C horeography 11 and 12 provide students with opportunities to create dance for a variety of informal and formal settings and for a variety of purposes. Students learn to explore, create, refine, and produce dance using the elements of movement to serve artistic intentions. By working through the creative process , students develop an understanding of these elements and how they combine to form the final product, a choreographed piece. In Choreography 11 and 12, students also have opportunities to apply a range of techniques in composing dance in some of the diverse styles and genres found in Canadian society.
The creative process draws on all the learned movement elements and skills. This process requires a nurturing environment that encourages risk taking. Such an environment enables students to become comfortable moving back and forth through the creative process of exploring, selecting, combining, refining, and reflecting. Students learn to discuss their own creative process es and those of others as they describe and respond to choreography.
The Choreography 11 and 12 Curriculum
As discussed in the Introduction to this IRP, the prescribed learning outcomes for
dance are grouped according to the same four curriculum organizers used for Kindergarten to Grade 12. The following descriptions define the specific course content for Choreography 11 and 12.
Elements of Movement
A choreographer requires a thorough knowledge of the elements of movement in order to be able to create original movement sequences that are both safe for dancers and interesting for audiences. Exploring, manipulating, and describing the elements and principles of movement provide the material from which choreography is made.
Creation and Composition
While exploring a range of choreographic forms and genres, students learn to apply
the creative process and the principles of design to create dances intended for a
variety of audiences. Conscious use of the creative process (exploration, selection,
combination, refinement, and reflection) to create dance helps students build their critical-thinking and problem-solving abilities.
Presentation and Performance
By working toward informal presentation and formal performance of their own creative works, students acquire and refine their creative, collaborative, and leadership
skills. Application of stagecraft and production skills enables students to fulfil
their creative goals and assess their success as choreographers.
Working individually and co-operatively to present their choreography develops valuable personal and interpersonal skills that students can apply in broader social and career context s. These skills include the ability to:
- act responsibly and demonstrate commitment
- accept direction and take on leadership roles as appropriate
- give and receive criticism
- conduct ongoing self-assessment of goals
- recognize the role of the individual within the group, and put the needs of the
- group ahead of personal needs as appropriate
- demonstrate respect for diversity
Dance and Society
Dance exists within personal, historical, and cultural context s. By experiencing dance
in the wider economic, technological, and political context s, students are able to
draw from the various social issues that influence and are influenced by the practice
of dance as an aesthetic and communicative art form. They can then create dances that
are personally meaningful and relevant to the community.
Fine Arts Graduation Requirements
Choreography 11 and Choreography 12 are two of the provincially approved four-credit
courses that satisfy the two-credit fine arts requirement for graduation. Schools
are encouraged to provide opportunities for students to take more than one dance
course (or fine arts course) at any given grade level. Each course must address all the learning outcomes for its designated grade.
Classroom Considerations
The success of a dance program depends on establishing a relaxed but regulated atmosphere. By fostering an environment of both structure and enjoyment, teachers will ensure a classroom atmosphere in which students feel safe and comfortable enough to learn and create. Specifically, teachers can facilitate the creation of a productive working environment by working with students to establish guidelines and routines for the following:
- determining the purpose of each lesson and exercise (so that all students in the
class know why a particular exercise or activity is being used and are aware of the
goals of the program)
- appropriateness of artistic choices (e.g., for music, movement content, props, costumes)
- distributing and collecting props, costumes, and equipment
- selecting and playing music (including consideration of more than one piece of music playing at the same time)
- giving and receiving constructive criticism and respecting the contributions of
others
- forming partners or groups, choosing working buddies, and making transitions between groupings (being aware of cultural taboos and personal discomfort with regard to boy-girl partnerships and touching)
- clothing and footwear as appropriate for given activities
- warmup and cooldown routines
- using personal and general space
Although some components of the curriculum can be carried out in regular classrooms, dance choreography courses for Grade 11 and Grade 12 have some special facility considerations. When choosing or designing a facility for teaching dance, consider the following questions:
- Is the space open and unobstructed (including a high-enough ceiling)?
- Is there adequate lighting, heating, and ventilation?
- Is there access to a variety of props and musical instruments to enhance choreography and performance and to inspire movement?
- Does the facility allow provision of a variety of musical and non-musical stimuli
for creation?
- Is there access to a theatrical performance environment (e.g., with adjustable lighting, sound, sets, staging)?
- Is there access to video equipment and an adequate sound system with remote control?
- Is there access to computer systems (for research and networking with dance professionals, and for computer notation of choreography)?
- Does the facility have the capacity for subdivision and sound insulation (for several small groups working separately with different pieces of music)?
- Is there access to changing rooms, showers, lockers, and drinking water?
- Does the facility have a resilient (sprung) floor with an appropriate surface and
with protection from dirt and foreign objects? Is the floor cleaned daily?
- Are there mirrors (with curtains) and barres?
- Is the facility enclosed and private?
- What storage facilities are available (for equipment, costumes, music)?
- What access will students have to rehearsal space out of class time?
Teachers wishing to emphasize multimedia performance but who are unable to purchase all the required supplies at this time may be able to access specialized equipment from other departments in the school or district (e.g., music, visual arts, drama, technology education, business education), as well as from local colleges, television and radio stations, studios, and businesses. This equipment includes:
- video recording equipment (camera and batteries, VCR, lighting kits, tripods, filters)
- video editing systems (mixer, titler, edit controller)
- still cameras with lenses, flash equipment, and filters
- computers with imaging, multimedia presentation, and animation capabilities with appropriate software (including Internet access, CD-ROM, video capability, MIDI capability, digital camera, scanners, colour printers)
- sound production and mixing equipment (tape decks, CD players, microphones and amplifiers, headphones, mixing board, synthesizers, piano, percussion instruments)
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© Copyright 1998. All Rights Reserved. Curriculum Branch.
Maintained by: Fine Arts Coordinator - Dance
Revised: January 25, 1999
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