|
Foundational Objectives | Grade 6 | Grade
7 | Grade 8 |
|---|
|
Examine ways that dance
mirrors and influences
individuals, societies
and cultures (past and
present)
|
realize that dance is
related to the other
art forms
|
examine
the
relationship
dance
has to the
other art
forms
|
identify and further
explore the
relationship dance
has to the other art
forms
|
| extend
their
understanding of the
dances of various
cultures and
societies
|
extend
their
understanding
of the
dances of
various
cultures and
societies
|
extend their
understanding of the
dances of various
cultures and
societies
|
| extend
their
understanding of
dance and its role in
various Aboriginal
cultures
|
explore
perspectives
relevant to
Aboriginal
peoples
through the
study of
their dance
|
continue to explore
perspectives relevant
to Aboriginal peoples
through the study of
their dance
|
| learn
a selection of
dances from various
societies and
cultures, Canadian
and global
|
continue
to learn a
selection of
dances
from various
societies and
cultures,
Canadian
and global
|
continue to learn a
selection of dances
from various
societies and
cultures, Canadian
and global
|
| examine
the various
functions of dance;
for example, as
celebration,
entertainment,
communication of
ideas, education,
propaganda, social
commentary
|
gain
understanding
about values,
beliefs
and
traditions of
various
cultures
through the
study of
the cultures'
social
and
traditional dance
|
continue to gain
understanding about
values, beliefs and
traditions of various
cultures through the
study of the
cultures' social and
traditional dance
|
|
|
become
aware of how
dance can
transmit or
question
cultural
values, ideas
and
beliefs
|
become aware of how
dance can transmit or
question cultural
values, ideas and
beliefs
|
|
|
begin to examine
factors which
influence the
development of social
and cultural dances
|
| examine
the roles and
influences of dance
in their daily lives,
the mass media and
popular culture
|
discuss
and analyse
the roles and
influences of
dance
in their
daily lives,
the mass
media and
popular
culture
|
understand the roles
and influences of
dance in their daily
lives, the mass media
and popular culture
|
| become
aware of dance
issues
|
examine
dance issues
|
discuss and analyse
dance issues
|
|
Foundational Objectives | Grade 6 | Grade
7 | Grade 8 |
|---|
|
Examine the work of
various dance artists
| increase their
awareness and
understanding of
dances and dance
artists, male and
female, in
Saskatchewan, Canada
and beyond
|
increase
their
awareness and
understanding
of
dances and
dance
artists, male
and
female, in
Saskatchewan,
Canada
and beyond
|
increase their
awareness and
understanding of
dances and dance
artists, male and
female, in
Saskatchewan, Canada
and beyond
|
| begin
to examine the
contributions of
various dance artists
to the field of dance
|
begin to
examine how
dance
artists' views
about dance
have
changed over
time and
will continue
to
change
|
examine how dance
artists' views about
dance have changed
over time and will
continue to change
|
| begin
to examine how
dances they view as
audience connect to
their own lives,
society and cultures
|
continue
to examine
how dances
they view
as audience
connect
to their own
lives,
society and
cultures
|
continue to examine
how dances they view
as audience connect
to their own lives,
society and cultures
|
|
begin to
examine how
the ideas
expressed
in various
dances
were
influenced by
the society
in which
they were
choreographed
and
performed
|
examine historical,
environmental and
social factors that
influence various
choreographers and
their work
| |
|
begin to
examine
their own
dance ideas
and
compositions in
relation to
their
lives,
society and
culture
|
analyse their own
dance ideas and
compositions in
relation to their
lives, society and
cultures
|
|
recognize that
choreographers create
dances for a variety
of reasons
|
begin to
examine the
ideas,
concerns and
purposes of
dance for
various dance
artists
and interpret
dances
based on the
evidence
seen in the
work
|
examine the ideas,
concerns and purposes
of dance for various
dance artists and
interpret dances
based on the evidence
seen in the work
|
| examine
dances within
the contexts in which
they were produced
|
analyse
how the
context the
work was
created in
affects
the work
|
understand how the
context the work was
created in affects
the work
|
| explore
how
technology is used in
dance
|
continue
to explore
how
technology is
used in dance
|
continue to explore
how technology is
used in dance
|
|
Foundational Objectives | Grade 6 | Grade
7 | Grade 8 |
|---|
|
Develop critical
thought and learn to
support interpretations
and opinions when
responding to dance
presentations
| develop the
ability
to freely engage
themselves when
viewing dances
|
continue
to develop
the ability
to freely
engage
themselves
when viewing
dances
|
continue
to develop
the ability
to freely
engage
themselves
when viewing
dances
|
|
perceive, describe,
analyse,
interpret and make
informed judgments
about dance
presentations, using
an increasingly
appropriate
vocabulary
|
continue to perceive,
interpret and make
informed judgments
about dance
presentations, using
an increasingly
appropriate
vocabulary
|
continue to perceive,
interpret and make
informed judgments
about dance
presentations, using
an increasingly
appropriate
vocabulary
|
| use
factual
information about
choreographers and
their work to
increase
understanding of the
work
|
use
factual
information
about
choreographers and
their work to
increase
understanding
of the
work
|
use factual
information about
choreographers and
their work to
increase
understanding of the
work
|
|
demonstrate
increasing
comprehension of
dance concepts and
other aspects of
dance by supporting
their opinions of
dance presentations
(live or recorded)
|
demonstrate
increasing
comprehension
of
dance
concepts and
other aspects
of
dance by
supporting
their
opinions of
dance
presentations
(live or
recorded)
|
demonstrate
increasing
comprehension of
dance concepts and
other aspects of
dance by supporting
their opinions of
dance presentations
(live or recorded)
|
|
demonstrate respect
for the diversity of
choreographers' ideas
and dance styles
|
continue
to
demonstrate
respect
for the
diversity of
choreographers' ideas
and dance
styles
|
continue to
demonstrate respect
for the diversity of
choreographers' ideas
and dance styles
|
| become
aware that
different dance
styles call for
different kinds of
criteria for
interpretation and
evaluation
|
begin to
use
appropriate
criteria
when
interpreting and
evaluating
various
styles of
dance
|
use appropriate
criteria when
interpreting and
evaluating various
styles of dance
|
| respect
informed
opinions that differ
from their own
|
respect
informed
opinions that
differ
from their
own
|
respect informed
opinions that differ
from their own
|
| begin
to recognize
that their background
and experiences
affect their response
to a dance and
understanding of
meaning and symbol in
the work
|
continue
to recognize
that their
background
and
experiences
affect their
response
to a dance
and
understanding
of
meaning and
symbol in
the work
|
understand that their
background and
experiences affect
their response to a
dance and
understanding of
meaning and symbol in
the work
|
|
|
begin to
develop the
ability to
research
materials
independently
to
increase
their
understanding
of
dance
|
begin to develop the
ability to research
materials
independently to
increase their
understanding of
dance
|
|
|
begin to appreciate
original thought as
well as product
|
|
Foundational Objectives | Grade 6 | Grade
7 | Grade 8 |
|---|
|
Explore relationships
among the processes and
language of each of the
four strands and begin
to apply this
understanding to
enhance their arts
experiences
| continue to
experience the arts
in an interrelated
way
|
continue
to
experience
the arts
in an
interrelated
|
continue to
experience the arts
in an interrelated
way
way
|
| begin
to apply
knowledge, abilities
and approaches of the
four strands to
explore an idea or
theme
|
begin to
apply
knowledge,
abilities
and
approaches of the
four strands
to
explore an
idea or
theme
|
apply knowledge,
abilities and
approaches of the
four strands to
explore an idea or
theme
|
| make
connections
among their
experiences in the
four strands
|
make
connections
among their
experiences
in the
four strands
|
make connections
among their
experiences in the
four strands
|
