|
Foundational Objectives | Grade 6 | Grade
7 | Grade 8 |
|---|
|
In the dance strand the students will:
| | |
|
Examine sources of
ideas for dance-making,
make connections
between ideas and dance
expressions, and use
dance for personal
expression
|
express themselves
through their dance
compositions
| begin to
express
themselves
through
their dance
compositions
by
drawing on
their own
|
continue to express
themselves through
their dance
compositions by
drawing on their own
experiences
experiences
|
|
make connections
between their own
work and the work of
various
choreographers
|
examine
their own
work in
relation to
the work of
various
choreographers
|
apply understanding
of the work of
various
choreographers to
their own dance
creations
|
|
use ongoing
reflection, decision-
making and movement
problem-solving to
develop, sequence and
refine their dance
compositions
throughout their
dance-making process
|
begin to
understand
the process
of
developing,
sequencing
and
refining
their dance
compositions
using
ongoing
reflection,
decision-making and
movement
problem-
solving
|
apply and understand
the process of
developing,
sequencing and
refining their dance
compositions using
ongoing reflection,
decision-making and
movement problem-
solving
|
| Grade 6 | Grade
7 | Grade 8 |
|---|
Getting Started:
Sources of
Inspiration
|
recognize that dances
can be inspired in
many ways
|
develop
understanding
of the many
ways in
which dances
can be
inspired
|
continue to develop
understanding of the
many ways in which
dances can be
inspired
|
| attempt
to
identify
the inspirations or
starting-points for
various
choreographers' work
|
identify
the
inspirations
or
starting-points for
various
choreographers' work
|
identify and explore
the inspirations or
starting-points for
various
choreographers' work
|
|
discover a variety of
sources of
inspiration for dance
compositions
|
continue
to discover
a variety of
sources
of
inspiration and
assess their
value as
starting-points for
their own
dance
compositions
|
continue to discover
a variety of sources
of inspiration and
examine and use them
as starting-points
for their own dance
compositions
|
|
keep an ongoing
record of ideas for
their own dance
compositions
|
understand the value
of keeping an
ongoing
record of
ideas for
their own
dance
compositions
|
continue to value and
keep an ongoing
record of ideas for
their own dance
compositions
|
|
Developing
Movements
|
use starting-points
as inspiration for
improvisation and
movement exploration
|
with
confidence, use
starting-points as
inspiration
for
improvisation
and
movement
exploration
|
select their own
starting-points as
inspiration for
improvisation and
movement exploration
|
|
discover
that they
are
transforming
starting-points
(ideas,
moods,
feelings,
etc.) into
movements
that relate
to the
starting-
points
|
understand that they
are transforming
starting-points
(ideas, moods,
feelings, etc.) into
movements that relate
to the starting-
points
|
| begin
to gain
understanding about
the discovery,
improvisation,
exploration and
development of
movements
|
develop
abilities in
the
discovery,
improvisation,
exploration
and
development
of
movements
|
discover, improvise,
explore and develop
movements with
confidence
|
| use
their knowledge
of the elements of
dance to modify a
movement
|
use their
knowledge
of the
elements of
dance to
modify a
movement in
order to
increase its
potential for
expression
|
purposefully use
their knowledge of
the elements of dance
to modify a movement
in order to increase
its potential for
expression
|
| Grade 6 | Grade
7 | Grade 8 |
|---|
|
Shaping the Dance
Composition
|
become familiar with
a variety of
choreographic forms
|
identify
and explore
a variety of
choreographic
forms
|
begin to purposefully
use a variety of
choreographic forms
|
| reflect
on and
discuss their own and
their peers' work
while valuing the
work as expressions
of unique experiences
|
reflect on
and
examine their
own and
their peers'
work
while valuing
the
work as
expressions
of unique
experiences
|
reflect on and
analyse their own and
their peers' work
while valuing the
work as expressions
of unique experiences
|
| begin
to record their
dance compositions
with invented and/or
traditional notation
symbols, when
appropriate
|
develop
their
abilities to
record
their dance
compositions
with
invented
and/or
traditional
notation
symbols, when
appropriate
|
with growing
competence, record
their dance
compositions with
invented and/or
traditional notation
symbols, when
appropriate
|
| begin
to recall and
reconstruct their
dance compositions
|
develop
their
abilities to
recall
and
reconstruct their
dance
compositions
|
recall and
reconstruct their
dance compositions
with confidence
|
|
Foundational Objectives | Grade 6 | Grade
7 | Grade 8 |
|---|
|
Develop an
understanding of the
elements of dance and
principles of
composition and apply
this understanding to
all their dance
experiences
| extend their
understanding of the
elements of dance
through movement
exploration and
analysis
|
extend
their
understanding
of the
elements of
dance
through
movement
exploration
and
analysis
|
extend their
understanding of the
elements of dance
through movement
exploration and
analysis
|
| apply
knowledge of
the elements of dance
in all their dance
experiences
|
continue
to apply
knowledge of
the
elements of
dance in
all their
dance
experiences
|
continue to apply
knowledge of the
elements of dance in
all their dance
experiences
|
| become
familiar with
ways the elements can
be used to affect
expression
|
identify
and explore
ways the
elements can
be used to
affect
expression
|
identify and explore
ways the elements can
be used to affect
expression
|
| become
familiar with
the principles of
composition and begin
to apply their
knowledge of the
principles in all
their dance
experiences
|
identify
and explore
the
principles of
composition
and apply
their
knowledge of
the
principles in all
their dance
experiences
|
develop understanding
of the principles of
composition and apply
knowledge of the
principles in all
their dance
experiences
|
| reflect
on how the
elements of dance and
principles of
composition are used
in their own dance
compositions and in
the dances of others
|
discuss
and analyse
how the
elements of
dance and
principles
of
composition are
used in their
own
dance
compositions
and in the
dances of
others
|
understand and
analyse how the
elements of dance and
principles of
composition are used
in their own dance
compositions and in
the dances of others
|
| use
dance terminology
when reflecting on
and discussing their
dance experiences
|
continue
to use dance
terminology
when
reflecting on
and
discussing
their
dance
experiences
|
continue to use dance
terminology when
reflecting on and
discussing their
dance experiences
|
|
| Grade 6 | Grade
7 | Grade 8 |
|---|
|
Principles of
Composition: | | | |
|
|
Climax and
Resolution
|
|
|
recognize
that a
climax is a
highlight
or
turning-point in a
dance
|
increase their
understanding of
climax in dance
|
|
|
recognize
that a
resolution
resolves
or settles
the dance
|
increase their
understanding of
resolution in dance
|
|
|
explore
various ways
to construct
climaxes
and
resolutions in
their own
dance
compositions
|
continue to explore
various ways to
construct climaxes
and resolutions in
their own dance
compositions
|
|
Contrast
| recognize that
contrast in a dance
creates interest
|
explore
the effect of
contrast in
their own
dances and
the dances
of others
|
continue to explore
the effect of
contrast in their own
dances and the dances
of others
|
| use
their knowledge
of varying action,
body, dynamic, space
and relationship
concepts to contrast
their movements in
their dance
compositions
|
continue
to use their
knowledge of
varying
action, body,
dynamic,
space and
relationship
concepts
to contrast
their
movements in
their
dance
compositions
|
understand how
action, body,
dynamic, space and
relationship concepts
are used to create
contrast in dance,
and apply this
understanding in
their own work
|
|
Repetition
|
understand that dance
phrases or parts of
dance phrases should
be repeated with
caution when
composing dances
|
recognize
and explore
the effect of
repetition in
their
own dances
and the
dances of
others
|
explore and
understand the effect
of repetition in
their own dances and
the dances of others
|
|
Sequencing
and
Development
|
sequence movements
purposefully when
creating dance
compositions
|
continue
to sequence
movements
purposefully
when
creating
dance
compositions
|
continue to sequence
movements
purposefully when
creating dance
compositions
|
|
|
become
aware of
development
as it
relates to
dance
|
consider development
when composing their
own dances and
looking at the dances
of others
|
|
Transition
|
understand that
transitions connect
movements and dance
phrases, and should
relate to the dance
|
apply
their knowledge
of
transitions when
creating
their own
dance
compositions
|
continue to apply
their knowledge of
transitions when
creating their own
dance compositions
|
|
|
recognize
the use of
transitions
in the
dances of
others
|
examine the use of
transitions in the
dances of others
|
| Unity
| recognize that
all
movements are
important and each
movement should be
carefully considered
before being included
in a dance
|
create
dance
compositions
which
begin to show
unity
|
continue to create
dance compositions
which begin to show
unity
|
| Variety
|
develop understanding
of the many ways that
variety can be
created in a dance
|
create
dance
compositions
which
have variety
of
movements and
dance
phrases
|
continue to create
dance compositions
which have variety of
movements and dance
phrases
|
|
| recognize the use of variety in the
dances of others
|
examine the use of
variety in the dances
of others
|
