Grade 10 Movement (Dance)

Prescribed Learning Outcomes

It is expected that students will:

• apply movement skills and concepts to a variety of dance activities to create movement sequences
  
• create, choreograph, and perform dances for self and others in a variety of dance forms

To view the prescribed learning outcomes for Movement (Dance) in other grades click on an icon below.

Suggested Instructional Strategies

Dance provides opportunities for students to learn how different cultures influence dance forms. Students develop social skills as they work together to perform a traditional dance or create dances based on movement skills and concepts they have learned. These concepts will be applied in individual, couple, and group formations.

Strategies

• Have students perform dance steps from a variety of dance forms, such as folk, square, ballroom, and jazz, individually, in partners, and in small groups.
  
• Have students create dance steps while counting to music, using specific formations such as couple position, square, circle, or line.
  
• Have students create a dance incorporating assigned movements (e.g., line dance turns, stomps, travels).
  
• Discuss appropriate social etiquette for dance (e.g., line dance, gracious ways to accept an invitation, showing respect).
  
• Ask students to research the history of various dance forms, and plan a presentation that includes teaching a dance to others, posters, pictures, and some general facts.
  
• Invite community dance groups (e.g., Aboriginal, Indo-Canadian, Chinese, Japanese, Ukrainian) to make presentations.
  
• Use videos as instructional tools, and videotape student presentations of their dances.
  
• Have students, with partners or in small groups, create a dance using objects such as fans, scarves, ribbons, drums, or clubs, with or without music.
  
• Have students list ways to move and travel on water, and then create a movement sequence that demonstrates life under the sea.

Suggested Assessment Strategies

Teachers may find the reference set Evaluating Problem Solving Across Curriculum helpful in assessing the outcomes.

• Students work in pairs to practise ballroom dance steps and sequences that meet specific requirements or challenges. They videotape their performance, and submit the video along with a self-analysis that considers the overall impact of their performance and the extent to which they have demonstrated the following criteria: correct technique, smooth turns, effortless movement, correct body position, movement in unison, movement on tempo and beat, and poise and confidence. Students may use a rating scale or offer comments on each category. Teachers and peers may assess the performance using the same criteria. This activity can be adapted to other forms of dance.
  
• Students work in pairs or small groups to create and choreograph a dance sequence that they teach to the class. The teacher presents task requirements (e.g., length, choice of styles, number of students, difficulty, number of steps and changes). After each group presentation, classmates may answer the following questions:
  
  • Was the dance easy to learn? Why or why not?
    
  • Did the people who designed it demonstrate the steps or moves effectively?
    
  • Was the dance appropriate for the interests and skill levels of the class? Why or why not?

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
  
• Quality Lesson Plans for Secondary Physical Education

• Teaching Beginning Dance Improvisation

• Steps to Success
  
• Upper Elementary Children: Moving and Learning

Table of Contents

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

Maintained by: Physical Education Coordinator

Revised: January 27, 1999

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