Module Overview Chart

This chart displays the essential aspects of a dance module. It applies to both core and optional modules in Dance 10, 20, and 30. The time allotment for each module will vary according to the teacher's overall course plan.

Foundational Objectives

Resources

The students will: develop their dance technique develop their performance abilities increase their understanding of choreography in relation to their own work and the work of others develop understanding of dance within social and historical contexts use critical thought when responding to dance presentations and infer meanings based on the contexts of the dances examine their own relationship to dance

Modules could be supported with reference materials on the following: technique and injury prevention improvisation and choreography historical and biographical references community resources films and videos CD-ROMs and internet resources accompaniment such as audio recordings and percussion instruments video recording equipment materials for presenting students' work, such as props, costumes, lights, and sets.

Common Essential Learnings

develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects in meaningful contexts (Critical and Creative Thinking) develop understanding of how knowledge is created, evaluated, refined, and changed within the field of dance (Critical and Creative Thinking) understand and use the vocabulary, structures, and forms of expression that characterize dance (Communication)

develop an understanding of the personal, moral, social, and cultural aspects of dance (Personal and Social Values and Skills) develop their abilities to meet their own learning needs (Independent Learning) participate in a wide range of language experiences in order to develop their knowledge of dance (Communication).

Instruction

Assessment

Learn dance technique of selected dance types. Learn repertoire from selected dance types. Reconstruct dances. Research, examine, discuss, and compare dance types, dances and dancers, and historical and cultural contexts. Set up displays about dance types. View and discuss dance presentations selected from the dance types. Invite resource people to become involved in the program. Keep a dance portfolio. Create dance compositions. Workshop dance compositions. Improvise. Reflect on personal dance experiences. Record dance compositions. Use notation as both a creative tool and recording device. Write about dance. Rehearse dances. Present informal dance concerts. Concepts and Vocabulary Concepts and vocabulary for each module will come from the foundational objectives and the specific content of the module.

Student assessment in Dance 10, 20, 30 is based on the foundational objectives. Teachers should take into account students' perceptual and conceptual understanding, and personal expression. Assessment should be continuous and include a wide range of assessment techniques in relation to the students' creative and responsive processes, as well as taking into account any culminating product. In dance, teachers must rely to a great extent on their observation and recordkeeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the module design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' dance experiences with them listen to students' reflections on their own dance experiences assess student progress over time.