Grade 8 Movement (Dance)

Prescribed Learning Outcomes

It is expected that students will:

• select, combine, and perform locomotor and non-locomotor skills used in a variety of dance activities
  
• choreograph movement sequences, using the elements of movement and basic dance steps and patterns.

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

Suggested Instructional Strategies

Through a variety of dance forms (e.g., square, line, multicultural, jazz, funk) students develop movement skills and concepts to help them enjoy the recreational aspects of dance. Through dance, students develop an understanding and appreciation of many cultures. They share their learned and created dances with each other and in social settings in and out of school.

Strategies

• Have students clap and move to the rhythm and beat of the music.
  
• Have students perform movements, using music or poetry as a stimulus.
  
• Have students perform dance steps (e.g., swing, skip, do-si-do, grapevine) with and without music, individually and with others.
  
• Have students perform a variety of dances from different cultures or historical time periods (e.g., rain dance, troika, schottiche).
  
• Have students create a dance sequence based on a theme (e.g., sports, water, flight, transportation).
  
• Have students practise the couple position and perform a variety of ballroom dances (e.g., waltz, fox trot, tango).
  
• Have students use a variety of objects (e.g., fans, drums) to perform or create dances (e.g., Chinese ribbon dances, Mexican Hat Dance).
  
• Have groups of students perform dances for the class, videotaping the presentation.
  
• Have students research dances from other countries or cultures and prepare a presentation.

Suggested Assessment Strategies

• Students work with a partner or in a small group to create and perform their own dance based on required elements such as length and styles. Use review forms to seek feedback from other students or the teacher.
  
• After performing an original dance, students submit a written or graphic representation of their choreography. It should include a brief statement of the purpose or theme of the sequence. Teachers may also ask for a self-assessment based on criteria that have been discussed with the class, such as:
  
  • flow (smooth transitions between movements)
    
  • effective use of space
    
  • fit of movements to tempo and rhythm
    
  • inclusion of required elements
    
  • reflection of theme or desired effect in movements
    
  • appropriate difficulty level for performers
• Students and the teacher observe individual performances and provide feedback on:
  
  • qualities--how the body moves in terms of time, weight, space, and flow
    
  • body awareness--what the body does (actions and shapes)
    
  • space awareness--where the body moves (directions, levels, pathways, planes, and extensions)
    
  • body parts--relationship of the body to other individuals or groups
    
  • locomotor and non-locomotor skills (e.g., run, leap, skip, bend, twist, or turn)
• Record observations in words or sketches. Provide time each day for recording and sharing observations.

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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