the study of their dances examine the external influences on dance artists examine the cultural values, ideas, and beliefs that dances might transmit, influence, or challenge analyze how trends in dance relate to social and political contexts explore the relationship between dance and the other arts examine the influence of technology on dance

6. Examine their own relationship to dance.
One goal of the arts education program states that students will gain a lasting appreciation of art forms experienced as participant and as audience. As students become adults, it is possible that they will want to pursue dance as a vocation or for recreation. This objective focuses on the possible ways that dance can be a part of students' lives in the future. The objective is also aimed at helping students achieve a healthy and safe way to participate in dance, thereby encouraging lifelong involvement.	recognize that self-confidence, self-discipline, and self-motivation help individuals succeed in dance, and begin to develop these characteristics gain knowledge about dancers' health and nutrition requirements with emerging confidence, become discerning about dance evaluate and analyze the meaning and influence of dance in their daily lives learn about dance as a recreational activity and as a vocation	understand the value of self-confidence, self-discipline, and self-motivation and continue to develop these characteristics gain knowledge about dancers' health and nutrition requirements with growing confidence, become discerning about dance evaluate and analyze the meaning and influence of dance in their daily lives learn about dance as a recreational activity and as a vocation gain knowledge about careers in dance examine the role and responsibilities of various dance companies and organizations to dance artists and communities examine how their views about dance have changed over time	demonstrate self-confidence, self-discipline, and self-motivation gain knowledge about dancers' health and nutrition requirements with confidence, be discerning about dance evaluate the role of dance in their daily lives and develop an action plan to include dance as part of their lifelong activity learn about dance as a recreational activity and as a vocation gain knowledge about careers in dance examine the role and responsibilities of various dance companies and organizations to dance artists and communities examine how their views about dance have changed over time