Learning Resource Type

Classroom Resource

The Art and Depiction of Dance, Intermediate

Subject Area

Arts Education

Grade(s)

6, 7, 8

Overview

Students will observe, describe, and demonstrate axial and locomotor movements. They will depict a dancer's motion in illustrations and photography.  

    Arts Education (2017) Grade(s): 6 - Dance

    AE17.D.6.6

    Illustrate a dance sequence through two different mediums, including writing, symbols, or a form of media technology.

    Unpacked Content

    UP:AE17.D.6.6

    Vocabulary

    • prompts
    • movement vocabulary
    • artistic expression
    • movement vocabulary
    • choreography
    • utilize elements of dance
    • dance study
    • artistic intent
    • choreographic devices
    • structure
    • artistic criteria
    • dance study
    • concept, impact and inspiration for choreography
    • feedback and revise
    • notation

    Essential Questions

    EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
    EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

    Skills Examples

    • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
    • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
    • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
    • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
    • Create dances using choreographic devices, such as expansion, diminution, and reverse.
    • Choreograph a narrative dance that shows relationships, such as friendship.
    • Use inversion to create a dance about opposition.
    • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

    Anchor Standards

    Anchor Standard 3: Refine and complete artistic work.
    Arts Education (2017) Grade(s): 7 - Media Arts

    AE17.MED.7.2

    Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources.

    Unpacked Content

    UP:AE17.MED.7.2

    Essential Questions

    EU: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.
    EQ: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?

    Skills Examples

    • List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class.
    • In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal.
    • Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Arts Education (2017) Grade(s): 8 - Media Arts

    AE17.MED.8.1

    Generate various ideas, goals, and solutions for original media arts products, applying focused creative processes through divergent thinking and experimentation.

    Unpacked Content

    UP:AE17.MED.8.1

    Vocabulary

    Creativity
    • Experimentation
    Collaborate
    • Roles
    • Jobs
    • Delegation
    Aesthetics
    • Beauty
    Design process
    Stylistic conventions
    • Theme
    • Unity

    Essential Questions

    EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.
    EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?

    Skills Examples

    • List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production.
    • In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal.
    • Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme.
    • Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    Other

    Resource Provider other

    J. Paul Getty Museum
    Accessibility
    License

    License Type

    CUSTOM
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