Dance

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Applications of Knowledge

Competency 1 – Creates dances

Competency 2 – Performs dances
Competency 3 – Appreciates dances

Cycle Two: Compulsory program
Cycle Two: Dance optional program
Cycle Two: Dance and Multimedia optional program

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

E: The letter E indicates knowledge from the elementary-level Dance program which is developed in greater depth or applied in Secondary Cycle One.

Elementary

Secondary
Cycle
One
Cycle
Two
  1. Uses ideas to create a choreographic work
  1 2 3 4 5
    1. Looks for ideas inspired by the stimulus for creation, paying attention to his/her impressions, emotions and feelings
E          
    1. Finds choreographic ideas related to elements of dance language inspired by the stimulus for creation (e.g.  locomotor movements, rhythmic division, trajectories)   
       
    1. Tries out choreographic ideas related to the content of the work and adapted to an improvisation or composition1 (e.g. testing of ideas pertaining to choreographic structures and various composition procedures)
       
    1. Tries out choreographic ideas related to the content of the work and adapted to a composition or an adaptation1 (e.g. testing of ideas pertaining to various dance principles and conventions)
     
    1. Tries out and chooses choreographic ideas that are adapted to a composition, an improvisation or an adaptation,1 according to the type of performance space (e.g. choosing elements of choreographic structure that are adapted to open-air or nontraditional spaces)
     
    1. Tries out and chooses choreographic ideas that are adapted to an improvisation or an adaptation1 in a multimedia environment (e.g. choosing elements of dance language adaptable to camcorders, musical montage and visual projections)
     
  1. Uses elements of dance language and movement technique (Cycle One)
    Uses elements of dance language and choreographic principles (Cycle Two)
  1 2 3 4 5
  1. Language of dance
    1. Makes significant choices in the ways of using the parts of the body in a movement
E          
    1. Chooses the elements of body language that are the most adaptable to his/her choreographic creation (e.g. basic movements, initiation, execution and development of a movement)
       
    1. Uses dance gestures inspired by various elements of body language by integrating body percussion and voice amplification, in accordance with the context of his/her choreographic creation
       
    1. Chooses authentic dance gestures that include various elements of body language and symbolic movements
     
    1. Constructs various nuanced dance gestures that are inspired by elements of body language and adapted to the stage (e.g. sliding on an inclined stage, using his/her body to create forms in elastic tissue)
     
    1. Uses technology to develop various original dance gestures (e.g. digital montage, video projections)
     
    1. Adapts the elements of metrical division to his/her creation
E          
    1. Uses various rhythmic patterns in his/her trials (e.g. acceleration, deceleration, duration, binary and ternary structures)
       
    1. Varies the metrical and nonmetrical division of his/her dance using note value, complex rhythmic patterns, musical phrasing, etc.
       
    1. Chooses from among various rhythmic patterns to best suit his/her creative intention (e.g. slow movements to express the lyrical character of the dance)
     
    1. Chooses from among various rhythmic patterns to adapt the dance to a stage or multimedia environment (e.g. choosing a rhythmic pattern according to the desired sound effects)
     
    1. Chooses from among the different uses of personal and general space: levels, span, directions, trajectories in the air and trajectories on the floor
E          
    1. Chooses from among various aspects of personal and general space in accordance with his/her creation (e.g.  action zones, directions, orientations)
       
    1. Chooses elements related to space that suit his/her creative intention
       
    1. Uses elements related to space to highlight the symbolic character of the dance (e.g. span of the movements, choice of levels, trajectories)
     
    1. Uses elements of space to highlight dance gestures in a multimedia environment (e.g. frontal, sagittal, horizontal or transverse planes adapted to the camera’s eye)
     
    1. Chooses from among the variations in effort in movement
E          
    1. Tries out various types of energy for movements (e.g. direct, indirect, light, strong)
       
    1. Varies the energy for movements by using energy with various emphases (e.g. effort with emphasis on space, time or flow)
       
    1. Chooses elements related to energy that suit his/her creative intention
     
    1. Chooses elements related to energy or combinations of efforts to vary the sequence of dance gestures
     
    1. Looks for ways of using relations with partners related to the creative intention
E          
    1. Choose the most significant ways of using various relations between partners (e.g. face to face, crisscrossing, in unison, duets, trios)
       
    1. Choose and combines various relations between partners (e.g. dynamic actions, spatial actions, positioning, timing)
       
    1. Chooses the types of relations between partners that help express the symbolic character of the dance (e.g. type of groups or roles)
     
    1. Chooses relationships between partners to take advantage of the multimedia environment (e.g. movements involving timing, positioning and/or spatial actions, depending on the desired visual effect)
     
    1. Makes choices about different relationships with the stage (e.g. types of performance locations, relationship of stage to seating area, the different sectors and organization of the stage area, costumes, scenery, lighting and sound environment)
     
    1. Chooses various elements of the multimedia environment from among the available technological tools that are likely to support his/her creative intention (e.g. use of visual projection onto the screen or the dancer)
     
  1. Movement technique (Secondary Cycle One)
    Choreographic principles (Secondary Cycle Two)
    1. Integrates movement techniques into his/her creation
E          
    1. Takes into account his/her technical learning when making choreographic choices (e.g. paying attention to body alignment, using weight transfer during movements)
       
    1. Tries out various choreographic principles related to elements of choreographic structure and composition principles (e.g. repetition, variation, contrast effect, sequence, form)
       
    1. Tries out choreographic principles related to the creative intention and to the stage, particularly in relation to space and the sound medium
     
    1. Tries out choreographic principles while taking into account some technological characteristics of the multimedia environment
     
  1. Organizes his/her choreographic creation
  1 2 3 4 5
    1. Chooses a composition procedure and elements of structure  based on his/her creative intention
E          
    1. Chooses from among the composition procedures and structural elements when organizing dance gestures (e.g. repetition, accumulation, sequence)
       
    1. Determines which composition procedures and structural elements suit his/her creative intention
       
    1. Links various sections of the creation by taking into account elements of language and composition procedures and selected structural elements (e.g. positioning of partners, type of group, canon, in unison, synchronization)
     
    1. Links various sections of a choreographic sequence by selecting his/her expressive choices and taking into account the stage or multimedia environment (e.g. musicality, dynamic variation, sound environment, camera shots)
     
    1. Tries out various structural elements to select the content of his/her improvisations (e.g.  beginning, end, transitions, form)
       
    1. Adjusts the choreographic content in accordance with his/her creative intention
       
    1. Adjusts the choreographic content to make it more authentic
     
    1. Determines the most appropriate choreographic content  in accordance with his/her expressive choice and the chosen venue
     
    1. Determines the most appropriate choreographic content, in accordance with the multimedia environment
     
  1. Presents his/her creation
  1 2 3 4 5
    1. Checks with peers whether the effect produced corresponds with his/her creative intention and, if necessary, makes adjustments
       
    1. Consults with peers regarding his/her dance sequences and makes any necessary corrections in relation to the performance context
     
    1. Consults with peers regarding his/her dance sequences and makes any necessary connections in relation to the multimedia context
     
  1. Shares his/her creative experience
  1 2 3 4 5
    1. Uses subject-specific vocabulary
E          
    1. Uses subject-specific vocabulary in accordance with the prescribed terminology of the program
       
    1. Uses subject-specific vocabulary in accordance with the prescribed terminology in each of the programs
       
    1. Describes the important aspects related to the use of elements of dance language and movement technique
E          
    1. Describes aspects of his/her experience that are related to the creative dynamic and more particularly to the strategies used (e.g. observation and listening)
       
    1. Describes aspects of his/her experience that are related to the creative dynamic and the strategies used (e.g. use of the three phases of the creative dynamic, trial and error)
       
    1. Identifies elements that contributed to developing his/her creation and that can be applied in subsequent projects: relevant choices, strategies used, respect for conventions and production context
     
1.  The complete description of the types of tasks in Secondary Cycle Two is listed on pages 14 and 15 of the Dance program.

Competency 2 – Performs dances
Competency 3 – Appreciates dances

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