The 26 Letter Dance
Created, directed and co-choreographed by Hélène Langevin
Co-choreographed by Jean-François Légaré
Produced by Bouge de là
Study Guide
Introduction
This study guide was created by Bouge de là, with curriculum connections adapted by Emily Langer, Education & Participation Student Intern and Marjie Chud, YPT Education & Participation Curriculum Associate, to suit an Ontario context.
Please click here to view the study guide. Should you have any questions or feedback or have inquiries about the use of this guide (which is copyright protected), please feel free to contact Karen Gilodo, Associate Artist Director, Education at kgilodo@youngpeoplestheatre.org.
Overall Curriculum Connections
- Kindergarten (integration of the arts, learning in real- life contexts)
- Language (word recall, phonemic awareness)
- Dance (Various Movements, Styles of Dance, Dance within Community)
- Music (Different Purposes of Music, Forms of Music, Style of Music)
- French as a Second Language (French Language Performances Only)
Specific Curriculum Connections
This study guide responds directly to the following curriculum expectations as outlined by the Ontario Ministry of Education. By participating in the discussion questions and activities, students will:
Language
- communicate by listening and speaking to others for a variety of purposes and in a variety of contexts
- extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them
- begin to identify some of the presentation strategies used in oral texts and explain how they influence the audience
Mathematics
- describe, sort, classify, build and compare two- dimensional shapes and three dimensional figures, and describe the location and movement of objects through investigation
- explore, recognize, describe, and create patterns, using a variety of materials in different contexts
- identify and describe various polygons
- compose and describe pictures, designs, and patterns by combining two-dimensional shapes
- identify and describe common two dimensional shapes
- describe similarities and differences between an everyday object and a three dimensional figure
Dance
- use problem solving strategies when experimenting with the skills, materials, processes and techniques used in drama and dance both individually and with others
- express responses to a variety of forms of drama and dance, including those from other cultures
- describe differences they observe when various movements from daily life are used as the basis or stimulus for movements in a dance phrase
- 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
- 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
- create dance phrases using a variety of pattern forms
- demonstrate an understanding of how the elements of dance can be used in their own and others’ dance phrases to illustrate or explore learning in other subject areas
- describe the similarities between their own dance phrases and those of others
- identify, using dance vocabulary, the elements of dance in their own dance phrases and those of others, and describe how each element is used to communicate meaning
- identify various reasons why people dance in daily life and various contexts in which they do so
Drama
- use problem solving strategies when experimenting with the skills, materials, processes and techniques used in drama and dance both individually and with others
- express responses to a variety of forms of drama and dance, including those from other cultures
- express feelings and ideas about a drama experience or performance in a variety of ways, making personal connections to the characters and themes in the story
- identify, using drama terminology, the elements and conventions of drama used in shared drama experiences and theatre and describe how they help communicate ideas and feelings and create interest communicate feelings and ideas to a familiar audience (e.g., classmates) using audio, visual, and/or technological aids to support or enhance their drama work
- identify some distinct stylistic features of a few drama and theatre forms they experience in their home, school, and community, and in the media
Music
- express responses to a variety of forms of music, including those from other cultures
- express initial reactions and personal responses to musical performances in a variety of ways
- describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create
Sources
Full Day Kindergarten Program- Ontario Curriculum