Grade 9 - 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, flexibility, strength, breathing) 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

• Create and use a "select-a-card" exercise for students to practise elements of movement in combination. Students select cards for one travelling step, one shape, one pathway, one dynamic, and one tempo (for example) and perform them in combination.
• Students dramatize components of a dance class: in pairs or small groups, they role-play both correct and incorrect examples of a variety of situations (e.g., safety issues relating to appropriate clothing and personal limitations, dance class etiquette, warm-up, and cool-down). The class identifies what is right or wrong with the situation. Collectively create a chart or other representation to illustrate.
• Explore and practise the techniques and characteristic styling of elements of movement within a variety of dance genres. Select one element to focus on, and use a chart, video, or demonstration to compare and contrast elements from one genre to another. Repeat with other elements within each genre.
• Encourage students to develop a personal dictionary of terms related to the elements of movement, principles of movement, and dance techniques (an ongoing activity, included in a portfolio of the work for the unit, term, or year).
• Use experimentation and visualization to practise applying principles of movement (e.g., alignment, flexibility) to classroom work and performance. In a journal entry, students reflect on the use of these principles.
• Show music videos or film clips illustrating specific dance styles. In small groups, students identify, practise, and demonstrate a dance sequence that uses dance techniques associated with one of the styles viewed. Videotape their demonstrations.

SUGGESTED ASSESSMENT STRATEGIES

After reviewing the principles of warm-up and cool-down activities, students work in pairs to plan, demonstrate and lead class activities. Work with students to make criteria such as those below explicit:

• warm-up: raises heart rate, creates movement in the joints, stretches large muscle groups
• cool-down: decreases heart rate, stretches small and large muscle groups, relaxes mind and body
• demonstration: easy to follow; within skill level of all the class (may include options for different levels); activities are engaging; students are committed The teacher may choose to include peer assessment and feedback (e.g., each pair of students might be responsible for assessing and providing feedback to two other groups).

Have students work with a partner to practise dance techniques or movements that meet specific requirements posed by the teacher or another group. Students submit a self-analysis (which may include a videotape) that considers the extent to which they have demonstrated criteria such as the following:

• correct technique
• effective use of dynamics
• correct alignment
• use of effective range of movement (space)
• accurate demonstration of rhythm

Self-Assessment

Ask students to reflect on their development of dance techniques by responding to statements such as the following:

• Identify a dance movement or technique that is easy for you to perform with a high degree of accuracy. Explain why in terms of the principles of movement (e.g., alignment, balance, flexibility, strength).
• Identify a dance movement or technique that is difficult for you. Explain why in terms of the principles of movement. Describe an approach or plan to improve your performance.

RECOMMENDED LEARNING RESOURCES

• 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

• 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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