Improvising Within a Structure

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

9, 10, 11, 12

Overview

Students will incorporate locomotor skills, concepts of space, time, and energy while learning basic improvisational skills.  In groups, students will use improvisation to choreograph a dance to perform for the class.  

Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.1

Experiment using a variety of prompts as inspiration to create an improvisation, movement study, or choreographed dance, and explain the relationships between the prompts and movement choices.

UP:AE17.D.PRO.1

Vocabulary

  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices

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 based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.7

Perform a broad range of spatial elements with clarity of design and intent.

UP:AE17.D.PRO.7

Vocabulary

  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements

Essential Questions

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Skills Examples

  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Colorado Department of Education

License Type

Custom
https://www.cde.state.co.us/standardsandinstruction/danhsfp-improvisingwithinas…

Custom License Type (URL)

http://www.cde.state.co.us/standardsandinstruction/samplecurriculumproject

Comments or Notes

Unit Storyboard

Approved Date

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