Course DescriptionThis course emphasizes the development of students’ 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. This focus course will develop the students' understanding of the complexity of performance practice and producing a show. |
Course OverviewThis 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. There will be a production section where the students will learn and apply stagecraft skills. Finally, through the research of a variety of social justice issues, students will mount a final presentation that will be performed for a live audience. |
Scope & Sequence |
Unit Descriptions |
UNIT 1 – Developing Performance Technique (20 hours)In this unit, students will learn the qualities and skills that constitute performance technique, exploring concepts such as, dynamics, focus, commitment to movement, expression, clarity of execution and phrasing. Students will engage in movement exercises that will refine their performance skills and develop artistry. Unit 2-Technique and Repertoire as Performance Practice (40 hours)In this unit, students will explore two or more dance genres through the performance lens. There will be an emphasis on correct terminology and the physiology of movement as they relate to each dance genre. Daily participation in the technique specific to each genre will begin with basic and preparatory movements that lead to increasingly complex movements and combinations. The students will master choreography that is created either by the teacher or guest artists with a focus on developing performance skills, such as artistic choice within each technique. Various performance opportunities for the students will be provided through community outreach and exchange programs. UNIT 3 – Production and Promotion (10 hours)In this unit, students will learn the roles and responsibilities that are required for mounting a performance in relation to the production and promotion aspects of dance. They will explore some of the key components/concepts of production and promotion, outlining some of the necessary strategies required for a successful dance performance. Students will do this through the lens of creating their own dance company and by experiencing two production roles for their Final Performance (see Culminating Activity). Towards the end of the unit, students will also explore how to develop a personal dance portfolio and gain an understanding about career opportunities in dance. UNIT 4 – Choreography and Performance (40 hours)In this unit, students will use the elements of dance, in combination with the creative process to develop challenging and innovative choreography. Students will use the critical analysis process to reflect, analyze and provide feedback on performances and creation of these works. Students will use their increased knowledge and understanding of performance technique to revise, rehearse and refine all of the work that is choreographed by the teacher, guest artists and themselves. By working on choreography using various themes related to Social Justice, students will understand and develop clarity of communication of choreographic intent or a concept. |
Culminating Activity |
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The culminating activity will be a final performance that combines teacher, guest artist and student choreography. Students will revise, rehearse and refine their technical, creative and performance skills to clearly interpret all of the choreographers' intentions using artistic choices in preparation for the performance. During this time, students will continue to fulfill their production roles. An appropriate performance venue will be chosen to showcase the final performance. This could be done as outreach to a feeder school in the community or with their own student body within their school. |
Resources |
BooksButterworth, J., Wildschut, L. Contemporary Choreography: A Critical Reader. London: Routledge, 2009. ISBN 0415490863 Franklin, E. Dance Imagery for Technique and Performance. Windsor, ON: Human Kinetics, 1996. ISBN 0-87322-94 Kassing, G. and Jay, D. M. Dance Teaching Methods and Curriculum Design. Champlaign, IL: Human Kinetics, 2003. ISBN 9780736002400 Koner, P. Elements of Performance: A Guide for Performers in Dance, Theatre, and Opera. Durham, NC: Duke University Press, 1992. ISBN 3-7186-5266-8 Lavendar, L. Dancers Talking Dance. Windsor, ON: Human Kinetics, 1996. ISBN 0-87322-667-4 Tharp, Twyla. The Collaborative Habit: Life Lessons for Working Together. New York, NY: Simon and Schuster, 2009. ISBN 1416576509 Audio/VisualDance Collection Danse: Toronto, ON, 1987, Endangered Species Danny Grossman Dance Company |
Instructional Strategies |
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Think/Pair/Share |
Glossary of Terms Specific to Course |
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Artistic Choice - The choices a dancer can make to instill a phrase with qualities that make her or him interesting to watch. These choices, when applied to the movement, give the viewer a sense for who the dancer is, or intrigue the viewer enough to want to find out who she or he is. It is an aspect of a dance performance that comes from the performers and is not dictated by the choreographer. (Source: BC Ministry of Education, danceadvantage.net)
Choreographic Intent - Choreographic Intent is the mood, impression or message that the choreographer, and by extension the performers, wish to create in the audience. (Source: BC Ministry of Education, Kroner)
Dynamics - Timing, Rhythm and Musicality
Narrative Structure in Dance - follows a storyline (beginning, rising action, climax, falling action and resolution) and may convey specific meaning or concepts through that story. The meaning could be literal or metaphorical. (Source: IRA/NCTE)
Performance Skills - the qualities that a dancer contributes to a performance in order to create a connection with the audience and fulfill the choreographer's intent. Each dancer will have a different way of communicating his or her performance quality to the audience. (Source: Kroner)
Production Work - It is all of the work behind the scenes that bring a production to life. There are many roles that fall under production work, e.g.: Producer, Artistic Director, Lighting Technician, Costume Designer, Set Designer, etc.
Promotion - something devised to publicize or advertise a dance performance. Some examples of promotion are posters, brochures, television or radio commercials, interactive media, handbills, etc.
Social Justice - Refers to the concept of a society that gives individuals and groups fair treatment and an equitable share of the benefits of society. In this context, social justice is based on the concepts of human rights and equity.
Source for Inspiration - a stimulus that inspires movement; e.g. visual art, sculpture, poetry, sounds, nature, etc.
Refer to curriculum document glossary for all other terms.
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Examples of Activities |
Unit #1-Dynamics in Performance TechniqueThis lesson focuses on developing performance technique in the dance student. Specifically, the area of dynamics, including timing, rhythm and musicality, will be explored. Students will learn how to identify strong performance technique when viewing dance and how to apply it to their own dancing. Unit #2-Developing Performance SkillsStudents will further develop the repertoire that they have learned in Unit #2 by exploring the concept of artistic choice. Through this exploration, students will develop a deeper understanding of performance technique. They will understand that technical training is an important part of a dancer's life, but that working on their interpretive and expressive skills via artistic choice plays an important role as well. Unit #3- Production and Production RolesIn this lesson students will explore some of the key aspects of production and outline some of the production roles that are needed to successfully mount a dance performance. Students will acquire practical skills in the production aspects of dance, by participating in a specific area; such as, costume design, lighting design, stage management; etc. for their Final Performance in the Culminating Task. Unit #3- Promotion and PublicityIn this lesson students will explore some of the key components of promotion and outline some of the necessary strategies required to successfully promote a dance performance. Students will achieve this through the lens of creating their own dance companies. Overview of BLMsBLM #1 KWL chart |
Assessment and Evaluation Strategies |
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Performance rubrics and evaluations |
