dance5eod

= Dance - Grade 5 = = Elements of Dance =

//It is expected that students will:// || Suggested Achievement Indicators //The following set of indicators may be used to assess student achievement for each corresponding prescribed learning outcome. Students who have fully met the prescribed learning outcome are able to:// ||
 * Prescribed Learning Outcomes
 * use the elements of movement in combination || demonstrate through improvisation a variety of movement combinations, alone and in groups, that
 * incorporate various shapes and types of locomotor and non-locomotor movement (body)
 * … body awareness / awareness of extremities
 * incorporate various directions, pathways, and formations (space)
 * respond to the rhythm and phrasing lyrics of a music selection that includes changes in temp (time)
 * include strong and weak weights (dynamics)
 * include interactions among two or more dancers (e.g., weight sharing, action and reaction, scatter formations, V formations) (relationship)

use appropriate terminology to describe the elements of movement (e.g., grapevine, lyrical, ritardando) || [here and/or in Creation?] See comments in Grade 4 || explore a variety of ways to modify sequences to create variations (e.g., to create the second and subsequent A phrases of a rondo form)
 * create movement sequences based on a given choreographic form

work with peers to create movement sequences based on a given choreographic form (e.g., call and response) ||
 * demonstrate the principles of movement in dance || demonstrate appropriate alignment technique in non-locomotor movements (e.g., rolling down the spine)

demonstrate appropriate alignment technique in locomotor movements (e.g., posture plumb line while moving through space)

demonstrate two-point, three-point, and four-point balances with a partner (balance)

… weight-sharing [separate AI or combine with previous? (also at grade 4)]

in warmup, demonstrate an improvement in their range of motion over time (flexibility)

in warmup, demonstrate improvement in strength over time (e.g., increase in frequency, intensity, and duration)

breathe through their stretches ||
 * identify techniques associatied with particular dance styles || review two or more performances and describe similarities and differences in the techniques of each

use appropriate vocabulary associated with particular dance styles (e.g., plié, pop, contraction) ||
 * identify ways in which safety and health affect (effect? )movement || identify safety and health guidelines for dance, including guidelines related to
 * preparation (e.g., warmup, appropriate clothing)
 * eating habits of a healthy dancer (e.g., ensuring adequate energy, high-and-low effect of eating sugar on energy)
 * changing needs for sleep and rest
 * use of equipment (e.g., barre)

describe the importance of specific health and safety guidelines (e.g., safe ways to increase range of movement)

demonstrate appropriate warmup and cooldown routines ||

||
 * Dance |||||||| **Organisers**
 * **Kindergarten** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 1** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 2** || Creation & Composition || Elements of Dance || Context ||  Presentation & Performance ||
 * **Grade 3** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 4** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 5** ||  Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 6** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||
 * **Grade 7** || Creation & Composition || Elements of Dance || Context || Presentation & Performance ||