Grade 3 - Dance (2022)

Dance

Foundational Elements and Principles: Dance literacy is developed through knowledge and application of foundational elements and principles

Creating and presenting: Ideas can be represented through movement and dance that draw upon foundational knowledge

Appreciation: Recognizing beauty, goodness, and truth in dance can be developed by understanding the complexity and richness of great works of dance, the artists who create and perform them, and the historical and cultural contexts from which they originate

Students evaluate time and force as it relates to quality of movement.

Students represent message through artistic choices related to the elements of dance.

Students compare and contrast dance cultures of the past with modern-day dance

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Time is measured by how many beats a movement or stillness lasts in dance

Speed refers to how fast or slow the body moves through space

Rhythm includes the pulse or constant, even beat also known as the underlying beat

Movement patterns can include quick or slow steps performed in a sequence, which are often repetitive

Time can be explored in relation to various stimuli, including music, instruments, or the spoken word

Counting aloud or internalizing the number of beats in a movement pattern or dance can help a dancer know when to start and stop a movement

Concepts of time can be combined with other elements of dance, including space: place, size, levels, directions, pathways, and focus body: body parts? relationships? shapes, including symmetry and asymmetry? and balance force: energy, weight, and flow

Force is an element of dance that includes energy and weight

Force has energy that can be described using qualities, including smooth or sustained energy that is continuous sharp energy that produces force through sudden movements and ends quickly, including slash, punch, jump, or kick

Movements executed with strong weight require more muscular force.

Movements executed with light weight require little muscular force

Applying force to locomotor and non-locomotor movements requires a warm-up to prepare muscles body control awareness for safe movement practices

Music qualities can direct how a movement is performed, including accents patterns speed dynamics

Force can communicate feelings and ideas when applied to locomotor and non-locomotor movements

When applied to movement, force can intensify or emphasize parts of a movement, pattern, or phrase

Time is an element of dance that refers to the speed and rhythm of movement

Time can be explored in relation to other elements of dance

Force is the amount of energy the body uses and releases in dance

Force can communicate meaning through movement.

Alter movement by varying speed and responding to different rhythms

Demonstrate how to move to a steady beat at various speeds.

Experience counting beats silently or aloud to direct movement.

Identify the number of beats in various movement patterns.

Participate in dances that are performed to music or the spoken word

Respond to various stimuli in the exploration of time in dance.

Combine element of time with other elements of dance in movement exploration

Differentiate between smooth and sharp energy.

Discuss the importance of awareness for others when applying force, speed, and change of direction during movement along various pathways and in various formations.

Identify how the quality of a movement can vary when strong or light weight is applied.

Participate in warm-ups that prepare the body's muscles for executing force.

Perform movements that reflect the qualities of energy in various pieces of music

Investigate how meaning can be communicated when force is applied to locomotor and nonlocomotor movements.

Observe a variety of dances to investigate how movement qualities can change when force is applied

Experience how a force can emphasize a movement

Intentional artistic choices are made by dancers to express a message using locomotor and non-locomotor movements space, including use of proximity, levels, size, direction, and pathways body, including body parts? body shapes? balance? and relationships to other dancers, including prepositions body shapes and balance force speed

Movement ideas are shared effectively when they have a clear beginning and end.

Choreographic forms can structure how a message is conveyed in dance, including AB (binary form) ABA (ternary form)

Messages can represent a variety of things, including ideas, experiences, or feelings.

A message in dance can be created in response to a variety of stimuli

The clarity of a message communicated through movement and dance can be enhanced by moving to a steady beat planning movement patterns practising movement skills combining movements with a purpose

The circle is a symbol that can communicate messages in dance, including unity

In powwow dances, the spiritual centre of the powwow is the circle where unity and equality of participants is valued everyone can see each other in the circle there is no leader and everyone follows

The Round Dance is social dance often held by First Nations communities, where participants move in a clockwise direction in a circle to the beat of a drum while holding hands.

Creative processes can help develop and clarify a message in dance, including reflection giving and receiving feedback refinement rehearsal

Dancers intentionally choose ways to effectively share a message

The elements of dance can be combined in an infinite number of ways to create a message through movement.

A message is at the centre of communication in dance

Messages can represent what a dancer means to communicate through movement

An audience can receive and interpret a message communicated through dance.

Make informed artistic choices to share a message through dance.

Evaluate the effectiveness of artistic choices in communicating a message through movement.

Explore movements within a variety of choreographic forms

Create a dance phrase that can be repeated and has a clear beginning and ending.

Experiment with movement possibilities when the elements of dance are combined with locomotor and non-locomotor movements

Respond to a variety of stimuli in the creation of movement and dance.

Experience and discuss the significance of a Round Dance

Participate as an audience member and as a performer in a variety of dance experiences

Practise giving and receiving feedback with others

Rehearse movements and dance before performing for an audience

From historical times to today, cultures may have valued dance for ritual or cultural expression, entertainment, and learning

Folk dance is a dance form that reflects the lives, traditions, or customs of a group of people from a specific country, region, or culture

Folk dance and social dance can function as a means of participation, entertainment, and cultural expression

Using vocabulary related to dance can contribute to and guide discussions about dance.

Artistic protocols and etiquette may change based on the community, culture, presentation, and location of a dance performance.

Wealthy people in ancient Rome did not dance, but instead hired lower-class people to dance for them

Dance in ancient Rome reflected Greek culture, including celebrating Mars, the god of war, where dancers would carry a shield and wear a full set of armor while they danced

Some dances in ancient Rome had protocols that specified who could dance, when dances were performed, and who the dances were performed for

Pantomime was considered a popular form of dance in ancient Rome

Pantomime is non-verbal style of communicating dramatic stories using gestures, music, costumes, and masks

Dance formations and pathways in ancient Rome can include choral line circular processional

First Nations dances in New France reflected the traditions, ceremony, and rituals of the people who lived on the land for hundreds of years prior to European settlement

European settlers introduced many folk dances, styles, and traditions to New France, including jigging the Pavane la ronde the menuet le quadrille la danse de la Galette square dance (les contredanses en carré)

People in New France valued dance for the significance, meaning, and function that it had in their lives, and it could be performed by anyone

Dance can be valued differently across cultures throughout history.

An artistic community is a venue for artistic expression within various cultures

Ancient Roman culture was reflected through dance traditions and beliefs

Dance was used as a means of entertainment, cultural adornment, or as a status symbol in ancient Rome

Dance in New France reflected a combination of culture and traditions

Describe how dance can be valued in one's life and culture.

Participate in a variety of folk and social dances

Use dance vocabulary when responding to and discussing dance performances.

Demonstrate artistic protocols and etiquette in various dance experiences.

Create movement and dance within formations and pathways common to dance in ancient Rome

Explore pantomime as a dance form

Observe a variety of cultural dances as an inspiration for talking about dance.

Participate in a variety of dances from New France