Grade 9 - Dance and Society

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• analyse the cultural context and evolution of a particular dance genre
• describe the purposes of dance in various cultures
• analyse roles in dance
• 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

• Select and practise a dance in which males and females have different roles. Then have students select and practise both a menīs and a womenīs dance from the same culture or genre. In a report (oral, written, mixed media), students compare and contrast the roles of men and women in dance. Discuss other role differences in dance (e.g., status, age, physical ability).
• Use learning centres to explore historical and cultural contexts of dances learned, their purposes (e.g., religion, socialization, personal growth), and their relationships to other dance styles. Students prepare a report (e.g., dance performance, oral, written, multimedia) on a selected genre.
• Students research and design a costume or set appropriate to the historical, cultural, musical, and choreographic context of a dance learned.
• Students might like to compare and contrast a particular dance style as it is done in Canada with the way it is done in the homeland.
• Brainstorm the roles of the personnel required to produce a particular dance experience (e.g., television production, dance festival). Compare tasks required for completion of a dance production to career opportunities in dance. Visit a local television station, theatre, or dance studio and interview staff about their job responsibilities, asking about the factors that influenced their career choices.
• Students search the television listings to identify programs related to dance, and compare the level of representation with that of other art forms on TV.
• Invite students to interview family members or other adults about how they perceive dance and its place in society. Discuss how the role of dance has changed over time and within and across cultures.

SUGGESTED ASSESSMENT STRATEGIES

Students work alone or with a partner to explore a variety of dances from different cultures, then select a dance to practise (with feedback from other students) and demonstrate. Provide opportunities for the class to discuss similarities and differences they noticed. Look for evidence that the demonstrations and discussions:

• accurately represent the dance styles they have chosen
• clearly display the similarities and differences of key features (e.g., elements of movement, principles of movement, musical style)
• lead to some generalizations or conclusions about dance and culture

• clear presentation of how the costume is used
• appropriateness of the costume in terms of the purpose of the dance
• connections to historical and cultural factors
• awareness of and sensitivity to cultural issues (e.g., gender, status)
• consideration of practicability of the costume Work with students to design a research project on the historical and cultural contexts of dance. Look for:
• understanding of the elements of movement as they are portrayed in different dance styles (e.g., compare steps, formations, use of space, relationships, moods)
• clear identification of the social influence on costumes, roles
• identification of key social and political representations, and historical perspectives
• personal reflections and perceptions

RECOMMENDED LEARNING RESOURCES

• Moon Magic: Gail Grant and the 1920īs 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

Table of Contents

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

Maintained by: Fine Arts Coordinator - Dance

Revised: January 25, 1999

Ministry of Education Home Page