PREFACE: USING THIS INTEGRATED RESOURCES PACKAGE

Dance Icon Implementation of Dance 8 to 10 will begin in October 1996. This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education´s home page: http://www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Dance 8 to 10, including special features and requirements. It also provides a rationale for the subjectwhy dance is taught in BC schoolsand an explanation of the curriculum organizers.

The Dance 8 to 10 Curriculum

The provincially prescribed curriculum for Dance 8 to 10 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements for Dance 8 to 10
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Prescribed learning outcome statements are content standards for the provincial education system. Learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and do in each grade. Learning outcomes are clearly stated and expressed in measurable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depends on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the selection of techniques, activities, and methods that can be used to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that they think will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by British Columbia teachers in collaboration with the Ministry of Education using a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources (such as locally available guest artists, performances, or studios). The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum, and further support for the teacher:

Appendix A contains a listing of the prescribed learning outcomes for the curriculum arranged by curriculum organizer and by grade.

Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appendix will be updated.

Appendix C outlines the cross-curricular screens used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of the IRP.

Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Curriculum outcomes have been used as the source for examples of criterion-referenced evaluations.

Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.

Appendix F contains a glossary of terms specific to the dance curriculum.

Appendix G contains various considerations for planning and implementing a dance program.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Grade 8 - Elements of Movement

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Internal links to each
section of the document

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will use the elements of movement (body, space, time, dynamics, and relationship) with increasing degrees of refinement, complexity, and variety.

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.

Navigational Links to similar sub-organizers

Suggested Instructional Strategies

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

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

You may wish to create a checklist or rating scale that both you and students can use to provide feedback to each other.

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

Question

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: