Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.15

Determine meaning or artistic intent from the patterns of movement in a dance work.

Example: Rippling or back and forth actions in body parts and spatial design in Alvin Ailey’s Wade in the Water.

Unpacked Content

Essential Questions

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

Skills Examples

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Swoop, Lift, and Leap to the Lore
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.16

Use genre-specific terminology to explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices.

Unpacked Content

Essential Questions

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

Skills Examples

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

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

AE17.D.6.17

Explain how the artistic expression of a dance communicates the intent through elements of dance, technique, and context.

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

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.18

Compare artistic intent, content, and context from dances to examine the characteristics of genre, style, 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

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.19

Describe differences and similarities of movement qualities observed in specific genre.

Example: Describe the difference in the qualities of a fondue and a frappe.

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

  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.

Vocabulary

  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • 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): 6 - Dance

AE17.D.6.20

Use a variety of resources to research a social topic of great interest and use the information to create a dance study that expresses a specific point of view on the topic.

Example: Inappropriate use of social media, bullying, friendships, self-esteem, body shaming, philanthropy.

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

  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.

Vocabulary

  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Aligned Learning Resources

Types of Dance Research
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.21

Demonstrate how the movement qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.

Example: Research a Native American ritual dance.

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

  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.

Vocabulary

  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • 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.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.1

Develop choreography using a variety of prompts through relating similar or contrasting ideas.

Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.

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

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

Anchor Standards

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

Aligned Learning Resources

Elements of Dance
Drum-Beating & Foot-Stomping
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.2

Demonstrate various codified movement vocabularies to express an artistic intent in choreography and explain the choices made using genre-specific dance terminology.

Example: Ballet Рbourr̩ to depict fairies floating in the air.

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

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

Anchor Standards

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

Aligned Learning Resources

Drum-Beating & Foot-Stomping
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.3

Create a dance study with a clear artistic intent using a variety of choreographic devices, and state the reasons for movement and device choices.

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

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.4

Develop artistic criteria to choreograph a dance study that communicates personal or cultural meaning and justify how the artistic criteria serve to communicate the meaning of the dance.

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

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

Anchor Standards

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

Aligned Learning Resources

Human Body Systems Dance
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.5

Apply feedback and self-reflection to revise a dance and explain how the changes clarify 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

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

Anchor Standards

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

AE17.D.7.6

Research a recognized system used to document a dance sequence by using words, symbols, or media technologies.

Examples: Labanotation or Classical Ballet terminology.

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

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

Anchor Standards

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

AE17.D.7.7

Incorporate body design from different dance genres and styles by strengthening knowledge of movement vocabulary of floor and air pattern designs.

Example: Grande Allegro.

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.8

Use timing, accents, and variations within a phrase to vary the durational approach in dance phrasing by adding interest kinesthetically, rhythmically, or visually.

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.9

Use the dance element of energy to describe specific movements from a variety of genres or styles, and determine what dancers must do to perform them clearly.

Examples: A jazz walk should be free and accented. A ballet waltz should be lyrical and soft.

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.10

Identify healthful practices and sound nutrition in dance activities and everyday life, and identify how personal choices enhance performance.

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.11

Interpret knowledge of human anatomy to understand physical developmental stages in technical skills.

Examples: Functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/range of motion.

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

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): 7 - Dance

AE17.D.7.12

Develop group performance expectations through observations and analyses by collaborating with peers to practice and refine dances.

Example: View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.13

Maintain journal documenting changes and adaptations to movements in performance areas and apply feedback and corrections to future performances.

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.14

Use production terminology to explain how production elements would be handled differently in unique dance performance settings and venues.

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

  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.

Vocabulary

  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.15

Compare and contrast recurring patterns of movement and their relationships in dance.

Example: Compare the minimalism and repetition used in Laura Dean’s Infinity in relation to Petipa’s Entrance of the Shades in La Bayadere.

Unpacked Content

Essential Questions

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

Skills Examples

  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.

Vocabulary

  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre

Anchor Standards

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

AE17.D.7.16

Use genre-specific terminology to compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices.

Unpacked Content

Essential Questions

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

Skills Examples

  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.

Vocabulary

  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre

Anchor Standards

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

AE17.D.7.17

Explain how the artistic expression of various dances is achieved through the elements of dance technique, context, and production elements.

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

  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.

Vocabulary

  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre

Anchor Standards

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

Aligned Learning Resources

Swoop, Lift, and Leap to the Lore
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.18

Develop artistic criteria to critique a dance by discussing the characteristics and artistic intent from a genre, style, or cultural movement practice.

Example: Collaborate to create a rubric to identify the elements of dance used to create intent.

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

  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.

Vocabulary

  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.19

Compare and contrast the movement characteristics and qualities found in a variety of dance genres to personal unique movement characteristics and qualities.

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

  • Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
  • Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Research the roaring twenties to create a movement study depicting the style of dance during that era.
  • Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
  • Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.

Vocabulary

  • Aesthetics
  • Elements of Dance
  • Genres
  • Artistic Expression
  • Movement phrase
  • Dance study
  • Choreography
  • Genre
  • Style
  • Genre-Specific Terminology
  • Similarities and differences
  • Artistic Intent
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.20

Research a historical dance genre or style and use knowledge gained to create a movement study that evokes the genre or style, then share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style.

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

  • Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
  • Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Research the roaring twenties to create a movement study depicting the style of dance during that era.
  • Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
  • Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.

Vocabulary

  • Aesthetics
  • Elements of Dance
  • Genres
  • Artistic Expression
  • Movement phrase
  • Dance study
  • Choreography
  • Genre
  • Style
  • Genre-Specific Terminology
  • Similarities and differences
  • Artistic Intent
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Aligned Learning Resources

Types of Dance Research
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.21

Compare and contrast dances performed in various cultures, and formulate through research personal reasons why similarities and differences developed in relation to the perspective of each social group.

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

  • Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
  • Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Research the roaring twenties to create a movement study depicting the style of dance during that era.
  • Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
  • Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.

Vocabulary

  • Aesthetics
  • Elements of Dance
  • Genres
  • Artistic Expression
  • Movement phrase
  • Dance study
  • Choreography
  • Genre
  • Style
  • Genre-Specific Terminology
  • Similarities and differences
  • Artistic Intent
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.1

Make selections from a variety of prompts to expand movement vocabulary and artistic expression.

Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.

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 dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
    • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.2

Select personal movement preferences to express an artistic intent in choreography and justify the choices made using genre-specific dance terminology.

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 dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
    • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.3

Collaborate to select and apply a variety of choreographic devices to create an original dance study and document the process.

Example: Video, Laban, journals, or list.

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 dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
    • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation

Anchor Standards

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

Aligned Learning Resources

Elements of Dance
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.4

Apply artistic criteria to clarify or intensify artistic intent to a choreographed dance that communicates personal or cultural meaning.

Example: Use a rubric or checklist to modify and improve a dance.

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 dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
    • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation

Anchor Standards

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

AE17.D.8.5

Apply feedback and self-reflection to revise a collaboratively choreographed dance and explain how the changes clarify 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 dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
    • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.6

Experiment with and apply a variety of recognized systems to document a section of a dance by using words, symbols, or media technologies.

Examples: Labanotation, motif writing, Classical Ballet vocabulary or Video Collaboratory.

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 dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
    • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.7

Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment, using kinetic sense during complex floor and air patterns.

Example: Mirroring.

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

  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.

Vocabulary

  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements

Anchor Standards

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

Aligned Learning Resources

World History Vocabulary Flashmob

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