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DANCE 11 AND 12 • Performance • Choreography Integrated Resource Package 1997 Ministry of Education, Skills and Training IRP 066 Copyright © 1997 Ministry of Education, Skills and Training, Province of British Columbia. Copyright Notice No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution or transmission without the prior written permission of the Province. Proprietary Notice This document contains information that is proprietary and confidential to the Province. Any reproduction, disclosure or other use of this document is expressly prohibited except as the Province may authorize in writing. Limited Exception to Non-reproduction Permission to copy and use this publication in part, or in its entirety, for non-profit educational purposes within British Columbia and the Yukon, is granted to all staff of B.C. school board trustees, including teachers and administrators; organizations comprising the Educational Advisory Council as identified by Ministerial Order; and other parties providing direct or indirect education programs to entitled students as identified by the School Act or the Independent School Act. TABLE OF CONTENTS PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface . III INTRODUCTION TO DANCE 11 AND 12 Rationale . 1 The Dance 11 and 12 Curriculum . 1 Curriculum Organizers . 2 Dance Kindergarten to Grade 12 Objectives . 3 Suggested Instructional Strategies . 4 Suggested Assessment Strategies . 4 Integration of Cross-Curricular Interests . 5 Learning Resources . 5 Organizing for Instruction . 6 THE PERFORMANCE 11 AND 12 CURRICULUM Course Description . 17 Grade 11 . 20 Grade 12 . 28 THE CHOREOGRAPHY 11 AND 12 CURRICULUM Course Description . 39 Grade 11 . 42 Grade 12 . 50 DANCE 11 AND 12 APPENDICES Appendix A: Prescribed Learning Outcomes . A-3 Appendix B: Learning Resources . B-3 Appendix C: Cross-Curricular Interests . C-3 Appendix D: Assessment and Evaluation . D-3 Appendix E: Acknowledgments . E-3 Appendix F: Glossary . F-3 DANCE 11 AND 12 • I II • DANCE 11 AND 12 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE his Integrated Resource Package (IRP) Prescribed learning outcomes set out the provides some of the basic information knowledge, enduring ideas, issues, concepts, T that teachers require to implement the skills, and attitudes for each subject. They are Dance 11 and 12 curriculum. The information statements of what students are expected to contained in this IRP is also available through know and be able to do in each grade. the Internet. Contact the Ministry of Education, Learning outcomes are clearly stated and Skills and Training’s home page: expressed in measurable terms. All learning http://www.est.gov.bc.ca/ outcomes complete this stem: “It is expected that students will. .” Outcome statements THE INTRODUCTION have been written to enable teachers to use their experience and professional judgment The Introduction provides general information when planning and evaluating. The outcomes about Dance 11 and 12, including special are benchmarks that will permit the use of features and requirements. It also provides a criterion-referenced performance standards. rationale for the teaching of Dance 11 and 12 It is expected that actual student performance in BC schools. will vary. Evaluation, reporting, and student placement with respect to these outcomes THE PERFORMANCE 11 AND 12 AND depend on the professional judgment of CHOREOGRAPHY 11 AND 12 CURRICULA teachers, guided by provincial policy. The main body of this document consists of the Performance and Choreography courses Suggested Instructional Strategies of the Dance 11 and 12 curriculum. When Instruction involves the use of techniques, other courses are completed, they will be activities, and methods that can be employed added to this IRP. For each course, an to meet diverse student needs and to deliver introduction is followed by four columns of the prescribed curriculum. Teachers are free information for each organizer. These to adapt the suggested instructional strategies columns describe: or substitute others that will enable their • provincially prescribed learning outcome students to achieve the prescribed outcomes. statements for each subject area These strategies have been developed by • suggested instructional strategies for specialist and generalist teachers to assist achieving the outcomes their colleagues; they are suggestions only. • suggested assessment strategies for determining how well students are Suggested Assessment Strategies achieving the outcomes The assessment strategies suggest a variety • provincially recommended learning of ways to gather information about student resources performance. Some assessment strategies relate to specific activities; others are general. Prescribed Learning Outcomes These strategies have been developed by Learning outcome statements are content specialist and generalist teachers to assist standards for the provincial education system. their colleagues; they are suggestions only. DANCE 11 AND 12 • III PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Provincially Recommended Learning THE APPENDICES Resources A series of appendices provides additional Provincially recommended learning resources information about the curriculum and are materials that have been reviewed and further support for the teacher. evaluated by BC teachers in collaboration • Appendix A lists the prescribed learning with the Ministry of Education, Skills and outcomes for the curriculum arranged by Training according to a stringent set of curriculum organizer and grade. criteria. They are typically materials suitable for student use, but they may also include • Appendix B contains a comprehensive, information primarily intended for teachers. annotated list of the provincially Teachers and school districts are encouraged recommended learning resources for this to select those resources that they find most curriculum. This appendix will be updated relevant and useful for their students, and to as new resources are evaluated. supplement these with locally approved • Appendix C outlines the cross-curricular materials and resources to meet specific local reviews used to ensure that concerns needs. The recommended resources listed in such as equity, access, and the inclusion the main body of this IRP are those that have of specific topics are addressed by all a comprehensive coverage of significant components of this IRP. portions of the curriculum, or those that provide a unique support to a specific • Appendix D contains assistance for teachers segment of the curriculum. Appendix B related to provincial evaluation and contains a complete listing of provincially reporting policy. Prescribed learning recommended learning resources to support outcomes have been used as the source for this curriculum. samples of criterion-referenced evaluation. • Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP. • Appendix F contains definitions of terms specific to the study of dance. IV • DANCE 11 AND 12 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Grade PERFORMANCE 11 • Dance and Society Curriculum Organizer PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES • As a class, brainstorm the characteristics required to accept It is expected that students will: direction and constructive criticism. Have students use Prescribed Learning • identify the various social, cultural, and historical their journals to reflect on their own abilities to take Outcomes influences on dance direction and to act as leaders. • demonstrate the skills and attitudes necessary to • Ask students to list groups they belong to or could join participate as a dance performer within society: (e.g., family, student council, sports team, school orchestra, - accepting direction service club, work force, church congregation). Have them The Prescribed Learning - giving and receiving constructive criticism create word webs or tableaux to illustrate the various roles Outcomes column of this - taking appropriate risks and responsibilities associated with each of these groups. - setting and revising personal goals for Bring the class together to discuss how group dynamics IRP lists the specific performance apply to dance performance situations. learning outcomes for - practising individual and group rights and • Challenge students to research (e.g., using the Internet, Suggested Instructional responsibilities in dance performance education counsellors) the requirements for various careers each curriculum - respecting diversity in dance performance, arts production, and arts Strategies • establish a plan for lifelong participation in dance administration. Invite representatives from these career organizer. These aid the as a career or for recreation or entertainment areas to talk to the class, or assist students in initiating job teacher in day-to-day shadowing programs. The Suggested • As a class, brainstorm opportunities for dance experiences planning. outside the classroom (e.g., participating in recreational Instructional Strategies classes, social dance clubs, religious or ceremonial dances; column of this IRP watching performances). Have students use their Student Learning Plans to record how they see themselves suggests a variety of participating in dance in the future. • Suggest that students select one or more dance styles they instructional approaches have learned and performed, and research their history, that include

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