Grade 1 Curriculum Tracking Template (Page 25 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Arts

GRADE 1 - The Arts

Student’s

Name:_____

__________

_____

Teacher:____________________

School Year:____________________

Term:____________________

Teacher

Needs

Tracking:

Improvement

Satisfactory

Good

Excellent

DANCE

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of simple dance phrases, 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 and styles from the past and present, and their social and/or community contexts.

SPECIFIC EXPECTATIONS

A1. Creating and Presenting

By the end of Grade 1, students will:

A1.1 use movements that are part of their daily experience in a variety of ways in dance phrases (e.g., alter and exaggerate movements based on even rhythms such as walking, galloping,

and swimming, and on uneven rhythms such as skipping and jumping; amplify and modify percussive movements such as the movement of a clock ticking or the sustained hold of a cat

stretching)

A1.2 use dance as a language to express feelings and ideas suggested by songs, stories, and poems, with a focus on the element of body, particularly body shapes (e.g., use the entire body

[crouch, slump] and body parts [folded arms, bowed head] to express an idea such as deep thought)

A1.3 create dance phrases using a variety of ways to connect movements (e.g., connect a melt and a spin using a non-locomotor movement; connect a walk and a skip [locomotor

movements] with a circle [pathway])

A1.4 use varied and/or contrasting body shapes to communicate different types of messages (e.g., a high level and open, expansive shape to show dominance; a closed huddled shape to

show that you are holding a treasured or secret object)

A2. Reflecting, Responding, and Analysing

By the end of Grade 1, students will:

A2.1 describe differences they observe when various movements from daily life are used as the basis or stimulus for movements in a dance phrase (e.g., describe ways in which everyday

actions and movements such as skipping on the playground, walking to school, brushing their teeth, or getting dressed are changed when they are used in a dance phrase)

A2.2 identify and describe how the element of body is used in contrasting ways to communicate ideas in their own and others’ dance phrases, with teacher support (e.g., standing versus

kneeling body bases can communicate differences in power; curved versus straight shapes can communicate contrasting emotions)

A2.3 identify and give examples of their strengths and areas for growth as dance creators and audience members (e.g., using connecting movements; working collaboratively in groups to

create dance phrases incorporating everyone’s ideas; watching peer performances attentively and asking relevant questions)

A3. Exploring Forms and Cultural Contexts

By the end of Grade 1, students will:

A3.1 describe, with teacher guidance, a variety of dances from different communities around the world that they have seen in the media, at live performances and social gatherings, or in

the classroom (e.g., describe traditional dances they have seen to a partner [Chinese ribbon dance, Highland fling, powwow dance styles])

A3.2 identify and describe dance experiences in their own lives and communities (e.g., At home: dancing or moving to a favourite song/story; seeing dance on television or in a movie DVD;

At school: playing at recess; In the community: dancing or observing dances at weddings, parties, cultural celebrations)

B. DRAMA

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process drama, using the elements and conventions of drama to communicate feelings,

ideas, and stories;

B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of drama works

and experiences;

B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms and styles from the past and present, and their social and/or community

contexts.

SPECIFIC EXPECTATIONS

B1. Creating and Presenting

By the end of Grade 1, students will:

Grade 1 Curriculum Tracking Template Page 25

Related Articles

Related forms

Related Categories