This sub-organizer contains the following sections:

It is expected that students will:

• identify the various social, cultural, and historical influences on dance
• demonstrate the skills and attitudes necessary to participate as a dance performer within society:
  
  • accepting direction
  • giving and receiving constructive criticism
  • taking appropriate risks
  • setting and revising personal goals for performance
  • practising individual and group rights and responsibilities in dance performance
  • respecting diversity
• establish a plan for lifelong participation in dance as a career or for recreation or entertainment

• As a class, brainstorm the characteristics required to accept direction and constructive criticism. Have students use their journals to reflect on their own abilities to take direction and to act as leaders.
• Ask students to list groups they belong to or could join (e.g., family, student council, sports team, school orchestra, service club, work force, church congregation). Have them create word webs or tableaux to illustrate the various roles and responsibilities associated with each of these groups. Bring the class together to discuss how group dynamics apply to dance performance situations.
• Challenge students to research (e.g., using the Internet, education counsellors) the requirements for various careers in dance performance, arts production, and arts administration. Invite representatives from these career areas to talk to the class, or assist students in initiating job shadowing programs.
• As a class, brainstorm opportunities for dance experiences outside the classroom (e.g., participating in recreational classes, social dance clubs, religious or ceremonial dances; watching performances). Have students use their Student Learning Plans to record how they see themselves participating in dance in the future.
• Suggest that students select one or more dance styles they have learned and performed, and research their history, cultural context , and purpose in current society. Remind them to include information on roles (e.g., gender, age, status), costume, music, and function. After students share their findings, focus a class discussion on the similarities and differences among various styles, as well as their influences on students' own performances.
• Provide opportunities for students to organize and conduct debates on issues related to dance, such as:
  
  • Dance always has meaning.
  • Ballet training is essential for all dancers.
  • Dance contributes to the economy.

• Form groups and ask each group to role-play a rehearsal at which several things go wrong. Invite observers to stop the action periodically and give direction to correct players' behaviour. Videotape each performance. Have students view the videos and record evidence of performers or observers who:
  
  • give constructive feedback
  • accept and implement directions
  • receive and implement constructive feedback
  • practise individual responsibilities
  • practise group responsibilities
  • respect diversity
• As a class, discuss the results, referring to specific examples of each behaviour. Instruct students to use their journals to reflect on their own abilities to demonstrate the skills and attitudes necessary to participate as dance performers.
• Suggest that students work in small groups to research and record dance opportunities in their communities in the areas of career, recreation, and entertainment. Ask them to identify activities they might consider participating in as lifelong pursuits. Invite them to present their research to the class and look for evidence of:
  
  • exploration of a variety of research sources
  • accurate, detailed, and relevant information
  • clear, well-prepared delivery
• Encourage students to keep ongoing logs for documenting their various dance learning experiences, both in and outside the classroom. At regular intervals, provide opportunities for review. As students reflect on their dance experiences, have them look for evidence that they are applying what they learn to the revision and achievement of their performance goals. Collect their logs and note the extent to which students are able to make connections between their dance experiences and their goals.

Print Materials

• Ballet & Modern Dance
• Dance Composition & Production
• Dance Education Initiative
• Moon Magic
• The Young Dancer
  

Video

• Ballet Class Intermediate-Advanced
• Baryshnikov Dances Sinatra
• Carmen
• Dance at Court
• The Dancemakers Series
• Dancing in One World
• Fonteyn And Nureyev
• Hoop Dancing
• The Individual and Tradition
• The International Championship of Ballroom Dancing
• The Jazz Workout
• Karen Kain
• Lord of the Dance
• Lost in the Shuffle
• The Making of a Dancer
• Martha Graham
• New Worlds, New Forms
• The Nutcracker
• The Power of Dance
• Romeo and Juliet
• Sex and Social Dance
• Swan Lake
  

Multimedia

• The Ballroom Dance Pack
• Teaching Beginning Dance Improvisation

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