Framework for LEARNING
French Immersion Program
Course Codes and Credits
Course Credits
0174 Dance 1A
Course Credits:0.5, 1.0
0175 Dance 1B
Course Credits:0.5
0176 Dance 2A
Course Credits:0.5, 1.0
0177 Dance 2B
Course Credits:0.5
0178 Dance 3A
Course Credits:0.5, 1.0
0179 Dance 3B
Course Credits:0.5
0180 Dance 4A
Course Credits:0.5, 1.0
0181 Dance 4B
Course Credits:0.5
0182 Dance 5A
Course Credits:0.5, 1.0
0189 Dance 5B
Course Credits:0.5
0194 Dance 6A
Course Credits:0.5, 1.0
0195 Dance 6B
Course Credits:0.5
0196 Dance 7A
Course Credits:0.5, 1.0
0197 Dance 7B
Course Credits:0.5
0198 Dance 8A
Course Credits:0.5, 1.0
0238 Dance 8B
Course Credits:0.5
Course Overview
In Grade 9, the learner
- develops language and practices for making dance (Making)
- generates, develops, and communicates ideas for creating dance (Creating)
- develops understandings about the significance of dance by making connections to various contexts of times, places, social groups, and cultures (Connecting)
- uses critical reflection to inform dance learning and to develop agency and identity (Responding)
Although these areas are distinct, their recursive learnings are designed to be achieved in an authentic and interdependent way. They are developed, recombined, and transformed across novel and varied contexts to deepen and broaden learning, which becomes more refined, sophisticated, and complex with time and new experiences.
Guiding Principles for the Design of Learning Experiences and Assessment Practices
The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.
The Guiding Principles of Designing Learning Experiences and Assessment Practices outlined below in the French Immersion Program in Manitoba provide guidance to all Manitoba educators as they design learning and assessment experiences to strengthen, extend and expand student learning. Planning with the learner, the context and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.
Guiding Principles for Evaluation and Reporting
The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.
Learning Outcomes
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9-DA-M1: The learner develops competencies for using elements of dance in a variety of contexts by doing the following:
- Use movement to demonstrate understandings about the following:
- the body as an instrument of artistic expression (e.g., alignment and control, body parts, shapes, actions)
- spatial concepts (e.g., general and personal space, positive and negative space, body levels and directions, pathways)
- relationships (e.g., between body parts, dancers, groups, objects, audience)
- expressive gestures in various dance contexts (e.g., functional, ritualistic, social, emotional)
- Create varied movement qualities by combining motion factors in dance.
- Use dance vocabulary to identify and describe how and why dance elements are used.
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9-DA-M2: The learner develops competencies for using dance techniques in a variety of contexts by doing the following:
- Demonstrate fundamental dance techniques in a range of dance genres and/or styles.
- Perform a variety of genre-specific or style-specific dances.
- Use genre-specific or style-specific dance vocabulary.
- Select, encode, and decode dance and movement in various contexts (e.g., visual and musical cues, invented and/or standard dance notation, digital and graphic representation).
- Apply an understanding of factors necessary to maintain the health and safety of dancers.
- Develop and refine technical proficiency (e.g., coordination, artistry, musicality, focus, control, memory, projection, confidence, precision, strength, balance, alignment, flexibility, endurance, articulation).
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9-DA-M3: The learner develops expressive skills and musicality to communicate artistic intent by doing the following:
- Develop and refine the ability to synchronize movement with the flow and structure of music or poetry (e.g., beat, accent, metre, non-metre, rhythm, tempo, phrasing).
- Communicate the expressive qualities of music and music elements (e.g., pitch, texture, harmony, timbre, syncopation, polyrhythm, phrasing, dynamics) through body movements.
- Describe and analyze the formal and expressive qualities of dance music using appropriate vocabulary.
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9-DA-CR1: The learner generates ideas for creating dance from a variety of sources by doing the following:
- Draw inspiration from personal experiences and relevant sources (e.g., feelings; memories; imagination; observations; associations; cultural traditions; responses to current events, social, political, historical, and environmental issues; curriculum studies; experiences with dance).
- Explore a wide range of resources and stimuli (e.g., movement, images, sound, music, stories, poetry, artifacts, technology, multimedia, choreographer’s process folio) to ignite ideas and questions.
- Consider other arts disciplines (dramatic arts, media arts, music, visual arts) and other subject areas to inspire ideas.
- Experiment with diverse dance elements, techniques, tools, language, and practices.
- Engage in collaborative idea generation (plus-ing*) as inspiration and fuel for moving ideas forward.
*Plus-ing: In collaborative idea generation, the act of accepting any idea or adding to it.
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9-DA-CR2: The learner experiments with, develops, and uses ideas for creating dance by doing the following:
- Remain open to emerging, serendipitous ideas and inspiration.
- Engage in cycles of experimentation and idea generation to consider possibilities and test out and elaborate ideas for the choreographic process.
- Integrate dance elements, techniques, tools, forms, language, and practices.
- Use improvisation skills to find new movement possibilities and develop personal style.
- Define, analyze, and solve creative dance challenges.
- Select, synthesize, and organize promising ideas, motifs, themes, choreographic considerations, expressive gestures, and dance elements to support intention and to give form to creating dance.
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9-DA-CR3: The learner revises, refines, and shares dance ideas and creative work by doing the following:
- Select and share dance work in progress for ongoing feedback.
- Analyze, revise, rehearse, and refine in response to critical self-reflection and feedback from others.
- Reconsider and/or confirm choices.
- Collaborate with others to select, program, and stage completed dances with audience, setting, and purpose in mind.
- Finalize and share dance work with communicative intent and audience in mind.
- Apply legal and ethical arts practices (e.g., related to copyright, intellectual property) when consuming, producing, and sharing dance and other arts.
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9-DA-C1: The learner develops understandings about people and practices in dance by doing the following:
- Explore a range of dance works, forms, genres, styles, traditions, innovations, and performance practices from various times, places, social groups, and cultures (including First Nations, Métis, and Inuit).
- Investigate contributors to dance from a range of contexts (e.g., dancer, choreographer, advocate, educator, historian, critic).
- Engage with local, Manitoban, and Canadian contributors and contributions to dance (e.g., dance artists, groups, events, community and cultural resources, innovations) to expand learning opportunities.
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9-DA-C2: The learner develops understandings about the influence and impact of dance by doing the following:
- Examine ways that dance and dance artists influence personal growth, identity, and relationships with others.
- Examine the impact of context (e.g., personal, social, cultural, political, economic, geographical, environmental, historical, technological) on dance and dance artists.
- Examine how dance and dance artists influence, comment on, question, and challenge social, political, and cultural discourse and identity.
- Explore how dance and dance artists influence and are influenced by other arts disciplines and subject areas.
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9-DA-C3: The learner develops understandings about the roles, purposes, and meanings of dance by doing the following:
- Explore how dance and dance artists make and communicate meaning and create unique ways to know self and to perceive the world.
- Examine how dance can be a means of sharing diverse viewpoints and of understanding the perspectives of others.
- Examine ways that dance reflects, interprets, and records traditions, values, beliefs, issues, and events in society and culture.
- Analyze the multiple roles and purposes of dance for individuals and society (e.g., celebration, persuasion, education, commemoration, entertainment, commentary, recreation, communal events, therapy, religious/artistic/cultural expression).
- Investigate leisure and/or career and other lifelong possibilities in dance (e.g., dancer, stage manager, producer, choreographer, dance notation technician, teacher, critic, historian, anthropologist, therapist, volunteer, viewer).
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9-DA-R1: The learner generates initial reactions to dance experiences by doing the following:
- Suspend judgment and take time to deeply perceive dance works and experiences before forming opinions, interpretations, and evaluations.
- Make personal connections to previous experiences with dance and other art forms.
- Express first impressions (e.g., thoughts, feelings, intuitions, associations, questions, experiences, memories, stories, connections to other disciplines) evoked by dance works and experiences as a starting point for critical analysis and reflection.
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9-DA-R2: The learner critically observes and describes dance experiences by doing the following:
- Discern sensory, formal, stylistic, technical, and expressive dance elements and compositional devices to inform analysis, interpretation, judgment, and evaluation.
- Use dance terminology to create rich, detailed observations (e.g., dance elements, techniques, forms, expressive devices, genres, styles, themes, motifs, costumes, musical accompaniment).
- Build common understandings and consider different noticings about dance works and experiences.
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9-DA-R3: The learner analyzes and interprets dance experiences by doing the following:
- Analyze how dance elements function, relate, and are manipulated, organized, and used for artistic and creative purposes.
- Connect analysis evidence with initial reactions and personal associations to form interpretations about meaning and intent.
- Examine a range of interpretations to understand that unique perspectives and lenses (e.g., social, cultural, historical, political, disciplinary) affect interpretation and appreciation.
- Refine ideas and ignite new thinking through listening to others, critical dialogue, questioning, and research.
- Probe, explain, and challenge interpretations, preferences, and assumptions about meaning and quality.
- Generate and co-construct criteria to critically evaluate artistic quality and effectiveness.
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9-DA-R4: The learner applies new understandings about dance to construct identity and to act in transformative ways by doing the following:
- Justify own interpretations, decisions, preferences, evaluations, and possible changes in previous thinking.
- Recognize and respect that individuals and groups may have different opinions, interpretations, preferences, and evaluations regarding dance experiences.
- Make informed judgments and choices for independent decision-making, evaluation, and action.
- Formulate ideas, beliefs, and values about dance, and demonstrate an understanding of how they inform a sense of being and agency in the world.
- Apply beliefs and understandings about dance in purposeful, autonomous ways to inform a sense of being and agency in the world.
- Identify ways that dance contributes to personal, social, cultural, and artistic identity.
Curriculum Implementation Resources
Grade 9 - Curriculum Implementation Resources: Web Pages
Grade 9 - Curriculum Implementation Resources: Multimedia
Grade 9 - Curriculum Implementation Resources: Documents