Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.1

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

Examples: Spoken word, text, poetry, images, or nature.

Unpacked Content

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.

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

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

All I Want to Do Is Dance, Dance, Dance!
Dance Your Feelings
Discovering Russian Folk Dance
What Is a Choreographer?
What Is Line Dancing?
Geometry in Dance
Drum-Beating & Foot-Stomping
Constellation Dance
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.2

Create a solution to multiple movement problems to develop content for choreography by using the elements of dance.

Example: Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.

Unpacked Content

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.

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

Anchor Standards

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

AE17.D.5.3

Expand choreographic possibilities by utilizing multiple choreographic devices.

Unpacked Content

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

  • 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.

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Hip Hop Moves
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.4

Select a codified movement vocabulary or preferred dance style to develop a dance study to communicate a main idea.

Example: Utilize ballet movement to create a story.

Unpacked Content

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

  • 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.

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Ballet and Classical Music
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.5

Explain artistic choices and refinement made through feedback to develop the artistic intent of a short dance study.

Unpacked Content

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 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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.6

Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

Unpacked Content

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 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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Graph a Dance
The Art and Depiction of Dance, Beginning
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.7

Integrate static and dynamic shapes with floor and air pathways into dance phrases.

Unpacked Content

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

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.8

Perform movement phrases that show the ability to respond to changes in time generated from various rhythms.

Example: Rhythms from internal and external sources.

Unpacked Content

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

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

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

Aligned Learning Resources

Force Field
Hip Hop Moves
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.9

Explore bound and free-flowing movement motivated from both core initiation (torso) and peripheral initiation (distal) while analyzing the relationship between initiation and energy.

Unpacked Content

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

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

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

Aligned Learning Resources

Force Field
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.10

Demonstrate a series of dance phrases using fundamental dance skills.

Examples: Step touch, pivot turn, three-step turn, and clap.

Unpacked Content

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Aligned Learning Resources

Geometry in Dance
Drum-Beating & Foot-Stomping
The Art and Depiction of Dance, Beginning
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.11

Employ safe practices before, during, and after dancing.

Examples: Discuss ways to promote muscular strength, endurance, injury prevention. Promote healthful eating and good nutrition as proper food for the body.

Unpacked Content

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Aligned Learning Resources

5 Ways to Add Dance and Theater to the Classroom
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.12

Develop performance goals through collaboration with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships in order to improve performance qualities.

Unpacked Content

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.13

Modify a dance for an alternate performance venue by altering space and movement.

Example: Perform a dance in two different locations, such as an auditorium and outdoor venue.

Unpacked Content

Essential Questions

EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?

Skills Examples

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.14

Manipulate a variety of production elements to heighten the artistic intent and audience experience.

Example: Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Unpacked Content

Essential Questions

EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?

Skills Examples

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.15

Describe and demonstrate recurring patterns of movement and their relationship in a dance.

Examples: Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment. Jose Limon’s There is a Time with its recurring circles in relation to the cycles of time; the opening of Revelations with its individual movements in relation to individualism.

Unpacked Content

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.

Vocabulary

  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.16

Compare and contrast the qualities of style used in a dance from one’s own personal cultural practice to a style from a different cultural movement practice.

Unpacked Content

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.

Vocabulary

  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Céilí­s: Exploring Irish Folk Dance
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.17

Explain how the movements in a dance communicate the main idea of a dance using basic dance terminology.

Unpacked Content

Essential Questions

EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?

Skills Examples

  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.

Vocabulary

  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

Storytelling Through Dance
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.18

Define qualities of dance that make a dance artistic and meaningful and relate them to the elements of dance in genres, styles, or cultural movement practices.

Unpacked Content

Essential Questions

EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?

Skills Examples

  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.

Vocabulary

  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Céilí­s: Exploring Irish Folk Dance
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.19

Compare emotions and ideas evoked by two dances with contrasting themes and describe how the themes and movements relate to points of view and experiences.

Examples: America“ from West Side Story “Singing in the Rain” from Singing in the Rain“

Unpacked Content

Essential Questions

EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

Skills Examples

  • Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
  • Differentiate between various dance styles and genres of the Western theatrical tradition.
  • Demonstrate how various disciplines can be used to present an idea.
  • Explore social injustice by creating and performing a dance about Martin Luther King, Jr.
    • or Harriet Tubman.
  • Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
  • Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
  • Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
  • Apply dance-related skills, such as alignment and body awareness, while giving a presentation.

Vocabulary

  • Dance to communicate purpose
  • Theme
  • Dance Terminology
  • Common skills and processes among the arts disciplines.
  • Dance Terminology
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.20

Compare research on how other art forms have expressed a topic or concept, and how the topic or concept might be expressed through dance.

Example: Examine Van Gogh’s Starry Night to create a dance piece.

Unpacked Content

Essential Questions

EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?

Skills Examples

  • Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
  • Differentiate between various dance styles and genres of the Western theatrical tradition.
  • Demonstrate how various disciplines can be used to present an idea.
  • Explore social injustice by creating and performing a dance about Martin Luther King, Jr.
    • or Harriet Tubman.
  • Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
  • Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
  • Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
  • Apply dance-related skills, such as alignment and body awareness, while giving a presentation.

Vocabulary

  • Dance to communicate purpose
  • Theme
  • Dance Terminology
  • Common skills and processes among the arts disciplines.
  • Dance Terminology
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.21

Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.

Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.

Unpacked Content

Essential Questions

EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

Skills Examples

  • Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
  • Differentiate between various dance styles and genres of the Western theatrical tradition.
  • Demonstrate how various disciplines can be used to present an idea.
  • Explore social injustice by creating and performing a dance about Martin Luther King, Jr.
    • or Harriet Tubman.
  • Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
  • Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
  • Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
  • Apply dance-related skills, such as alignment and body awareness, while giving a presentation.

Vocabulary

  • Dance to communicate purpose
  • Theme
  • Dance Terminology
  • Common skills and processes among the arts disciplines.
  • Dance Terminology
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Aligned Learning Resources

Hula Dance
Discovering Russian Folk Dance
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.1

Compare a variety of prompts and make selections to expand movement vocabulary and artistic expression.

Unpacked Content

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 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.

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

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.2

Identify and practice various movement vocabularies designed to transfer ideas into choreography.

Examples: fall and recover, pop and lock, contract and release

Unpacked Content

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 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.

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

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.3

Develop a dance study that supports artistic intent through exploration of choreographic devices and explain the goal or purpose of the dance.

Example: Use inversion to create a dance about opposition.

Unpacked Content

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

  • 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.

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Human Body Systems Dance
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.4

Identify artistic criteria to choreograph a dance study that communicates personal or cultural meaning and evaluate why some movements are more effective than others.

Unpacked Content

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

  • 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.

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Drum-Beating & Foot-Stomping
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.5

Use collaboratively-developed artistic criteria to revise dance compositions, and explain reasons for revisions and how choices were made related to artistic intent.

Unpacked Content

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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Elements of Dance
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

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.

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

The Art and Depiction of Dance, Intermediate
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.7

Refine partner and ensemble skills in spatial design and the ability to judge distance.

Examples: Establish diverse pathways, levels, and patterns in space. Convert inward focus to outward focus for projecting out to far space.

Unpacked Content

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

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.8

Vary the timing and dynamics of a dance phrase by using sudden and sustained movements with accented and unaccented beats.

Unpacked Content

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

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.9

Use energy for initiation and dynamic expression while distinguishing between bound and free-flowing movement.

Unpacked Content

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

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

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

Aligned Learning Resources

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

AE17.D.6.10

Demonstrate technical dance skills to change direction, levels, body facing, pathways, elevation and landings, extensions of limbs, and movement transitions.

Unpacked Content

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.11

Apply basic anatomical knowledge and spatial awareness to prepare for warm-ups and dancing.

Unpacked Content

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Aligned Learning Resources

Human Body Systems Dance
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.12

Solve movement problems within a dance collaboratively by testing options and identifying what works and does not work.

Unpacked Content

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.13

Use performance etiquette to recognize performance needs, adapt movement to performance areas, and accept notes from choreographer, making post-performance corrections as needed.

Unpacked Content

Essential Questions

EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.14

Use production terminology to compare and contrast possible production elements that would intensify and heighten artistic intent of the work, and explain reasons for the decisions.

Unpacked Content

Essential Questions

EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.

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