| Division: Junior |
Subject: Arts |
Strand: Dance |
Overall Expectations
| Grade 4 |
Grade 5 |
Grade 6 |
- A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas;
- A2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
- A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
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- A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas;
- A2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
- A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
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- A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas;
- A2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
- A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
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Virtues & Themes: Possible Connections
Theological Virtue: Faith
Faith...lets us see things in a new way. It moves us to say, “I believe” - in God and in all God has revealed to us, as handed down through Christ’s Church. Faith is visible in our Catholic schools whenever there is trust in God, belief, prayer, worship and the witness of love. |
We speak about seeing with eyes of faith. We can also create works inspired by faith. The movements and stories in our dance pieces can reflect the way we believe, see and live as followers of Jesus. We research the role of faith's influence in past and present social and/or community contexts, and think critically about its reflection in their dance forms and styles. Where do we find the witness of faith through love in this work? Do you think faith was important to the culture and time of the composer? Let's do some research and see... |
Cardinal Virtue: Justice
A just person fulfills their obligations to God in prayer and worship, and to neighbour in mercy and fairness. |
Dance can be a vehicle for promoting justice. We can create dance pieces that reflect values associated with justice, evoke feelings of compassion and solidarity, and move people to want to communicate their own feelings, ideas and stories about justice. We can examine dance past and present with a critical eye to finding how important justice was to the choreographer/author and their context. |
Catholic Character Theme: Reverence
Reverence is present in our Catholic schools whenever people are moved by their faith to a deep and holy respect. |
Dance is one way in which we can joyously or solemnly express reverence: for the gift of one's life as sons and daughters of God, for the gift of relationships and our interconnectedness as community, friends and family. We can Apply the Critical Thinking Process to communicate feelings, ideas and understandings in response to the presence (or lack thereof) in a variety of drama works and experiences. We can examine dance past and present with a critical eye to finding how important reverence was to the choreographer/ author and their context. |
Catholic Character Theme: Solidarity
As disciples of Jesus, we are called to solidarity with all persons both near and far away. In Solidarity, we bear one another’s burdens and defend one another’s dignity as children of God. |
For Junior students, dance provides another method of expressing their concern for the well-being of others. They can critically review dances based on the presence or absence of solidarity, and make connections to the struggles and comforts in their daily lives. Using one’s body in a positive expression of dance can be a powerful demonstration of solidarity. Recreating a Native dance or one from medieval times allows us a peek into a place we may not be familiar with, and identify with others' struggles and joys. In this way, our solidarity with one another will inevitably grow. |
Support Resources
| Journey Activities |
| Grade 4 |
Grade 5 |
Grade 6 |
CGE2c- presents information and ideas clearly and honestly and with sensitivity to others.
CGE3f – examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society
CGE7e – witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society |
CGE3b – creates, adapts, evaluates new ideas in light of the common good
CGE3f – examines, evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and compassionate society
CGE7e – witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society |
CGE2e- uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life
CGE4a – demonstrates a confident and positive sense of self and respect for the dignity and welfare of others
CGE5e- respects the rights, responsibilities and contributions of self and others |
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Curriculum Frameworks
http://www.eoccc.org/onlinefw/onlineframeworks.html |
Grade 3-4
Framework 1. Theme: Community and the Common Good
Framework 2. Theme: Peace
Framework 3. Theme: Mystery, Wonder & Awe
Framework 4. Theme: Stewardship for Creation
Framework 5. Theme: Love & Justice
Framework 6. Theme: Hope |
Grade 4
Framework 1. Theme: Love & Justice
Framework 2. Theme: Community & the Common Good
Framework 3. Theme: Mystery, Wonder & Awe
Framework 4. Theme: Stewardship for Creation
Framework 5. Theme: Human Rights and Responsibilities
Framework 6. Theme: Dignity of Work and Service |
Grade 4-5
Framework 1. Theme: Mystery, Wonder & Awe
Framework 2. Theme: Community and the Common Good
Framework 3. Theme: Peace
Framework 4. Theme: Dignity of the Human Person
Framework 6. Theme: Stewardship |
Grade 5
Framework 1. Theme: Peace
Framework 2. Theme: Dignity of the Human Person
Framework 3. Theme: Mystery, Wonder & Awe
Framework 4. Theme: Human Rights and Responsibilities
Framework 5. Theme: Stewardship for Creation
Framework 6. Theme: Community and the Common Good |
Grade 5-6
Framework 1. Theme: Dignity of the Human Person
Framework 3. Theme: Community and the Common Good
Framework 4. Theme: Stewardship for Creation
Framework 5. Theme: Mystery, Wonder & Awe
Framework 6. Theme: Dignity of Work & Service |
Grade 6
Framework 1. Theme: Mystery, Wonder & Awe
Framework 2. Theme: Dignity of Work & Service
Framework 3. Theme: Community and the Common Good
Framework 4. Theme: Human Rights & Responsibilities
Framework 5. Theme: Stewardship for Creation
Framework 6. Theme: Dignity of the Human Person |
Gr. 6-7
Framework 1. Theme: Love & Justice
Framework 2. Theme: Stewardship |
Gr. 6-7 Cont'd
Framework 4. Theme: Dignity of the Human Person
Framework 5. Theme: Mystery, Wonder & Awe
Framework 6. Theme: Hope |
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