Education and Early Childhood Learning

6-DA-M1: The learner demonstrates an understanding of and a facility with the elements of dance (i.e., the body, space, relationships, and motion factors and gestures) in a variety of contexts.

The learner is able to do the following:

• Use movement to demonstrate an understanding of the body in dance: body parts, body shapes, and body actions.
• Use movement to demonstrate an understanding of space in dance: personal and general space, dimensions, directions, levels, and pathways.
• Use movement to demonstrate an understanding of relationships in dance: relationships among dancers and between dancers and objects.
• Demonstrate the understanding that motion factors (time, weight, and flow) and gestures in dance can be used to create an endless range of movement qualities.
• Use movement to demonstrate an understanding of expressive gestures (e.g., social, ritualistic, functional, emotional, character) in dance.
• Use appropriate dance vocabulary to label and describe elements of dance.

6-DA-M2: The learner develops a facility with dance techniques.

The learner is able to do the following:

• Demonstrate dance techniques characteristic of at least one dance form (e.g., whole-body positions characteristic of jazz, foot positions for ballet, frame positions for ballroom, steps specific to tap dance).
• Demonstrate dance steps, techniques, and turns of various folk and social dances.
• Use appropriate dance terminology to label and describe dance techniques studied.
• Perform and demonstrate understanding of the roles of a whole-body warm-up and breathing in dance.
• Follow visual cues, learned notation, and musical cues in dance experiences.
• Perform grade-appropriate dances.

6-DA-M3: The learner demonstrates musicality through dance.

The learner is able to do the following:

• Move in synchronization to the flow and structure (e.g., beat, accent, rhythm, phrasing, tempo) of a wide variety of music.
• Perform syncopation through body movements.
• Demonstrate rhythmic independence in polyrhythmic movement.
• Describe and analyze the formal and expressive qualities of dance music.

6-DA-CR1: The learner generates ideas for creating dance using a variety of sources.

The learner is able to do the following:

• Draw inspiration from personal experiences and relevant sources (e.g., feelings; memories; imagination; themes; observations; visual stimuli; learning in other subject areas; cultural traditions; personal responses to current events, social and environmental issues, media, and technology) to ignite ideas and questions for dance creation.
• Consider other arts disciplines (visual arts, dramatic arts, media arts, music) and other subject areas to inspire and trigger ideas for dance creation.
• Generate multiple ideas, themes, and motifs for dance creation through exploration with movement, improvisation, and observation of others’ dance.
• Engage in collaborative idea generation/brainstorming as inspiration for dance creation.
• Collect and explore a wide range of resources (e.g., a choreographer’s process folio may include journal entries, sketches, or maps of dances, reflections on the choreographic process, photographs, videotapes, and/or analyses of how to refine dances) for stimulating and developing own dance ideas.

6-DA-CR2: The learner experiments with, develops, and uses ideas for creating dance.

The learner is able to do the following:

• Experiment with movement and dance elements to test and elaborate ideas.
• Select, organize, and use a combination of ideas, elements, and techniques in creating own dances.
• Select and use a variety of choreographic concepts to develop and express ideas.
• Recognize serendipitous discoveries and incorporate them into own ongoing dance creations, as appropriate.
• Develop and extend dance ideas individually and in collaboration with others.

6-DA-CR3: The learner revises, refines, and shares dance ideas and creative work.

The learner is able to do the following:

• Select and share dance work in progress to inform revisions.
• Revise, refine, and rehearse dance in response to peer feedback or self-assessment.
• Finalize and record (e.g., notate, videotape, photograph, describe, draw) original and interpretive dance works.
• Collaborate with others to select, program, stage, and perform dances with audience, setting, and purpose in mind.
• Apply legal and ethical arts practices (e.g., related to copyright, intellectual property) when consuming, producing, and sharing dance and other arts.

6-DA-C1: The learner experiences and develops an awareness of people and practices from various times, places, social groups, and cultures.

The learner is able to do the following:

• Identify, describe, and compare dance from various times, places, social groups, and cultures (include dance from past and present and from global, Canadian, and Manitoban cultures, including First Nations, Métis, and Inuit).
• Identify, share, and discuss examples of dance experienced through live performances and through various media.
• Demonstrate an awareness of the contributions of a variety of dancers and choreographers from own community, Manitoba, Canada, and various global contexts.

6-DA-C2: The learner experiences and develops an awareness of a variety of dance genres, styles, and traditions.

The learner is able to do the following:

• Identify and characterize common dance forms, genres, and/or styles (e.g., modern, jazz, folk, social, ballet, tap, aerobic).
• Demonstrate an awareness of general characteristics of dance within groups (e.g., cultural, social, historical contexts).
• Describe and compare qualities of different art forms (e.g., dance, drama, literary arts, music, visual arts) within similar social, cultural, or historical groups.

6-DA-C3: The learner demonstrates an understanding of the roles, purposes, and meanings of dance in the lives of individuals and in communities.

The learner is able to do the following:

• Demonstrate an understanding of the multiple roles and purposes of dance in society (e.g., for recreation, persuasion, social commentary, religious or cultural expression).
• Examine and explain own purposes for creating dance.
• Demonstrate an awareness of the intended meanings and/or purposes of particular dances performed and/or viewed.
• Demonstrate an appreciation of dance as a means of experiencing and exploring the world and understanding the perspectives of others.
• Demonstrate an understanding of ways in which dance reflects, influences, and shapes issues and events, as well as traditions, values, beliefs, and identities of individuals and groups.
• Demonstrate an awareness of the impact of context on dance artists and their works (e.g., consider personal, social, cultural, geographical/environmental, historical contexts).
• Demonstrate behaviours and attitudes appropriate for performers and audience members in a variety of dance settings and contexts.
• Describe a variety of dance-related careers (e.g., professional dancer/actor, stage manager, choreographer, dance therapist).

6-DA-R1: The learner generates initial reactions to dance experiences.

The learner is able to do the following:

• Take time to perceive dance experiences before sharing opinions and making judgments.
• Make personal connections to previous experiences with dance and other art forms.
• Express first impression of own and others’ dance (e.g., thoughts, feelings, intuition, associations, questions, experiences, memories, stories, connections to other disciplines).

6-DA-R2: The learner observes and describes dance experiences.

The learner is able to do the following:

• Discern details about dance (e.g., elements [body, space, relationships], techniques, motion factors and gestures, movement qualities, and expressive gestures).
• Use appropriate dance terminology to observe and describe dance experiences.
• Recognize different noticings and build common understanding about dance.
• Demonstrate the understanding that noticing details enhances own thinking about dance, as well as appreciation, performance, and creation of dance.

6-DA-R3: The learner analyzes and interprets dance experiences.

The learner is able to do the following:

• Analyze how dance elements are related, organized, and used to communicate meaning.
• Share and justify interpretations of own and others’ dances.
• Examine others’ interpretations to understand diverse perspectives and inform new thinking about dance.
• Co-construct criteria to critically analyze and evaluate dances, performances, and experiences.

6-DA-R4: The learner constructs meaning and applies new understandings from dance experiences.

The learner is able to do the following:

• Justify own preferences, ideas, interpretations, decisions, and evaluations about dance.
• Recognize and respect that individuals and groups may have different preferences, ideas, interpretations, opinions, and evaluations about dance.
• Make informed judgments and choices for decision-making and evaluation.
• Identify ways that dance contributes to personal, social, cultural, and artistic identity.