Grade 8 - Dance and Society

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 demonstrate a growing awareness, understanding, and appreciation of the histories, diversities, roles, and influences of dance within society.

It is expected that students will:

analyse dances of a variety of cultures, considering elements of movement, historical and social context, and use of music and stagecraft
describe the purposes of dance in various cultures
analyse roles in dance (e.g., of gender, status, age)
identify personal and career opportunities in dance (occupation, recreation, entertainment)

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

SUGGESTED INSTRUCTIONAL STRATEGIES

Students select a dance that uses two or more age, status, or gender roles (e.g., king and peasant, mother and child, wife and husband). They dance one role, then switch roles. Discuss the differences in the roles.
Invite a guest to teach several dances from a region or culture. Students create a chart or visual representation to list aspects of the dances learned, such as place of origin, formations, handholds, style, and purpose (e.g., religion, socialization, personal growth).
Learn and use counting words and other relevant vocabulary in the language of the genre or style of dance.
Students use photos, videos, books, and so on, to research types of costumes used in dances learned, then make sketches in their journals.
Use a map or globe to locate areas where specific dances originate (including Canadian dances and dances brought to Canada from other areas of the world). Brainstorm what features of these regions might influence dance (e.g., climate, geography, religion, politics) and the roles of the dancers. Students research the cultural or historical context of the style of dance.
Students plan or participate in a class or school multicultural day. They practise and present dances of the cultures found within the community, wearing the clothing of the countries of origin. Students set up displays with examples of food, visual arts, and crafts, and design a poster, promotional video, or live commercial to advertise the event.
Students participate in a panel discussion with guest speakers representing a variety of careers and recreational opportunities in dance. They prepare questions focusing on how skills developed in dance can be applicable to a variety of careers. Individually, students research (using the Internet, text, interviews, and so on) and create a concept map of the possibilities for lifelong involvement in dance.

SUGGESTED ASSESSMENT STRATEGIES

Observe

When students are working with partners to experience differences in roles, look for evidence that they:

represent each role accurately in their use of space, alignment, rhythm, dynamics, and purpose
clearly differentiate between roles
recognize the nature of the relationship and interaction between the roles they are exploring

Collect

Work with students to develop requirements for a research project that will extend and demonstrate their understanding of dance in various cultures. Encourage them to represent their findings in a variety of visual and written formats (e.g., sketches, photographs, videos, charts, brochures, journals). Look for:

thoroughness of research (have they considered all important aspects of the topic?)
effective use of sources, including print, people in the community and information technology
sensitivity to cultural issues they uncover
accuracy of the information presented
clear connections to historical and social context
articulation of similarities and differences both within and across cultures

Question

Pose questions such as the following in discussion or as prompts for reflective journal entries:

Which of the dances we´ve studied are the most appealing to you? Why?
When you watched (or learned) __________ what did you notice about the different roles for men and women? Why might this be?
What stands out in your mind about the purposes of dance in different cultures?
What opportunities can you identify to participate in dance or dance-related activities throughout your life?
What career opportunities in dance or related areas interest you? How could you find out more?

RECOMMENDED LEARNING RESOURCES

Print Material

Video

Multimedia

Software

Table of Contents

Maintained by: Fine Arts Coordinator - Dance

Revised: January 25, 1999

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