BC Education - Dance 11 and 12

Performance 12: Elements of Movement

This sub-organizer contains the following sections:

Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

refine techniques specific to two or more genres
apply fitness, health, and safety considerations to dance technique
apply appropriate terminology to describe technique

Suggested Instructional Strategies

Provide opportunities for students to design and lead safe and effective pre-performance warmup routines appropriate to the dance styles or genres being performed. Ask them to justify their choices, explaining their relationship to the particular genres as well as the associated safety and fitness factors.
Suggest that students research common dance injuries (e.g., shin splints, lower-back strain, groin pulls, knee injuries) and present their findings to the class, including recommendations for prevention. Have them compile this information in an injury prevention and safety manual for performers.
Challenge students to describe their movement experiences in a variety of pictorial forms, labelling their pictures with appropriate dance terminology. Post students' work as a Gallery Walk.
Ask students to present videotaped dance performances of their choice to the class, providing oral critiques based on established performance criteria (e.g., aesthetic and technical use of the elements of movement ). As an example, students could compare performances from two or more cultures, genres, or historical contexts.
After students have learned a variety of exercises to improve techniques for given genres, establish a routine to be repeated daily. As the term progresses, review the routine and add difficulty, variety, and intensity as needed.
Have students identify their technical strengths and weaknesses in various genres. Encourage them to set goals for improving their techniques by the end of the term. Invite them to develop plans for achieving their goals and periodically assess and redefine them with partners.

Suggested Assessment Strategies

Before students in groups develop and demonstrate warmup activities, provide or negotiate assessment criteria. These might be categorized as delivery and content. Criteria for delivery could include:
- clearly presents instructions
- accurately demonstrates engaging activities
- effectively leads class so members can follow
- equally shares leadership among group members
Criteria for content might include:
- accurately identifies principles of fitness, health, and safety
- provides a logical progression of activities
- effectively includes elements of safety
- appropriately uses a diversity of muscle groups
- accurately stretches small and large muscle groups
Following each group's warmup activities, have peers assess and provide feedback based on questions such as:
- What did you notice about their work?
- What worked well?
- What one piece of advice could you give the group?
As students identify their technical strengths and weaknesses in various genres, ask them to record and monitor short- and long-term goals in their notebooks. Provide prompts for action planning such as:
- I want to be able to know________.
- I want to be able to do________.
- The resources I will need to find or use are________.
- My action plan to reach my goal will include the following steps________.
- I will know that I have achieved my goal when________.
After students have learned several movements, specify one and have them demonstrate it. Note the extent to which students are able to accurately demonstrate knowledge of the terms and appropriate techniques.