Grade 10 - 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 use the elements of movement (body, space, time, dynamics, and relationship) with increasing degrees of refinement, complexity, and variety.

It is expected that students will:

demonstrate competent use of dance techniques specific to particular genres
apply principles of movement (alignment, breathing, balance, flexibility, strength) to dance
apply principles of fitness, health, and safety to dance
use elements of movement in a variety of combinations, as appropriate to the given genre or purpose

To view the prescribed learning outcomes for Elements of Movement in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Select travelling steps to fit a given floor pathway (e.g., eight steps forward, four sideways, six back, four turning), using a different step for each direction, or using one step throughout but varying dynamics, use of arms, and so on.
Through explicit teaching, students learn, review, and practise basic techniques associated with a particular genre. They explore variations in pathways, levels, energy, tempos, and relationships, then create a movement map based on a given number of steps.
Research, using computer-based technology (e.g., CD-ROM, the Internet), warm-up strategies used by dancers and dance companies, and the mental and physical importance of the dance warm-up. Students plan and lead a safe warm-up, or give an oral report to the class, based on their research.
Demonstrate or show a video on the use of shape in dance. Use a double-entry journal to compare shape (sculptural) qualities to moving qualities in dance and the relationship of technique to clarity in communication. Practise making shapes, with a partner giving feedback. Discuss positive and negative space: one dancer makes a shape with at least two "holes" (negative spaces) in it, another makes a connecting shape; the first dancer withdraws, then reconnects in a new way. Brainstorm and discuss how the principles of movement affect shape and motion.
Students use practice, experimentation, and visualization to develop their use of the principles of movement. For example, they:
- visualize stretching the muscles like elastic bands
- practise breathing in conjunction with the music phrases
- experiment with balancing on one foot
Students learn a short sequence that includes level changes and some travelling and perform the sequence at slow, medium, and fast speeds. Students in scatter position choose one speed, then the whole class performs the sequence with all three speeds being danced at once (fast group repeats sequence twice, medium repeats once).

SUGGESTED ASSESSMENT STRATEGIES

Observe/Peer Feedback

Provide students with data-recording sheets divided into four sections:

Body. Is the skill being executed correctly?
Space. Is the space being used appropriately according to the intended requirements of the movement?
Time. Is the movement rhythmically accurate?
Dynamics. Are the movements executed with the appropriate dynamics? Assign partners. During performance and practice sessions, students spend 5-10 minutes observing their partners, recording their observations in words or sketches, and offering constructive feedback.

Collect

Students work in small groups to select a sequence of dance movements or techniques and prepare a demonstration or instructional videotape for a particular audience (e.g., younger students, members of their class, members of a particular club or group). The presentation or videotape should include: