Detailed Curriculum Connections
Let’s Put on a Show
Grades JK - 3
This exciting workshop for younger students combines dance and drama for an action packed, curriculum connected experience! Students will learn basic dance and drama techniques and terminology, developing focus, coordination, stage skills and self-confidence. Music and stories provide sources for creating characters and for preparing a short piece for performance. Stories to choose from include: Little Red Riding Hood, Henny Penny and Billy Goat’s Gruff.
Kindergarten
The Arts
Expectations
Solve problems creatively.
Make preparations for performances
Perform in a group
Use their creativity in movement, mime & dance activities
Enact stories from their own and other cultures
Identify feelings evoked by art forms
Move in response to the tempo and mood of music
Recall and repeat familiar songs, dance steps and rhymes
Name different movements they can do
Demonstrate understanding of rhythmic patterns
Name different elements in performances
Language
Expectations
Communicate needs to peers and adults.
Demonstrate understanding of a variety of written materials that are read to them
Listen and respond to others in a variety of contexts.
Follow simple directions and respond appropriately to familiar questions.
Ask questions, express feelings, and share ideas.
Use language to connect new experiences with what they already know.
Listen and respond orally to language patterns in stories & poems
Use gestures, tone of voice and other non-verbal means to communicate more effectively
Respond to media materials verbally and non-verbally
Social and Personal Development
Expectations
Express their own thoughts and share experiences
Participate willingly in creative movement, dance, and other daily physical activities
Demonstrate balance, ease, and flexibility in movement
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Grade 1
The Arts: Dance
A1 Creating and Presenting: apply the creative process to the composition of simple dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: use movements that are part of their daily experience in a variety of ways in dance phrases
A1.2: use dance as a language to express feelings and ideas suggested by songs, stories, and poems, with a focus on the element of body, particularly body shapes
A1.3: create dance phrases using a variety of ways to connect movements
A1.4: use varied and/or contrasting body shapes to communicate different types of messages
The Arts: Drama
B1 Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring a variety of sources from diverse communities, times, and places
B1.2: demonstrate an understanding of the element of character by adopting thoughts, feelings, and gestures relevant to the role being played
B1.4: communicate feelings and ideas to a familiar audience (e.g. classmates) using a few simple visual or technological aids to support and enhance their drama work
B2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.1: express feelings and ideas about a drama experience or performance in a variety of ways, making personal connections to the characters and themes in the story
The Arts: Music
C2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.1: express initial reactions and personal responses to musical performances in a variety of ways (e.g. move like an animal of which the music reminds them)
C2.2: describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create
Language: Oral Communication
1 Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
1.1 Purpose: identify purposes for listening in a few different situations, formal and informal
1.3 Comprehension Strategies: identify a few listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts, initially with support and direction
1.4 Demonstrating Understanding: demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea
1.9 Presentation Strategies: begin to identify some of the presentation strategies used in oral texts and explain how they influence the audience
2 Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
2.5 Vocal Skills and Strategies: begin to identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately to help communicate their meaning
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Grade 2
The Arts: Dance
A1 Creating and Presenting: apply the creative process to the composition of simple dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: develop short movement phrases inspired by a variety of activities in their community (e.g. riding a bike; movement from sports; yoga; or playground games / activities) and incorporating different pathways, directions, and shapes
A1.2: use dance as a language to represent the main ideas in poems and stories, with a focus on body and space
A1.4: use a variety of locomotor and non-locomotor movements to depict creatures and objects in the world around them
The Arts: Drama
B1 Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring main ideas and central characters in stories from diverse communities, times, and places
B1.2: demonstrate an understanding of the element of role by communicating thoughts, feelings, and perspectives appropriate to the role being played
B1.4: communicate feelings and ideas to a familiar audience (e.g. classmates), using several simple visual or technological aids to support and enhance their drama work
The Arts: Music
C2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.1: express personal responses to musical performances in a variety of ways
C2.2: describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create
Language Arts: Oral Communication
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
1.3 Comprehension Strategies: identify several listening strategies and use them before, during, and after listening in order to understand and clarify the meaning of oral texts
1.4 Demonstrating Understanding: demonstrate an understanding of the information and ideas in oral texts by retelling the main idea and several interesting details
1.9 Presentation Strategies: identify some of the presentation strategies used in oral texts and explain how they influence the audience
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity towards cultural differences, to help communicate meaning
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Grade 3
The Arts: Dance
A1 Creating and Presenting: apply the creative process to the composition of dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: imitate the movements found in their natural environment in a variety of ways and incorporate them into a dance phrase
A1.2: use dance as a language to represent ideas from diverse literature sources, with a focus on time and energy
The Arts: Drama
B1 Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring themes, ideas, characters, and issues from imagination or in stories from diverse communities, times, and places
B1.2: demonstrate an understanding of how the elements of time and place can support the development of role
B1.4: communicate feelings and ideas to familiar audience (e.g. classmates) using audio, visual, and/or technological aids to support or enhance their drama work
B2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.1: express thoughts, feelings, and ideas about a variety of drama experiences and performances
The Arts: Music
C2 Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.1: express personal responses to musical performances in a variety of ways
Language: Oral Communication
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
1.3 Comprehension Strategies: identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts
1.4 Demonstrating Understanding: demonstrate an understanding of the information and ideas in a variety of oral texts by identifying important information or ideas and some supporting details
1.5 Making Inferences/Interpreting Texts: distinguish between stated and implied ideas in oral texts
1.9 Presentation Strategies: identify some of the presentation strategies used in oral texts and explain how they influence the audience
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences to help communicate their meaning
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Drama/ L'Art Dramatique
Grades 3-10 (workshops can be adapted to suit Grades 11 -12)
Students develop self-confidence, creativity and performance skills while participating in this energetic drama workshop. Theatre professionals introduce fundamental theatre terminology and techniques through exercises and theatre games that focus on movement, improvisation, voice and character development.
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Grade 3
The Arts: Drama
B1. Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.1: engage in dramatic play and role play, with a focus on exploring themes, ideas, characters, and issues from imagination or in stories from diverse communities, times, and places
B1.2: demonstrate an understanding of how the element of time and place can support the development of role
B1.3: plan and shape the direction of a dramatic play or role play by building on their own and others’ ideas, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: describe, using drama terminology, how elements and conventions of drama are used to shape their own and others’ work
Language: Oral Communication
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, and volume, and use them appropriately, and with sensitivity towards cultural differences, to help communicate their meaning (e.g., pause in appropriate places long enough to allow others to respond during dialogue with peers or in small groups)
2.6 Non-Verbal Cues: identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
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Grade 4
The Arts: Drama
B1. Creating and Presenting: apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.2: demonstrate an understanding of the element of role by selectively using a few other elements of drama
B1.3: plan and shape the direction of the drama or role play by posing questions and working with others to find solutions, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: explain, using drama terminology, how elements and drama conventions are used to produce specific effects and/or audience responses in their own and others’ drama works
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
B3.1: identify and describe some similarities in the purposes of process drama and more formal, traditional theatre productions
Language: Oral Communication
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, volume, and a range of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
2.6 Non-Verbal Cues: identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
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Grade 5
The Arts: Drama
B1. Creating and Presenting: apply the creative process to process drama and the devel¬opment of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories;
B1.2: demonstrate an understanding of the element of role by selectively using some other elements of drama (e.g., time and place, relationship), to build belief in a role and establish its dramatic context
B1.3: plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: explain, using drama terminology, how different elements are used to communicate and reinforce the intended message in their own and others’ drama works
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
B3.2: demonstrate an understanding of the broader world of drama and theatre by identifying and describing the roles and responsibilities of key theatre personnel
Language: Oral Communication
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.5 Vocal Skills and Strategies: identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
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Grade 6
The Arts: Drama
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.2: demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context
B1.3: plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
B3.2: identify and describe key contributions drama and theatre make to the community
Language: Oral Communication
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.5 Vocal Skills and Strategies: identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
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Grade 7
The Arts: Drama
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.2: demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
B1.3: plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: analyse and describe, using drama terminology, how drama elements are used to communicate meaning in a variety of drama works and shared drama experiences
Language: Oral Communication
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.5 Vocal Skills and Strategies: identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
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Grade 8
The Arts: Drama
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.2: demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
B1.3: plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
B2.2: evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message
Language: Oral Communication
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
2.5 Vocal Skills and Strategies: identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to communicate their meaning
2.6 Non-Verbal Cues: identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning
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Grade 9
Dramatic Arts: Open
Role
demonstrate an understanding of role as a balance of self (student) and other (role and circumstances in the drama)
identify the skills necessary to remain engaged in role and the drama (e.g., concentration, listening, interpreting, questioning)
Elements and Principles
demonstrate an understanding of volume, tone, pace, and intention in the development of expressive speech
demonstrate an understanding of coordination, spatial awareness, kinaesthetic, and gesture in the development of expressive movement
Dramatic Forms and Sources
demonstrate an understanding of how a variety of dramatic forms can be used in the construction, communication, and reflection of a drama (e.g., ritual, teacher-in-role, choral speaking)
Creation
Constructing
demonstrate an understanding of focus and concentration in playing a role
identify and apply principles of listening (e.g., eye contact, focus, non-verbal cues and responses, paraphrasing) both in and out of role
demonstrate an understanding of the tasks and responsibilities of an effective working group (e.g., mutual goal setting, task management, task completion)
demonstrate an understanding of group process in negotiating decisions about form and content in the construction of a dramatic presentation (e.g., listening, questioning, consensus seeking)
identify problems that may occur in group settings, along with possible solutions
Communicating and Performing
perform, in the classroom, a variety of dramatic presentations, using a range of forms (e.g. choral speaking, soliloquy)
find the most effective way to position an audience and performers to attain a desired effect
Analysis
Evaluation
identify the characteristics of a receptive, discriminating audience (e.g., engagement, listening, focus)
use specialized vocabulary correctly in discussing and writing about drama (e.g., production value, role development, stagecraft, comic relief, satire, irony)
Reflection
identify universal themes and issues in drama
identify personal skills and qualities developed through engagement in the dramatic arts (e.g., negotiation, spontaneity, overcoming inhibition)
Comprehensive Arts: Open
Theory
identify the elements and principles common to all the arts (e.g., space, time, form, contrast, unity, variety, movement, balance)
demonstrate an understanding of the use of elements and principles in various artworks of their own and others
explain how chosen techniques used in works and productions communicate mood and message
Analysis
create works in one art by applying elements and principles found in all the arts (e.g., space, and rhythm in dance, line and repetition in music, dynamics and contrasts in drama, and form and movement in visual arts)
modify elements (e.g., line, form, colour, texture, dynamics, time, space) of a work to change its effect (i.e. change dynamics in a piece of music)
apply and document the use of improvisation in all the arts
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Grade 10
Dramatic Arts: Open
Theory
Role
demonstrate an understanding of techniques used to re-create roles (e.g., observation, research, improvisation)
Elements and Principles
demonstrate an understanding of the control of volume, tone, pace, and intention in an expressive speech
demonstrate an understanding of the principles and elements of movement
demonstrate the use of movement, gesture, and non-verbal communication to express ideas in a drama (e.g., mime)
Dramatic Forms and Sources
demonstrate an understanding of the conventions of a specific form or genre (e.g., conventions of mask, mime or puppetry)
identify dramatic conflict or tension within a source
Creation
Constructing
demonstrate an understanding of how role is communicated through language, gesture, costume, props and symbol
demonstrate an understanding of their own and others' respective functions in collaborative work on a drama
Communicating and Performing
demonstrate an understanding of the effect of various forms in the interpretation and communication of a source or idea (e.g., puppetry, clowning)
demonstrate an understanding of audience perspective in the communication of a drama
Analysis
Evaluation
demonstrate an understanding of universal meaning in drama
Reflection demonstrate an understanding of the interactive process that promote respect for ideas, feelings, and perspectives of others in developing the roles and circumstances of a drama
demonstrate an understanding of the diverse skills that may be acquired through a study of dramatic arts (e.g., creative thinking, critical thinking, problem solving, risk taking, team work)
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Cultural Fusion
Grades 6 - 10 (workshops can be adapted to suit Grades 11 -12)
Celebrate diversity with your students through the art of dance. This workshop will integrate dance combinations from a variety of cultural styles and fuse them together in a choreographed sequence students will perform. The origin and cultural history of each dance form will be explored, incorporating a variety of curriculum objectives across subject areas.
Grade 6
The Arts: Dance
A1. Creating and Presenting:
apply the creative process to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas;
A1.4: combine the elements of dance in different ways to communicate a variety of ideas
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, how the elements of dance are used in their own and others’ dance pieces and explain how they help communicate messages and ideas
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
A3.2: identify and describe ways in which pop culture and the media influence our awareness, understanding, and appreciation of dance
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Grade 7
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: use theme and variations in a variety of ways when creating dance pieces
A1.4: use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.1: construct personal interpretations of the messages in their own and others’ dance pieces, including messages about issues relevant to their community and/or the world
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
A3.1: describe the evolution of dance and performance as different groups of people have responded to external factors such as migration, a new environment, and/or contact with other groups or cultures
The Arts: Dance
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts
C3.1: analyse the influences of music and the media on the development of personal and cultural identity
Health and Physical Education: Fundamental Movement Skills
Locomotion / Travelling Skills
move to external stimuli, using a variety of steps, sequences, direction, and hand actions
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Grade 8
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: determine the appropriate choreographic form and create dance pieces for a specific
audience or venue
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
A3.1: describe how social, political, and eco¬nomic factors influenced the emergence and development of a dance form or genre of their choice
A3.2: identify a variety of types of dances and relate them to their different roles in society
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Grade 9
Dance: Open
Theory
Health and Safety
demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings
History and Culture
describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
identify commonalities among various dance forms (e.g., steps, patterns, choreography)
Technique
identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)
Creation
Elements of Dance Movement
demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination
explore movement through structured improvisation (e.g., lead and follow, mirroring)
Composition
create dance sequences using explored elements
create dance compositions using various forms and structures (e.g., canon, rondo, themes)
Presentation and Performance
demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
present and perform dance in different group forms (e.g. trios, small and large groups)
Analysis
Appreciation and Criticism
demonstrate the difference between learning steps and creating a dance work
demonstrate an understanding of concentration, effective projection and clarity in communication
Self and Community
describe the distinctive characteristics of presenting dance in small and large groups
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Grade 10
Dance: Open
Theory
Health and Safety
describe the beneficial effects of dance on health, self-esteem, and self image
Technique
identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied
Creation
Elements of Dance Movement
apply the elements of dance (e.g., flow, space, time) to create movement sequences
observe and demonstrate improvised movement patterns, combinations, studies and group dances
Composition
develop compositional forms and structures (e.g., binary, canon, narrative)
Presentation and Performance
demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)
Analysis
Exploration and Research
solve a variety of creative problems through movement (e.g., combining phrases, matching compositional pattern to musical patterns)
Self and Community
analyse their own dance works presented in small groups (e.g., duets, trios, quartets)
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Hip Hop - Don’t Stop
Grades 3 – 8 (workshops can be adapted to suit Grades 9 -12)
This dynamic dance program introduces students to contemporary dance forms, including hip hop, jazz and line dance. Set to popular R&B and Pop music, students learn basic dance skills and choreography. Students will also have an opportunity to develop their own choreographed dance.
Grade 3
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of dance phrases, using the elements of dance to communicate feelings and ideas;
A1.1: imitate movements found in their natural environment in a variety of ways and incorporate them into a dance phrase
A1.3: create dance phrases using a variety of pattern forms
A1.4: demonstrate how dance elements can be used to create and expand the movement vocabulary within different sections of a larger pattern
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: identify, using dance vocabulary, the elements of dance used in their own and others’ dance phrases and explain their purpose
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Grade 4
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas;
A1.4: use the elements of energy (e.g., collapse, explode, float) and time (e.g., duration, suddenness) in a dance piece to communicate an idea
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: identify, using dance vocabulary, the elements of dance used in their own and others’ dance pieces and explain how each helps communicate ideas and feelings
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Grade 5
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: use movement in the choreographic form call and response in a variety of ways when creating dance pieces
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: identify the elements of dance used in their own and others’ dance pieces and explain how they help communicate a message
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
A3.2: identify and describe some of the ways in which dance influences popular culture
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Grade 6
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: use guided improvisation in a variety of ways as a starting point for choreography
A1.4: combine the elements of dance in different ways to communicate a variety of ideas
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, how the elements of dance are used in their own and others’ dance pieces and explain how they help communicate messages and ideas
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
A3.2: identify and describe ways in which pop culture and the media influence our awareness, understanding, and appreciation of dance
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Grade 7
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: use theme and variations in a variety of ways when creating dance pieces
A1.4: use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, their own and others’ dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help communicate meaning
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Grade 8
The Arts: Dance
A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas;
A1.3: determine the appropriate choreographic form and create dance pieces for a specific
audience or venue
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
A2.2: analyse, using dance vocabulary, their own and others’ dance pieces to identify the elements of dance and the choreographic forms used in them (e.g., body: geometric shapes, stretched shapes; space: levels; time: duration; energy: percussion; relationship: opposition; choreographic form: theme and variation) and explain how they help communicate meaning
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World Rhythms
Grades 1 – 10 (Can be adapted for Grades 11 – 12)
Watch your students become budding musicians in just two hours! Encourage your students to make some noise as they bang on drums from all over the world: the congas, the bass drum and the djembe. Students will experiment and investigate how materials and sound are related to one another in a hands-on environment. This workshop encourages collaborative thinking as students will come together to create an orchestrated percussion performance. Workshop themes are curriculum connected according to grade and include but are not limited to, Heritage and Citizenship, Canada and World Connections, Matter and Materials, Energy and Control and Ancient Civilizations.
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Grade 1
The Arts: Music
C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing, playing, and moving
Science: Understanding Structures and Mechanisms: Materials, Objects and Everyday Structuresc
2. Developing Investigation and Communication Skills: investigate structures that are built for a specific purpose to see how their design and materials suit the purpose
2.2: investigate characteristics of various objects and structures, using their senses
2.3: investigate, through experimentation, the properties of various materials
3. Understanding Basic Concepts: demonstrate an understanding that objects and structures have observable characteristics and are made from materials with specific properties that determine how they are used.
3.1: describe objects as things that are made of one or more materials
3.4: describe the function/purpose of the observable characteristics (e.g., texture, height, shape, colour) of various objects and structures, using information gathered through their senses
3.7:describe the properties of materials that enable the objects and structures made from them to perform their intended function
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Grade 2
The Arts: Music
C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing, playing an instrument, and moving
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create
Social Studies: Heritages and Citizenship: Traditions and Celebrations
Knowledge and Understanding
demonstrate an understanding that communities may be made up of people from many cultures
outline traditions of various cultures that are passed down from earlier generations (e.g., celebrations, names)
identify ways in which heritage and traditions are passed on (e.g., stories; community celebrations; special days such as Remembrance Day, Canada Day, Aboriginal Solidarity Day, and religious holidays; the Canadian flag; music, crafts, dance, food, recreation, clothing)
identify the origins and features of various families (e.g., nationality, culture, size, structure)
explain the significant traditions and celebrations of families from a variety of cultural traditions
Inquiry/Research and Communication Skills
ask simple questions to gain information and seek clarification (e.g., What are the similarities and differences in celebrations among cultures? How are they the same? How are they different?)
use primary and secondary sources to locate simple information about family history and traditions (e.g., primary sources: interviews, eyewitness visitors, class trips; secondary sources: maps, illustrations, print materials, videos)
use appropriate vocabulary (e.g., culture, celebrations, heritage, traditions) to communicate
the results of inquiries and observations about family traditions and celebrations
Application
identify examples that show the participation of various cultures in the community
(e.g., restaurants, places of worship, styles of dress)
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Grade 3
The Arts: Music
C1. Creating and Performing: apply the creative to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing, playing an instrument, and moving
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: describe ways in which the elements of music are used in the music they perform, listen to, and create
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their social and/or community contexts.
C3.2: identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places
Social Studies: Heritages and Citizenship: Early Settlements in Upper Canada
Inquiry/Research and Communication Skills
use media works, oral presentations, written notes and descriptions, and drawings to communicate research findings (e.g., model of an early settler home, a diorama of a First Nation settlement, a poster encouraging immigration to Upper Canada)
use appropriate vocabulary (e.g., pioneer, settlers, grist mill, settlement, general store, blacksmith, First Nation peoples) to describe their inquiries and observations
Application
re-create some social activities or celebrations of early settler and/or First Nation communities in Upper Canada
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Grade 4
The Arts: Music
C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: identify the elements used in the music they perform, listen to, and create, and describe how they are used
Science: Understanding Matter and Energy: Light and Sound
2. Developing Skills of Inquiry, Design and Communication: investigate the characteristics and properties of light and sound
2.3: investigate the basic properties of sound
3. Understanding Basic Concepts: demonstrate an understanding of light and sound as forms of energy that have specific characteristics and properties.
3.4: describe properties of sound, including the following: sound travels; sound can be absorbed or reflected and can be modified (e.g., pitch, loudness)
3.5: explain how vibrations cause sound
3.6: describe how different objects and materials interact with light and sound energy
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Grade 5
The Arts: Music
C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: identify the elements of music in the music they perform, listen to, and create, and describe how they are used
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts;
C3.2: demonstrate an awareness of the use of music and musical instruments in various traditions, from early times to today
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Grade 6
The Arts: Music
C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: identify the elements of music in the reper¬toire they perform, listen to, and create, and describe how they are used
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts;
C3.2: compare some aspects of the music of one culture and/or historical period with aspects of the music of another culture and/or historical period
Social Studies: Aboriginal Peoples and European Explorers
Expectations
Identify contributions of aboriginal peoples to the political and social life of Canada (e.g., in music, art, politics, literature, science)
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Grade 7
The Arts: Music
C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music when singing and/or playing, composing, and arranging music, using them for specific effects and clear purposes
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;
C2.2: analyse, using musical terminology, ways in which the elements are used in the music that they perform, listen to, and create
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts;
C3.2: analyse some historical, cultural, and technological influences on style, genre, and innovation in music
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Grade 8
The Arts: Music
C1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music;
C1.2: apply the elements of music through performing, composing, and arranging music for a specific effect or clear purpose
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Shakespearean Steps
Grade 7-12
Help your students bring Shakespeare to life with this high energy integrated drama and dance workshop. Students will explore themes from grade appropriate Shakespearean plays and through the ideas of characterization and movement, create and choreograph a scene to popular Hip-Hop and R&B music. Stage combat, Shakespearean conflict and how these can be interpreted through dance mediums will be explored. “All the world’s a stage”, your students will be freestylin’ all over it!
Grade 7
The Arts: Drama
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;
B1.1: engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
B1.2: demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
B1.3: plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of dra
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