Appendix 1 - Curriculum Expectations

Connections to Financial Literacy

Grade 7 Dance

A2. Reflecting, Responding, Analysing

• A2.1: construct personal interpretations of the messages in their own and others’ dance pieces, including messages about issues relevant to their community and/or the world (e.g., dance pieces on topics such as … poverty, … homelessness), and communicate their responses in a variety of ways (e.g., through writing, class discussion, oral reports, song, drama, visual art)

Grade 8 Dance
 

A1. Creating and Presenting

• A1.2: use dance as a language to communicate messages about themes of social justice and/or environmental health (e.g., possible solutions to … poverty, … homelessness, …oppression, ...)

A3. Exploring Forms and Cultural Contexts

• A3.1: describe how social, political, and economic factors influenced the emergence and development of a dance form or genre of their choice (e.g., factors: funding to artists, the commercialization of dance, support for dance programs in schools; …)
  • Teacher prompt: “What social factors led to the emergence of this dance (e.g., hip hop, Celtic dance, the waltz)?” “Why do you think swing developed during the Depression in the 1930s (e.g., escapism)?”

Grade 9 Dance
Reflecting, Responding, and Analysing

B3. Connections Beyond the Classroom

• B3.1: identify knowledge, skills, and personal qualities/attitudes they have acquired or strengthened through dance studies that can be applied in other settings and to a variety of careers (e.g., personal qualities such as willingness to take risks, discipline, cooperativeness, empathy, willingness to take responsibility)
  • Teacher prompt: “Is the behaviour expected of you in dance class the same as or different from your usual behaviour outside of class? What situations outside dance class might have behavioural expectations similar to those in the class?”

Grade 10 Dance

Reflecting, Responding, and Analysing

B3. Connections Beyond the Classroom

• B3.1: identify physical, intellectual, and artistic skills that are developed through dance and explain how they can be applied to a variety of careers (e.g., with a partner, research and report on possible summer volunteer or employment opportunities where their learning in dance could be helpful)
  • Teacher prompt: “What skills that you’ve learned in dance class are required for employment in any field?”

Curriculum Expectations

This lesson can be linked to various subject curriculum expectations depending on the grade level of the students, and the subject(s) being covered during a “Needs versus Wants” unit. Specific curriculum expectations for other subject areas will need to be identified by the individual teacher in accordance with the grade they are teaching.

Connections to Financial Literacy

Grade 7 Dance

A2. Reflecting, Responding, Analysing

• A2.1: construct personal interpretations of the messages in their own and others’ dance pieces, including messages about issues relevant to their community and/or the world (e.g., dance pieces on topics such as … poverty, … homelessness), and communicate their responses in a variety of ways (e.g., through writing, class discussion, oral reports, song, drama, visual art)

Grade 8 Dance

A1. Creating and Presenting

• A1.2: use dance as a language to communicate messages about themes of social justice and/or environmental health (e.g., possible solutions to … poverty, … homelessness, …oppression, ...)

A3. Exploring Forms and Cultural Contexts

• A3.1: describe how social, political, and economic factors influenced the emergence and development of a dance form or genre of their choice (e.g., factors: funding to artists, the commercialization of dance, support for dance programs in schools; …)
  • Teacher prompts: “What social factors led to the emergence of this dance (e.g., hip hop, Celtic dance, the waltz)?” “Why do you think swing developed during the Depression in the 1930s (e.g., escapism)?”  

Grade 9 Dance

Reflecting, Responding, and Analysing
B3. Connections Beyond the Classroom

• B3.1: identify knowledge, skills, and personal qualities/attitudes they have acquired or strengthened through dance studies that can be applied in other settings and to a variety of careers (e.g., personal qualities such as willingness to take risks, discipline, cooperativeness, empathy, willingness to take responsibility)
  • Teacher prompt: “Is the behaviour expected of you in dance class the same as or different from your usual behaviour outside of class? What situations outside dance class might have behavioural expectations similar to those in the class?”

Grade 10 Dance

Reflecting, Responding, and Analysing
B3. Connections Beyond the Classroom

• B3.1: identify physical, intellectual, and artistic skills that are developed through dance and explain how they can be applied to a variety of careers (e.g., with a partner, research and report on possible summer volunteer or employment opportunities where their learning in dance could be helpful)
  • Teacher prompt: “What skills that you’ve learned in dance class are required for employment in any field?

Curriculum Expectations

This lesson can be linked to various subject curriculum expectations depending on the grade level of the students, and the subject(s) being covered during a “Needs versus Wants” unit. Specific curriculum expectations for other subject areas will need to be identified by the individual teacher in accordance with the grade they are teaching.

Connections to Financial Literacy

Grade 7 Dance

A2. Reflecting, Responding, Analysing

• A2.1: construct personal interpretations of the messages in their own and others’ dance pieces, including messages about issues relevant to their community and/or the world (e.g., dance pieces on topics such as … poverty, … homelessness), and communicate their responses in a variety of ways (e.g., through writing, class discussion, oral reports, song, drama, visual art)

Grade 8 Dance

A1. Creating and Presenting

• A1.2: use dance as a language to communicate messages about themes of social justice and/or environmental health (e.g., possible solutions to … poverty, … homelessness, …oppression, ...)

A3. Exploring Forms and Cultural Contexts

• A3.1: describe how social, political, and economic factors influenced the emergence and development of a dance form or genre of their choice (e.g., factors: funding to artists, the commercialization of dance, support for dance programs in schools; …)
  • Teacher prompts: “What social factors led to the emergence of this dance (e.g., hip hop, Celtic dance, the waltz)?” “Why do you think swing developed during the Depression in the 1930s (e.g., escapism)?”

Grade 9 Dance

Reflecting, Responding, and Analysing
B3. Connections Beyond the Classroom

• B3.1: identify knowledge, skills, and personal qualities/attitudes they have acquired or strengthened through dance studies that can be applied in other settings and to a variety of careers (e.g., personal qualities such as willingness to take risks, discipline, cooperativeness, empathy, willingness to take responsibility)
  • Teacher prompt: “Is the behaviour expected of you in dance class the same as or different from your usual behaviour outside of class? What situations outside dance class might have behavioural expectations similar to those in the class?” “How can you use the learning gained through dance class to express thoughts and/or ideas about charitable organizations? How can you use this to promote or advertise for a charity?

Grade 10 Dance

Reflecting, Responding, and Analysing
B3. Connections Beyond the Classroom

• B3.1: identify physical, intellectual, and artistic skills that are developed through dance and explain how they can be applied to a variety of careers (e.g., with a partner, research and report on possible summer volunteer or employment opportunities where their learning in dance could be helpful)
  • Teacher prompt: “What skills that you’ve learned in dance class are required for employment in any field?”

Curriculum Expectations

This lesson can be linked to various subject curriculum expectations depending on the grade level of the students, and the subject(s) being covered during a “Needs versus Wants” unit. Specific curriculum expectations for other subject areas will need to be identified by the individual teacher in accordance with the grade they are teaching.