Prescribed Learning Outcomes
It is expected that students will:
- compare dances from a variety of historical and cultural contexts
- identify the purposes of dance in various cultures
- describe the roles portrayed in a variety of dances
- identify personal and career opportunities in dance
To view the prescribed learning outcomes for Dance and Society in other grades click on an icon below.
|
Suggested Instructional Strategies
- Have students identify the roles portrayed in a particular dance (e.g., related to gender, culture, age, character) and discuss in groups the movements that would be appropriate for each role and how the music and movements tell the story. Ask students to perform the dance, keeping these characteristics in mind.
- As a class, generate a list of questions students could use to interview people involved in professional or recreational dance (e.g., dancers, choreographers, producers, costumers, set designers, agents, dance therapists, recreation centre directors). Students could then interview (in person or through the Internet) people in these areas and report back to the class. Discuss as a class: Which occupations appeal to you? Why?
- As a class, create an imaginary dance company. Brainstorm the tasks and responsibilities required (e.g., choreography, performance, music, stagecraft, promotion). Assign or have students select jobs in the company and then research to determine their individual responsibilities. Ask students to determine a dance for the company to practise and perform. Prepare a production, with students role-playing their jobs.
- Examine dance in the context of topics and cultures being studied in social studies. Form groups of students. Identify dances of a particular era or place being studied (e.g., the Charleston in the 1920s, jive in the 1950s) and assign one to each group. Have groups prepare their dances for presentation, incorporating appropriate costumes and music and providing additional information about the context (e.g., through sets and props). As a class, discuss the roles portrayed in each dance (e.g., related to gender, age) and examine how they reflect the culture or society of the time.
Suggested Assessment Strategies
- As part of a school-wide multicultural fine arts event, have students work in small groups and each choose a dance to research. Ask them to analyse, interpret, and research the background of the dances, considering the following criteria in their reports:
- accurately identifies the origin of the dance
- provides relevant details about the purpose of the dance
- includes accurate descriptions of the geography and climate of the country of origin
- includes appropriate and relevant information about the beliefs and customs of the culture or society
- presents historical factors that might have influenced the dance
- describes the symbolism conveyed in the dance
- Following the dance-research presentations, have students create collages, posters, drawings, or sculptures to compare and contrast dances from a variety of cultures. Collect and display their representations, looking for evidence that students:
- convey appropriate, complete information about the similarities and differences in the dances
- use colour, space, shape, and mood to express themselves
- refer to their dance research and the dance research of others
- relate their representations to artistic expression
- As students participate in a wide range of dance experiences, observe and note the extent to which they:
- willingly participate in a variety of activities
- collect and record information about what they are learning
- adapt to various styles of dance
- share their information and insights with other students
Recommended Learning Resources
Print Materials
Multimedia
- Dance Education Initiative
- Teaching Beginning Dance Improvisation
Music CD
- Contrast and Continuum: Music for Creative Dance, Volume I
- Contrast and Continuum: Music for Creative Dance, Volume II
