Grade 10 - Presentation and Performance

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• rehearse and perform dance for a specific environment
• demonstrate dance movements in the appropriate style for the chosen genre or choreography
• analyse technical elements of stagecraft used in dance performances
• demonstrate skills and attitudes appropriate to a range of dance experiences as performer, participant, and audience, demonstrating:
  • an awareness of a sense of community
  • audience and performer etiquette
  • performance skills
  • respect for others´ contributions
• use established criteria to analyse structure, style, and meaning in dance

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Discuss ways for students to improve performance skills. For example, for focus:
  • face a partner (instead of a mirror or the front) during practice
  • orient to walls other than the front while doing warm-up and technique
• Select a performance space (e.g., theatre, hallway, parking lot) and identify as many structural elements as possible that may be used to support and enhance a dance presentation. Experiment with the use of these structures and rehearse and produce a dance for that environment.
• Students write a critique of a live dance performance just seen.
• Individually or in groups, develop a range of lighting, sound, and set designs for a given dance performance. Identify the size and shape of the performance space, costumes, make-up, lighting, number of dancers, and so on, needed for each, then compare and contrast the effectiveness of each design. As a class, create a "master design," incorporating the most effective elements of the individual designs.
• After observing a live dance presentation, students identify their responses on an emotional level (the feelings evoked by the dance), on an associative level (the associations or images suggested by the dance), and on an intellectual level (formal analysis and interpretation of the dance presentation).
• Design a showcase of dances from a particular genre. Create or select costumes, props, sets, and lighting for each dance.
• Learn a variety of dances from a particular genre, focussing on common steps, holds, rhythms, style, and etiquette. Learn vocabulary specific to the genre (e.g., Balkan folk dance: lesnoto, raçenica).

SUGGESTED ASSESSMENT STRATEGIES

While students are rehearsing and performing a dance, use a checklist or simple rating scale (e.g., strong, satisfactory, needs improvement) to record observations about dance skills, use of safe movement, and concentration and perseverance.

Collect

After viewing a dance presentation or performance, have students write or sketch an analysis of the stagecraft involved. Assess their reports in terms of the extent to which they:

• identify the influence of stagecraft on the performance
• critically analyse the effectiveness of the stagecraft on the message of the dance

As part of their preparation for a presentation or performance, each student or group of students develops a feedback sheet that others can use to provide them with suggestions and advice about their dance and performance skills. On the sheet, they should identify key features for which they want feedback; they may choose to include a checklist or rating scale as well as space for comments (and perhaps sketches).

• During practices, each student is responsible for collecting feedback from at least three others and for providing feedback to at least three others.
• During presentation or performance, everyone in the audience may be invited to provide feedback.
• Each performer is responsible for submitting a summary of feedback received, along with comments and a self-analysis using the same form.

At regular intervals, provide students with an opportunity to review their journals or portfolios. Students might be asked to comment on the following:

• strengths and successes
• insights about myself and my performances
• areas I need or want to work on
• who or what can help me to improve and reach my goals

RECOMMENDED LEARNING RESOURCES

• Creative Dance for All Ages
• Form Without Formula: A Concise Guide to the Choreographic Process
• 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
• Upper Elementary Children: Moving and Learning

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

Table of Contents

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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