Students explore and use two of the fundamental elements of dance (body and space) in creating movement phrases.These elements of dance are building blocks in the creation of dance movements and forms. In this video, the teacher demonstrates effective strategies that allow students to experience dance as an extension of natural physical movement.
Students will create their own phrases to apply cannon to, manipulate the speed and intensity of the canon, combine two or more canons in one performance to show a variety of focus and phrasing, and
apply changes of levels to the canon.
This course emphasizes the development of student's artistry, improvisational and compositional skills, and technical proficiency in global dance genres. Students will apply dance elements, techniques, and tools in a variety of ways, including performance situations; describe and model responsible practices related to the dance environment; and reflect on how the study of dance affects personal and artistic development. The focus of this course is the creative process of dance composition.
Students will take the piece they have created and use teacher and peer feedback to refine their dance work.
Students will explore how they can communite gloable issues through movment. Students will use the graffiti method once a global issue has been selected to expand their knowledge about the issue and before they move to experiment using the elements of dance. Students will discover how they can build a dance sequence based on what they discovered about their topic.
This segment illustrates dance as a form of both communication and artistic expression. Elements and conventions of dance are integrated with the math curriculum. Students use their bodies to represent the fundamental concept of symmetry in math and dance.The students show how learning sophisticated concepts can be fun.
Using a variety of resources, students will explore the impact and implications of personal choices. They will consider the media's role in the choices people make. Students will use the elements of dance in a movement piece to communicate the power of addiction and addictive behaviour. It is recommended that consideration and sensitivity of students within the class be exercised during learning in both lesson one and two due to the nature of the content being explored.
Students will examine important elements of careers in the dance industry. By inviting a guest to speak to the class about Arts Administration, the exploration will begin by looking at non-traditional dance jobs. From there, an examination of what dance grants are available and how an artist applies for one is embarked upon.
Students use improvisation to vary established patterns and to develop an idea or theme. They combine the basic elements of the dance form(s) into sequences, describe dance works using the language of dance criticism, and reflect on their own work and that of others. Through their compositions, they demonstrate the basic movement skills of the dance form(s) studied.
Students will develop their dance skills and learn the theoretical basis for communicating through movement. Student learning includes creating dance; scientific and safety principles, the historical development of dance; the development of an aesthetic appreciation of dance by participating in dance class, rehearsals, and performances; and the specialized vocabulary of dance criticism.
Students create presentations based on the ideas of swing, suspend, fall and oppositional pull.
Students will examine their understanding of needs and wants, their relationship with money, and assess the value of charitable organizations in society. Students will investigate various media, such as song lyrics, peer/social/family pressures, and commercials and consider how their perception of money is influenced by the world around them.
This course provides an in-depth exploration of performance technique. The focus will be on dance artistry with an emphasis on performing different choreographic styles for various types of audiences. Critical analysis and creative processes will be used throughout the course as vehicles for creating, learning and performing choreographic works by the teacher, guest artists and the students.
Students will explore the roles of leader and follower and how the concept of power exists in all relationships. Students will experience how power can be used in a positive way as well as negative.
Students will respond to a global issue by creating a group dance work that depicts their message. Students will experiment with flocking, staging, and manipulating the elements of dance to accomplish their desired outcome. All students will contribute choreography to their group work and reflect and assess work in order to refine their product.
Students will focus on the process of analyzing and evaluating a dance work. Each group will get the opportunity to perform their dance work in order to get peer feedback. Students will learn that feedback and revision are an essential part of the creative process.
The world on fire unit is demonstrated. In this unit students brainstorm/bodystorm a gloabl issue and use this as the catalyst for their dance creation.