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

Learning Resource Type

Classroom Resource

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.
ELA21.3.35
ELA21.3.37
ELA21.5.36

CR Resource Type

Lesson/Unit Plan

Resource Provider

The J. Paul Getty Museum
http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang…

Custom License Type (URL)

https://www.getty.edu/legal/copyright.html

Approved Date

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