Dance that is incorporated in education can have several benefits. Some children learn kinesthetically and dance can create an outlet for their brain to work. Dance can be done in a recreational manner or through an exam-based curricula. Following is the Saskatchewan's Arts Education Curriculum Guide for Dance 10, 20, and 30. However, this is not the only form of dance education available. As listed below this curriculum, there are also the Royal Academy of Dance syllabus and Canadian Dance Teacher's Association syllabus.

Saskatchewan's Arts Education Curriculum Guide: Introduction to Dance 10, 20, 30


This guide was written to support teachers in planning and teaching Dance 10, 20, and 30 courses. Teachers are required to plan courses at each grade level that will facilitate student achievement of the foundational objectives. In so doing, all Dance 10, 20, 30 courses offered across the province will share important commonalities that will ensure recognition of the credits gained by completion of the courses and will provide consistency for students who transfer from one school to another. The foundational objectives established for Dance 10, 20, 30 courses are the culmination of a continuum of learning that began in the dance strand of Elementary Level arts education curricula.

Rationale

Since early time people have danced. Dance has been integral to social, religious, ceremonial, and spiritual functions of many cultures throughout history. It has been a way for people to express ideas and feelings that were significant in their daily lives.
The Secondary Level dance program encourages students to explore the dance of various peoples in a meaningful way and enables students to express themselves through a nonverbal means of communication while increasing their dancing abilities. The program gives students a comprehensive understanding of dance as they learn specific dances and dance techniques, respond critically to dances seen as audience, and create their own dances for personal expression. Through dance experiences in the three components of the program, students are encouraged to explore, reflect on, and learn about dance.
Dance links the body, intellect, and emotions. This integration provides students with opportunities to further personal and social growth and encourages well-being. At the same time, dance gives students another means of seeing and expressing their ideas about the world around them. Ultimately, the dance program strives to foster a lifelong interest in dance. It challenges students to achieve new levels of discovery and understanding of dance and its value.

Dance Goals

The dance goals below follow from the major aim of the Arts Education program. By participating in the Secondary Level dance program, students will:
  • learn specific dances, including social, cultural, and choreographed dances
  • create dances in order to express personal ideas and feelings, and value their creations as unique expressions
  • develop their dance techniques and deepen their spatial and kinaesthetic awareness (the internal feelings of the body's muscles and joints)
  • further their understanding of dance by studying dance artists, dances, and the role of dance in cultures and societies (local, national and global), past and present
  • examine the roles of dance in their own communities and daily lives
  • gain understanding and develop appreciation of dance through critical reflection on dances of various styles experienced as participant and as audience.

Program Introduction

Dance 10, 20, 30 is a flexible, modular program designed to accommodate various school situations and the needs of teachers with varying backgrounds in dance. This curriculum document describes one core module for each grade and 18 optional modules from which teachers can select in planning their courses. At the 30 level, qualified students have the option of choosing an independent study or work study module as one portion of their course. Each course must contain a minimum of two modules in addition to the core module. Modules can vary in length according to the teacher's planning. Each course is based on a 100-hour time allotment.

The foundational objectives describe the required content for Dance 10, 20, 30. These foundational objectives, and learning objectives derived from them, should form the basis for detailed planning in all modules.
Student dance-making (choreography) is an essential part of Dance 10, 20, 30. Appendix A describes a process teachers can use to guide students in composing, presenting, and reflecting on their own dances.

The Dance Teacher

This program is designed to accommodate the expertise of teachers with varying backgrounds in dance. The approved dance types for Dance 10, 20, 30 are Aboriginal, ballet, cultural, jazz, modern, and social. Teachers should plan from the module descriptions according to their own strengths and particular knowledge of dance technique. Each course may be taught by one teacher or by several teachers with different areas of knowledge in dance. Teachers of this course are encouraged to broaden their knowledge of the approved dance types and to enhance their programs by drawing on community resources.

The Role of Performance

Performances should be a natural outcome of rehearsal and classroom activities. Performances should provide an immediate focus and application for class activities and an opportunity to demonstrate acquired learning to parents, administrators, and the public. The performance is an integral part of the education process rather than an ultimate product.

Royal Academy of Dance (R.A.D) Syllabus


As an awarding body, the Royal Academy of Dance Examinations Board offers an internationally recognized portfolio of examinations and assessments. They are designed to motivate and encourage students of all ages and levels of ability, through a systematic measurement of progress and attainment.

Students may start with the Pre-School Curriculum, move up through Pre-Primary and Primary levels and then into eight Graded levels. In the Graded syllabi, students are offered alternative options of an Examination, Class Award or Presentation Class.

The Pre-School Dance Curriculum develops basic movement skills, musical awareness, expression and creativity. Themed classes encourage class participation, focus and confidence that prepare students for entry to the Pre-Primary levels. This curriculum is appropriate for students between the ages of two and a half and five years.

Graded Syllabi, Pre-Primary and Primary levels, develop students' physical skills, stamina, creativity, expression and musicality using a range of sounds and musical styles. This strong foundation prepares students for a successful transition to ballet and other dance genres. These levels are appropriate for students between the ages of five and eight years.

Graded Syllabi, Grades 1 — 8 Award, provide a broad practical dance education, progressively developing the technical, musical and performance skills of the student. They incorporate Classical Ballet, Free Movement and Character. Classical ballet is the core of the syllabus. Free Movement incorporates movements in common with dance genres such as Natural Movement, Contemporary and Classical Greek. Character is the theatrical presentation of national dance using ethnic dance and music, which has been freely adapted for the theatre. Three styles have been selected for study: Hungarian, Russian and Polish. These levels are appropriate for students from the age of six years and upwards, and can provide challenging and rewarding training to the end of high school.

Examinations are open to both male and female candidates. Candidates may take any Grade without having passed previous examinations, provided they satisfy the minimum age requirements. Candidates may also re-take an examination as many times as they wish, regardless of the result.

  • Pre-Primary – 5 years and over
  • Primary – 6 years and over
  • Grade 1 – 7 years and over
  • Grade 2 – 7 years and over
  • Grade 3 – 7 years and over
  • Grade 4 – 7 years and over
  • Grade 5 – 11 years and over


The Vocational Grades Are:
  • Intermediate Foundation - 11 years and over (non compulsory)
  • Intermediate - 12 years and over
  • Advanced Foundation - 13 years and over (non compulsory)
  • Advanced 1 - 14 years and over
  • Advanced 2 - 15 years and over
  • Solo Seal- Must hold their Advanced 2 with distinction


Canadian Dance Teacher's Association Syllabus


  • Dancing (40%)
  • Theoretical questions (30%),
  • General teaching questions (20%)
  • Overall presentation (10%).
Demonstration of Dancing (Part A), you will dance a routine for each dance containing all the figures from your syllabus.
Theoretical portion (Part B), you will be asked to identify the theoretical elements such as: footwork, amount of turn, etc. of the syllabus figures.
General teaching questions section (Part C), you will be asked specific questions about music, how to teach certain elements (frame, etc.) to students, and will be asked to conduct certain aspects of a group class. This will enable the examiner to evaluate your general teaching skills. Be sure you know how to start a group class to music for each dance.
Overall presentation (Part D) Finally, you will receive a grade for your overall presentation, which will encompass your poise, demeanor, vocal projection, and clarity throughout the exam.


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