Framework for LEARNING
French Immersion Program
Course Overview
In Kindergarten, 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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K-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.
- Use appropriate dance vocabulary to label and describe elements of dance.
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K-DA-M2: The learner develops a facility with dance techniques.
The learner is able to do the following:
- Demonstrate basic locomotor skills (include walk, run, hop, jump, leap, slide, gallop, and skip).
- Demonstrate basic axial movement skills in a variety of dance experiences (include bend/flex, stretch/extend, swing, and twist/rotate).
- Follow basic visual and musical cues in dance experiences.
- Perform grade-appropriate dances.
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K-DA-M3: The learner demonstrates musicality through dance.
The learner is able to do the following:
- Respond kinesthetically to the flow (e.g., rhythm, phrasing, form) of a wide variety of music.
- Move to a steady beat in a variety of metres (suggested progression: begin with 2/4 and 6/8, and progress through 3/4, 4/4, and changing metres) and tempos (e.g., fast/slow, getting faster/slower).
- Respond to accented beats through movement.
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K-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; poems; stories; music; daily, family, or community life) 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 for dance creation through experimentation, improvisation, and/or play with grade-appropriate dance elements, techniques, and forms.
- Engage in collaborative idea generation/brainstorming as inspiration for dance creation.
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K-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 and organize movement ideas as a class, as a group, or individually (e.g., create a dance phase using three different dance steps and two pathways).
- Describe decisions about the selection and use of dance elements, techniques, forms, motion factors, and gestures in ongoing work.
- Incorporate serendipitous discoveries into own ongoing dance creations, as appropriate.
- Develop and extend dance ideas individually and in collaboration with others.
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K-DA-CR3: The learner revises, refines, and shares dance ideas and creative work.
The learner is able to do the following:
- Share work in progress to inform revisions.
- Rehearse and refine dance to perform for others, with teacher guidance.
- Share own dance ideas, choreography, and interpretations with others through performances, choreography portfolios, or video recordings.
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K-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:
- Perform, observe, and demonstrate an awareness of dance from various times, places, and peoples (ideally, include dance from cultures represented within the school community).
- Identify, share, and talk about examples of dance experienced at home, at school, and in the community.
- Demonstrate an awareness of dancers in and from own community.
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K-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:
- Demonstrate an awareness that there are many different kinds of dance.
- Demonstrate the understanding that dance works can be categorized according to common characteristics.
- Recognize that dance is an art form, along with dramatic arts, literary arts, music, and visual arts.
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K-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:
- Identify when and why people use dance in daily life (e.g., for storytelling, celebrating, exercising, learning, communicating ideas, socializing).
- Demonstrate an awareness of the intended meanings and/or purposes of dances encountered in own performance and viewing experiences (e.g., representations of nature in Indigenous hoop dancing, coal mining in the Japanese dance Tanko Bushi).
- Demonstrate an appreciation of dance as a means of experiencing and exploring own and others’ lives (e.g., feelings, values, stories, events, cultures).
- Demonstrate an awareness of ways in which dance reflects, influences, and shapes issues and events, as well as traditions, values, beliefs, and identities of individuals and groups.
- Engage and/or interact appropriately as participants, audience members, and performers.
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K-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).
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K-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.
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K-DA-R3: The learner analyzes and interprets dance experiences.
The learner is able to do the following:
- Analyze how dance elements communicate meaning.
- Reflect on and share personal responses (e.g., feelings, thoughts, images) evoked by dance experiences.
- Examine others’ interpretations to understand diverse perspectives and inform new thinking about dance.
- Co-construct criteria to critically analyze and evaluate dance works and experiences.
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K-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, and interpretations about dance.
- Recognize and respect that individuals and groups may have different preferences, ideas, interpretations, and opinions about dance.
- Make informed choices for decision-making about dance.
Curriculum Implementation Resources
Kindergarten - Curriculum Implementation Resources: Web Pages
Kindergarten - Curriculum Implementation Resources: Multimedia
Kindergarten - Curriculum Implementation Resources: Documents