Grade 10 - Dance and Society

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• analyse the cultural context and evolution of a particular dance genre
• compare and contrast two or more styles of dance within a common cultural or historical context
• analyse roles in dance
• create a personal plan for lifelong involvement in dance as a career, recreation, or entertainment

To view the prescribed learning outcomes for Dance and Society in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Research and discuss major figures in dance (e.g., choreographers, dancers), their contributions to dance, and the role of their dance style in modern society. Simulate a dance competition or exhibit featuring two major characters.
• Listen to a variety of music styles and experiment with movements for each. Discuss how variations in music style affect dance.
• Students research the relationship between dance and music in a range of cultures or time periods. Debate: "Be it resolved that dance is the inspiration for music (not the other way around)."
• Analyse two comparable genres or styles (e.g., hip-hop and Charleston, Scottish country dance and Rwandan folk dance, Graham and Limón) in terms of technique, training, common themes, and other elements.
• Create a word web or other representation of popular dance styles. In small groups, students research the social aspects (e.g., politics, gender or age roles, social etiquette, fashion, music) of one dance style, then using this information, dramatize an evening out with friends for dancing and conversation, at an appropriate location (e.g., dance hall of the 1920s, 1970s disco club).
• Ask students to collect examples of dance in their daily lives (e.g., advertising images, music videos, movies, articles, programs, reviews). They can interview local people (or use the Internet to interview people on-line) who use dance in career or recreational contexts, to discover the influence of dance in their daily lives and the paths they took to reach that point. Create a community directory of dance opportunities.
• Brainstorm and discuss non-dance benefits gained from dance (e.g., better posture when sitting in other classes, relaxation and concentration techniques, improved fitness and flexibility, increased cultural understanding). Brainstorm other activities related to dance (e.g., "artistic sports": figure skating, synchronized swimming, aerobics, gymnastics).

SUGGESTED ASSESSMENT STRATEGIES

As students participate in a wide range of dance experiences (e.g., guest instructors, classes outside of school, cultural festivals, travel exchanges) observe and note evidence that individual students:

• are willing to participate in a range of activities
• collect and record information about what they are learning
• are able to adapt to other styles of dance
• share their information and insights with other students

Students research career and recreational opportunities in dance and create a personal display (e.g., poster, brochure, illustrated journal, chart, collage) that presents their findings and shows how or where the information is relevant to their own lives. (The report could include a personal plan for lifelong involvement in dance.) The projects are likely to be extremely diverse depending upon the particular interests and plans of individual students. In assessing the work, look for evidence of:

• thorough research
• awareness of sources of information about dance (including people, information technology, popular media, course catalogues, trade magazines)
• personal commitment
• connections between the information presented and the studentŐs personal goals

Students work in pairs or small groups to produce a promotional video or directory for dance in their community. The promotional material should include dance in a variety of genres and contexts. Look for evidence of:

• clear presentation of each genre
• variety of opportunities and purposes included
• inclusion of opportunities for both male and female participation
• sensitivity to a variety of ages, lifestyles, fitness levels
• awareness of the socio-cultural make-up of the community
• creativity of presentation
• quality of presentation (e.g., appropriate balance and use of music and visual elements)

RECOMMENDED LEARNING RESOURCES

• Moon Magic: Gail Grant and the 1920´s Dance in Regina
• The Young Dancer

• Dance at Court
• The Making of a Dancer
• The Power of Dance

• Dance Education Initiative
• Teaching Beginning Dance Improvisation

• Contrast and Continuum: Music for Creative Dance, Volume I
• Contrast and Continuum: Music for Creative Dance, Volume II

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Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Fine Arts Coordinator - Dance

Revised: January 25, 1999

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