Learning Resource Type

Classroom Resource

All I Want to Do Is Dance, Dance, Dance!

Subject Area

English Language Arts
Arts Education

Grade(s)

3, 4, 5

Overview

Students will observe dance movements in drawings and paintings.  Students will work in pairs and do simple gesture drawings of their partner in a dance pose. They will choose a sketch to make a new drawing and paint it with watercolors.  They will write a persuasive essay discussing the importance of dance in schools.  Students will work in groups to choreograph a short dance.    

    English Language Arts (2021) Grade(s): 3

    ELA21.3.35

    Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

    Unpacked Content

    UP:ELA21.3.35

    Vocabulary

    • Argument
    • Take an action
    • Adopt a position
    • Introduction
    • Logical reasoning
    • Evidence
    • Sources
    • Conclusion

    Knowledge

    Students know:
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
    • Evidence to support the argument must be collected from various sources.

    Skills

    Students are able to:
    • Write an argument to convince a reader to take action or adopt a position.
    • Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
    • Gather evidence from various sources to support a claim.

    Understanding

    Students understand that:
    • To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from various sources.
    English Language Arts (2021) Grade(s): 4

    ELA21.4.37

    Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.

    Unpacked Content

    UP:ELA21.4.37

    Vocabulary

    • Argument
    • Persuade
    • Take an action
    • Adopt a position
    • Introduction
    • Logical reasoning
    • Evidence
    • Relevant sources
    • Linking words

    Knowledge

    Students know:
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
    • Evidence to support the argument must be collected from various sources.
    • Linking words are used to connect their claim to the corresponding evidence.

    Skills

    Students are able to:
    • Write an argument to convince a reader to take action or adopt a position.
    • Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
    • Gather evidence from relevant sources to support a claim.
    • Use linking words to connect their argument to the corresponding evidence.

    Understanding

    Students understand that:
    • To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources.
    • Linking words can help connect their argument to the evidence supporting their argument.
    English Language Arts (2021) Grade(s): 5

    ELA21.5.36

    Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

    Unpacked Content

    UP:ELA21.5.36

    Vocabulary

    • Argument
    • Persuade
    • Take an action
    • Adopt a position
    • Claim
    • Relevant evidence
    • Sources
    • Connectives
    • Conclusion

    Knowledge

    Students know:
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Argumentative writing includes introducing the topic by stating an argumentative claim, logical reasoning supported by evidence, and a concluding statement.
    • Evidence to support the argument must be collected from various sources.
    • Connective words, like first, as a result, therefore, in addition, are used to link ideas in argumentative writing.

    Skills

    Students are able to:
    • Write an argument to convince a reader to take action or adopt a position.
    • Include a claim, logical reasoning supported by evidence, and a conclusion in argumentative writing.
    • Gather evidence from relevant sources to support a claim.
    • Use connective words to link their ideas within the writing.

    Understanding

    Students understand that:
    • To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources.
    • Connective words can help connect their argument to the evidence supporting their argument.
    Arts Education (2017) Grade(s): 3 - Dance

    AE17.D.3.3

    Recognize choreographic devices to create simple movement patterns.

    Unpacked Content

    UP:AE17.D.3.3

    Vocabulary

    • prompts
    • use elements of dance
    • movement problem
    • choreographic devices
    • structure
    • dance phrase
    • concept and inspirations for choreography
    • feedback and revision
    • dance study
    • notation
    • dance phrase

    Essential Questions

    EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
    EQ: What influences choice-making in creating choreography?

    Skills Examples

    • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
    • Find a way to travel across the floor only using a low level.
    • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
    • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
    • Discuss and use peer feedback or instructor feedback.
    • Create a floor map, using different colors for different levels of movement.

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 4 - Dance

    AE17.D.4.1

    Identify ideas for choreography generated from a variety of prompts and source materials.

    Unpacked Content

    UP:AE17.D.4.1

    Vocabulary

    • choreography
    • prompts
    • movement problem
    • elements of dance
    • choreographic devices
    • dance study
    • artistic intent
    • dance phrase

    Essential Questions

    EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
    EQ: Where do choreographers get ideas for dances?

    Skills Examples

    • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
    • Perform a dance phrase using three different levels.
    • Perform a dance phrase that alters the timing of the movement.
    • Create a trio from a solo by performing movements in a three-part canon.
    • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
    • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
    • Draw a formation or pathway of dancers using symbols.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 5 - Dance

    AE17.D.5.1

    Develop content for choreography using ideas generated from a variety of prompts.

    Unpacked Content

    UP:AE17.D.5.1

    Vocabulary

    • choreography
    • prompts
    • movement problems
    • choreography
    • elements of dance
    • choreographic devices
    • structure
    • codified movement
    • style
    • dance study
    • concept and inspiration for choreography
    • dance study
    • feedback and revise
    • notate

    Essential Questions

    EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
    EQ: Where do choreographers get ideas for dances?

    Skills Examples

    • Create movement from spoken word, text, poetry, images, or nature.
    • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
    • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
    • Utilize ballet movement to create a story.
    • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
    • Record changes in choreography in a dance journal.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 3 - Visual Arts

    AE17.VA.3.1

    Elaborate on an individual or prompted imaginative idea.

    Unpacked Content

    UP:AE17.VA.3.1

    Vocabulary

    • Creativity
    • Criteria
    • Critique
    • Design
    • Media
    • Mixed media
    • Monochromatic
    • Principles of design
      • Rhythm
    • Technology
    • Visual image

    Essential Questions

    EU: Creativity and innovative thinking are essential life skills that can be developed.
    EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

    Skills Examples

    • Use a variety of materials to create a three-dimensional mask showing a student's personality.
    • Use torn paper scraps to create rhythm in a landscape.
    • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
    • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
    • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
    • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
    • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
    • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
    • Recognize and identify choices that give meaning to a personal work of art.
    • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
    • Explore individual creativity using a variety of media.
    • Understand what effects different media can have in a work of art.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 4 - Visual Arts

    AE17.VA.4.3

    Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

    Unpacked Content

    UP:AE17.VA.4.3

    Vocabulary

    • Constructed environment
    • Cultural traditions
    • Digital format
    • Engagement
    • Tertiary color
    • Preservation
    • Proportion
    • Principles of design
      • Unity
    • Shade
    • Style
    • Tints & shades

    Essential Questions

    EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
    EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

    Skills Examples

    • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
    • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
    • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
    • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
    • Design a two-dimensional drawings of a futuristic art room, town, or planet
    • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
    • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
    • Engage in group critiques of one's work and the work of others.
    • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
    • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
    • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
    • Use the design principles of repetition and alignment to add visual unity to an artwork.
    • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 5 - Visual Arts

    AE17.VA.5.1

    Combine ideas to develop an innovative approach to creating art.

    Unpacked Content

    UP:AE17.VA.5.1

    Vocabulary

    • Cultural context
    • Formal & conceptual vocabulary
    • Genre
    • Linear perspective
    • Preserve
    • Principles of design
      • Movement
      • Emphasis
    • Relief
    • Vanishing point

    Essential Questions

    EU: Creativity and innovative thinking are essential life skills that can be developed.
    EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

    Skills Examples

    • Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
    • Have students keep journals to reflect on and combine ideas for their works of art.
    • Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
    • Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
    • Create tessellations in connection with interdisciplinary subjects such as mathematics.
    • Write a short story and illustrate the story with original drawings.
    • Draw and transform two-dimensional shapes into three-dimensional forms.
    • (squares to cubes, circles to spheres, triangles to pyramids and cones)
    • Write a personal artist statement to accompany an original work of art.
    • Draw a landscape including foreground, middle ground, and background.
    • Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
    • Create a bas-relief by carving into a clay slab.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    English Language Arts (2021) Grade(s): 3

    ELA21.3.35

    Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

    Unpacked Content

    UP:ELA21.3.35

    Vocabulary

    • Argument
    • Take an action
    • Adopt a position
    • Introduction
    • Logical reasoning
    • Evidence
    • Sources
    • Conclusion

    Knowledge

    Students know:
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
    • Evidence to support the argument must be collected from various sources.

    Skills

    Students are able to:
    • Write an argument to convince a reader to take action or adopt a position.
    • Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
    • Gather evidence from various sources to support a claim.

    Understanding

    Students understand that:
    • To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from various sources.
    English Language Arts (2021) Grade(s): 3

    ELA21.3.37

    Compose simple, compound, and complex sentences with correct subject-verb agreement.

    Unpacked Content

    UP:ELA21.3.37

    Vocabulary

    • Compose
    • Simple sentence
    • Compound sentence
    • Complex sentence
    • Subject-verb agreement

    Knowledge

    Students know:
    • A complete simple sentence includes a subject and a predicate and expresses a complete thought.
    • A complete compound sentence includes two subjects and two predicates and expresses two complete thoughts.
    • A complete compound sentence must include a coordinating conjunction to link the two complete thoughts.
    • A complex sentence expresses two thoughts, one complete thought and one incomplete thought, that are joined by a subordinating conjunction or relative pronoun.
    • A subject and its verb must both be singular or both plural.

    Skills

    Students are able to:
    • Write simple sentences with correct subject-verb agreement.
    • Write compound sentences with correct subject-verb agreement.
    • Write complex sentences with correct subject-verb agreement.

    Understanding

    Students understand that:
    • There are different types of sentences, and writers vary the types of sentences they use to create variety in their writing.
    • In all sentences, the subject must agree with the verb: singular subjects use singular verbs and plural subjects use plural verbs.
    English Language Arts (2021) Grade(s): 5

    ELA21.5.36

    Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

    Unpacked Content

    UP:ELA21.5.36

    Vocabulary

    • Argument
    • Persuade
    • Take an action
    • Adopt a position
    • Claim
    • Relevant evidence
    • Sources
    • Connectives
    • Conclusion

    Knowledge

    Students know:
    • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
    • Argumentative writing includes introducing the topic by stating an argumentative claim, logical reasoning supported by evidence, and a concluding statement.
    • Evidence to support the argument must be collected from various sources.
    • Connective words, like first, as a result, therefore, in addition, are used to link ideas in argumentative writing.

    Skills

    Students are able to:
    • Write an argument to convince a reader to take action or adopt a position.
    • Include a claim, logical reasoning supported by evidence, and a conclusion in argumentative writing.
    • Gather evidence from relevant sources to support a claim.
    • Use connective words to link their ideas within the writing.

    Understanding

    Students understand that:
    • To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources.
    • Connective words can help connect their argument to the evidence supporting their argument.
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    The J. Paul Getty Museum
    Accessibility
    License
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