The Arts · Grade 11 · Choreography and the Moving Body · Term 2

Dance History: Classical Ballet to Modern Dance

Tracing the evolution of Western theatrical dance from its origins to the emergence of modern forms.

• Ontario Curriculum Expectations
• DA:Cn11.1.HSII
• DA:Re8.1.HSII

About This Topic

Dance History: Classical Ballet to Modern Dance traces Western theatrical dance from its 15th-century courtly origins through romantic and classical eras to early 20th-century modern innovations. Students compare ballet's aesthetic principles of elevation, symmetry, and hierarchy, shaped by aristocratic patronage, with modern dance's emphasis on grounded movement, asymmetry, and personal expression. Pioneers like Isadora Duncan rejected pointe work for natural flow, while Martha Graham introduced contractions amid social changes such as World War I and women's suffrage.

This topic supports Ontario Grade 11 Arts standards DA:Cn11.1.HSII and DA:Re8.1.HSII by fostering analysis of choreographers who broke traditions and connections between historical events and evolving dance vocabularies. Within the Choreography and the Moving Body unit, it equips students to draw from history when composing original pieces, building skills in critical response and cultural context.

Active learning excels with this topic because students physically explore styles through improvisations and reconstructions. When they alternate between ballet pliés and Graham spirals in guided sequences, or collaborate on timelines with movement demos, history shifts from dates to felt experiences that enhance retention and spark creative choreography.

Key Questions

1. Compare the aesthetic principles and social contexts of classical ballet and early modern dance.
2. Analyze how specific choreographers broke from tradition to create new dance vocabularies.
3. Explain how historical events influenced the development of dance styles.

Learning Objectives

• Compare the aesthetic principles and social contexts of classical ballet and early modern dance.
• Analyze how specific choreographers broke from tradition to create new dance vocabularies.
• Explain how historical events, such as World War I and the women's suffrage movement, influenced the development of dance styles.
• Synthesize historical information to justify the evolution of dance from classical ballet to modern forms.
• Demonstrate movement qualities characteristic of both classical ballet and early modern dance styles.

Before You Start

Introduction to Dance Elements and Principles

Why: Students need a foundational understanding of space, time, energy, and body to analyze and compare different dance styles.

Elements of Choreography

Why: Understanding how choreographers use movement to convey ideas is essential for analyzing how historical styles developed and changed.

Key Vocabulary

Ballet d'action	A type of ballet that tells a story or expresses emotions through movement and mime, moving away from purely decorative court dances.
Pointe work	A technique in ballet where dancers perform on the tips of their toes, requiring specialized shoes and significant training.
Contraction	A core-focused movement, often associated with Martha Graham, involving a forceful exhalation and a hollowing of the torso.
Grounded movement	A quality of movement that emphasizes connection to the floor and the use of gravity, characteristic of many modern dance styles.
Aesthetic principles	The set of ideas and beliefs about beauty and artistic taste that guide the creation and appreciation of dance forms.

Watch Out for These Misconceptions

Common Misconception

Classical ballet remains unchanged from its origins.

What to Teach Instead

Ballet evolved from social court dances to romantic storytelling and imperial technique. Sequencing activities with video clips or photos in small groups help students build accurate timelines, revealing innovations like pointe work during peer discussions.

Common Misconception

Modern dance lacks technique or structure.

What to Teach Instead

Pioneers codified techniques such as Graham's spiral and release methods. Hands-on workshops where students learn and mirror these basics in pairs correct this by highlighting physical demands, fostering appreciation through embodied trial.

Common Misconception

Dance history does not connect to contemporary creation.

What to Teach Instead

Historical breaks inform today's hybrid styles. Creation prompts linking past vocabularies to student choreography, done in small groups, show direct relevance and inspire innovative responses.

Active Learning Ideas

Timeline March: Dance Evolution

Divide class into small groups, assign eras from Renaissance ballet to Graham's modern works. Groups research key events and choreographers, then mark a studio floor timeline with tape and prepare 45-second movement phrases. Class marches through chronologically, pausing for group explanations and peer questions.

50 min·Small Groups

Duet Contrast: Ballet vs Modern

Pairs select one ballet principle like partnering and one modern like floor work. They create and rehearse 1-minute duets highlighting differences, perform for the class, then chart aesthetic and social contrasts on shared butcher paper.

35 min·Pairs

Choreographer Spotlight: Signature Moves

Small groups research a choreographer such as Duncan or Graham, identify a signature vocabulary, and teach it to the class via 2-minute demos with historical context slides. Follow with whole-class improv using the new moves.

45 min·Small Groups

Historical Influences Debate: Movement Edition

Whole class divides into teams representing eras, prepares arguments on event influences like wars on styles. Debate while demonstrating supporting movements, vote on strongest links via class poll.

40 min·Whole Class

Real-World Connections

• Professional dance companies like The National Ballet of Canada and Les Grands Ballets Canadiens de Montréal continue to perform classical ballets, while also commissioning new works from contemporary choreographers who draw inspiration from modern dance traditions.
• Dance historians and critics working for publications such as Dance Magazine or academic journals analyze and document the evolution of dance, connecting historical movements to current trends and artistic innovations.
• Choreographers today often blend techniques and aesthetics from various historical periods, including ballet and modern dance, to create unique performances for theatre companies, opera houses, and film productions.

Assessment Ideas

Discussion Prompt

Pose the question: 'How did the societal changes of the early 20th century, like increased calls for individual expression, directly lead to the rejection of ballet's strict rules by early modern dancers?' Facilitate a class discussion where students cite specific examples of historical context and corresponding dance innovations.

Quick Check

Provide students with short video clips of a classical ballet excerpt and an early modern dance piece. Ask them to list three distinct movement qualities or aesthetic principles they observe in each, and one societal or historical factor that might have influenced each style.

Peer Assessment

Students work in small groups to create a 30-second movement phrase inspired by either classical ballet or early modern dance. After presenting, peers provide feedback using a checklist: 'Did the phrase clearly reflect the chosen historical style?' 'Were at least two key aesthetic principles evident?'

Frequently Asked Questions

What are key aesthetic differences between classical ballet and modern dance?

Classical ballet prioritizes elevation, turnout, and symmetry for visual grandeur, rooted in court traditions. Modern dance favors contraction, floor work, and asymmetry to convey emotion and challenge norms. Teaching through side-by-side performances lets students observe and discuss how these reflect social shifts, deepening curriculum connections in Grade 11 Arts.

How did historical events shape modern dance?

World War I disillusionment and suffrage movements prompted rejections of ballet's rigidity. Duncan embraced free flow amid cultural liberation, Graham channeled contraction for emotional depth post-Depression. Student timelines with movement markers reveal these links, aligning with DA:Cn11.1.HSII by analyzing influences on vocabularies.

How can active learning help students grasp dance history?

Active approaches like embodying ballet adagios next to modern solos make abstract timelines tangible. Small-group reconstructions of Duncan waves or Graham falls build kinesthetic memory, while peer teaching historical contexts boosts retention. In Ontario classrooms, these methods turn passive recall into dynamic understanding, supporting standards through response and connection.

What resources support teaching Dance History in Ontario Grade 11 Arts?

Ontario Curriculum documents outline DA standards; supplement with NFB films on Graham, Dance Magazine archives, and YouTube clips of Petipa ballets versus Cunningham. Studio props like scarves mimic eras. Free EDC resources provide rubrics for historical analysis, ensuring alignment with choreography units.