Grade 8 - Elements of Movement

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• demonstrate dance techniques associated with particular genres
• apply principles of movement (alignment, balance, breathing, 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

• Instruct, allow for practice, and review basic techniques and steps in short sequences for a specific dance genre. Videotape an early performance, and have students analyse for use of the principles of movement and dance techniques. In groups, students reflect on strengths and weaknesses, and refine the sequence, concentrating on the principles of movement.
• Students create a word web of terms reviewing the elements of movement.
• Show a selection of dance styles. In small groups, students analyse a style using the elements of movement to structure the analysis, then create a dance sequence based on a chosen style or element.
• Practise a pattern of "stepping" (a combination of steps, leg slaps, and claps done to its own accompaniment of body percussion). Use counting rhythm out loud to keep the group in unison, then internalize the rhythm and perform the steps together without counting. Discuss other dances done "without music" (e.g., South African gumboot dancing, Newfoundland step-dancing).
• As a class, students create and play a game (e.g., Jeopardy, Trivial Pursuit, Simon Says) to review the names and locations of muscles and bones, basic muscle actions, fitness factors, components of a warm-up, and the principles of safety and injury prevention. Individually or in small groups, students prepare a poster or pamphlet of safety rules for use by younger children.
• Set up a panel discussion including students, teachers, dance professionals, and local health professionals, to investigate how physical characteristics (e.g., body type, fitness level) relate to the execution and benefits of dance. Students conduct individual or group research to prepare for the discussion and to further explore chosen topics. Through a journal entry, they record a personal plan for addressing their own potential and limitations.

SUGGESTED ASSESSMENT STRATEGIES

Observe

While students are demonstrating techniques for specific genres or styles, observe and record the extent to which individual students are able to:

• isolate body parts in movement (execute movements using specified body parts)
• perform movement in time to music
• demonstrate appropriate dynamics for specific movements
• demonstrate appropriate spatial relationship to others in the room
• perform movements using appropriate range of motion

Collect/Self-Assessment

Have students keep a journal or portfolio where they record and reflect on their experiences in dance. Work with students to develop requirements and criteria. For example, you may wish to occasionally review the journals or portfolios for evidence of:

• daily self-assessment of effort
• accurate records of dance activities
• analysis of personal attitudes toward dance and dance class
• awareness of areas of personal strength and weakness
• specific assignments (e.g., analysis of presentation video)
• preparation and updating of a personal plan to improve one component of fitness, skill, or performance

After students have been introduced to elements and principles of movement, fitness, health, and safety, pose questions such as the following (presented in conjunction with appropriate demonstrations) to help them reflect on and assess their understanding:

• What is the name of this step/formation/handhold/position?
• Which element of movement is most obvious in the sequence being demonstrated?

RECOMMENDED LEARNING RESOURCES

Print Material

• Creative Dance for All Ages
• Movement Improvisation: In the Words of a Teacher and Her Students
• The Young Dancer

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

• The Creative Dance Keys Kit
• 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

Ministry of Education Home Page