Dance

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Applications of Knowledge

Competency 3 – Appreciates dances

Competency 1 – Creates dances
Competency 2 – Performs 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. Analyzes a dance or an excerpt of a dance
  1 2 3 4 5
    1. Observes subject-specific elements in excerpts of works past and present, from here and elsewhere
E          
    1. Picks out the elements of the work (e.g. presence of the elements of language and choreographic structure, composition procedures)
       
    1. Makes connections between elements of the content identified and the historical and sociocultural aspects represented in the work (e.g. specific dance gestures, type of character, scenery, costumes, artistic period)
       
    1. Places in context the elements of content in the work that have symbolic meaning (e.g. gestures, forms, sound effects, particular costumes)
     
    1. Places in context the elements of the multimedia content in the work that have symbolic meaning (e.g. musical montage, sound effects, projection of images)
     
  1. Language of dance
    1. Locates the locomotory and nonlocomotory movements used in the production
E          
    1. Picks out various elements in the work associated with dance language (e.g. metric division, personal space, positioning, locomotor movements)
       
    1. Picks out elements in the work related to the use of dance language (e.g. effort used in the movement, general space, dynamic actions, action zones, body percussion)
       
    1. Describes elements in the work related to the use of dance language (e.g. the emphasis of efforts used in the movement, spatial actions, development of a movement)
     
    1. Picks out elements of dance language in the work that are related to the stage area (e.g. different sectors of the area, lighting, sound effects, costumes, stage set)  
     
    1. Picks out elements of dance language in the work that are related to the multimedia environment (e.g. use of a camcorder or amplifier, digital montage)
     
  1. Dance movement technique
    1. Observes some of the following elements of movement technique: lateral awareness, mobility of parts of the body, weight transfer and focus
E          
    1. Picks out various elements in the work related to dynamic principles (e.g. breathing, alignment, weight transfer, lateral awareness)
       
    1. Picks out in the work elements of technique related to mobility, posture and artistic expression
       
    1. Describes the elements of technique used in connection to the dynamic principles (e.g. balance and imbalance, stabilization of the central axis, dynamic variation, musicality)
     
    1. Picks out elements of technique used in accordance with the work’s stage area
     
    1. Picks out elements of technique used in accordance with the work’s multimedia environment
     
  1. Composition procedures
    1. Observes composition procedures such as repetition, variation and contrast
E          
    1. Picks out the composition procedures used in the work (e.g. repetition, variation, accumulation, collage)
       
    1. Identifies in the work some of the following composition procedures: repetition, variation, contrast, accumulation, unison, succession, canon, action/reaction and collage
       
    1. Describes the various composition procedures used in the work   
     
    1. Picks out the composition procedures used in accordance with the work’s stage area
     
    1. Picks out some composition procedures used in accordance with the work’s multimedia environment
     
  1. Structures
    1. Observes the use of elements of structure
E          
    1. Picks out elements of choreographic structure used in the work (e.g. linked movements or movement sequences, transitions)
       
    1. Picks out in the work some of the following choreographic structures: sequence, relation to the sound medium, relation to space, development, type of group and form
       
    1. Describes various choreographic structures used in the work  
     
    1. Picks out elements of choreographic structure used in accordance with the work’s stage environment
     
    1. Picks out elements of choreographic structure used in accordance with the work’s multimedia environment
     
  1. Interprets the meaning of the dance or excerpt
  1 2 3 4 5
    1. Explains why a particular element elicited an emotion
E          
    1. Makes connections between elements observed and the meaning perceived (e.g. use of space to suggest a particular meaning)
       
    1. Makes connections between the elements observed, the meaning perceived and the expressive elements of the work (e.g. repeated dance gestures, acceleration of movement to represent distress)
       
    1. Makes connections between the elements observed, the meaning perceived and the symbolism of the work (e.g.  use of a white sheet to represent peace and freedom)
     
  1. Makes a critical and aesthetic judgment
  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. Explains why certain elements caught his/her attention
E          
    1. Expresses his/her preferences by drawing on arguments related to his/her observations and criteria for appreciation
       
    1. Justifies his/her point of view using arguments relating to the connection between the various elements retained
       
    1. Justifies his/her point of view by taking into account the work’s content, the meaning perceived and the criteria for appreciation
     
  1. Shares his/her appreciation 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 important aspects of the appreciation that are related to elements of dance language and movement techniques
E          
    1. Describes aspects of his/her experience that are related to the appreciation dynamic, especially to the strategies used (e.g. ability to recognize expressive elements, use of different methods to develop acuity of perception)
       
    1. Describes aspects of his/her experience that are related to the appreciation dynamic and the strategies used (e.g. centring strategies to assimilate the dance, and observation and perception to analyze a work)
       
    1. Picks out elements that have contributed to formulating an appreciation and that can be applied in subsequent projects (e.g. recording methods, use of various sources of information)  
     

Competency 1 – Creates dances
Competency 2 – Performs dances

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