Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.8

Analyze and select metric, kinetic, or breathe phrasing and apply appropriately to dance phrases.

Examples: 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.

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.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.9

Apply energy and dynamics to enhance technique and engage audiences.

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.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.10

Utilize technical dance skills to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases.

Examples: Body alignment, coordination, balance, core support, clarity of movement, weight shifts, 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

  • 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 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.11

Evaluate personal healthful practices in dance activities and everyday life, including nutrition and injury prevention.

Example: Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.

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

  • 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 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.12

Identify personal performance and practice goals and document improvement over time.

Example: Create a rehearsal schedule, journal, video portfolio, or timeline.

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

  • 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 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.13

Demonstrate and document leadership qualities when preparing for a performance.

Examples: Commitment, dependability, and responsibility.

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

  • 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 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.14

Collaboratively design and execute production elements that will intensify and heighten the artistic intent of a dance performed on stage, in a different venue, or for a different audience.

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

  • 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 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.15

Describe and demonstrate recurring patterns of movement and their relationship in dance in the context of artistic intent.

Unpacked Content

Essential Questions

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

Skills Examples

  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.

Vocabulary

  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.16

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

Example: Sustain the developpé in an adagio to extend the classical line.

Unpacked Content

Essential Questions

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

Skills Examples

  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.

Vocabulary

  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.17

Observe a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, and context, and provide evidence to support your interpretation using genre-specific dance terminology.

Example: Observe Alwin Nikolais’ Noumenon and discuss how the movement, costuming, lighting, and sound score create intent for the choreography.

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

  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.

Vocabulary

  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.

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): 8 - Dance

AE17.D.8.18

Determine the effectiveness of choreography by evaluating artistic criteria.

Examples: Content, context, genre, style, or cultural movement practice.

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

  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.

Vocabulary

  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 8 - Dance

AE17.D.8.19

Explain how personal experience and perspective impact interpretation of choreography.

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

  • Reflect on how dance impacts personal choices and choices made by groups.
  • Compare the attributes of different dances and discuss them in relation to one's own aesthetic criteria (personal preferences, perceptions, experiences, and cultural connections).
  • Read and discuss Martha Graham's I am a dancer to further determine personal perspective of choreography.
  • Research environments involving communities in contrast to environments of isolation.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Examine the costumes associated with dances from different periods or cultural settings and evaluate what those costumes reveal about the society, culture, or historical context.
  • Examine how dances serve a purpose and convey the ideas, values, and beliefs of the society, culture, and historical period that generated them.
  • Compare a formal, historical dance (such as the quadrille) to a contemporary form (such as hip-hop), discussing the origins and cultural context of each.
  • Discuss the relationship between social movements, clothing, and dances, paying particular attention to the way that clothing and props influence the way that one moves. For example, consider the relationship between flapper dresses (with their lack of corsets) and the dances that evolved during the 1920s.

Vocabulary

  • Self-reflection
  • Choreography
  • Artistic Statement
  • Dance Study
  • Explore
  • Similarities and differences
  • 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): 8 - Dance

AE17.D.8.20

Research two contrasting topics and create a dance study exploring the contrasting ideas.

Example: Research environments involving communities in contrast to environments of isolation. Create movement phrases that express findings.

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

  • Reflect on how dance impacts personal choices and choices made by groups.
  • Compare the attributes of different dances and discuss them in relation to one's own aesthetic criteria (personal preferences, perceptions, experiences, and cultural connections).
  • Read and discuss Martha Graham's I am a dancer to further determine personal perspective of choreography.
  • Research environments involving communities in contrast to environments of isolation.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Examine the costumes associated with dances from different periods or cultural settings and evaluate what those costumes reveal about the society, culture, or historical context.
  • Examine how dances serve a purpose and convey the ideas, values, and beliefs of the society, culture, and historical period that generated them.
  • Compare a formal, historical dance (such as the quadrille) to a contemporary form (such as hip-hop), discussing the origins and cultural context of each.
  • Discuss the relationship between social movements, clothing, and dances, paying particular attention to the way that clothing and props influence the way that one moves. For example, consider the relationship between flapper dresses (with their lack of corsets) and the dances that evolved during the 1920s.

Vocabulary

  • Self-reflection
  • Choreography
  • Artistic Statement
  • Dance Study
  • Explore
  • Similarities and differences
  • 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): 8 - Dance

AE17.D.8.21

Analyze and discuss how similarities and differences from a variety of dances from cultures, societies, historical periods or communities reveal the ideas and perspectives of the people.

Example: Compare and contrast the development of Western Classical Ballet to Eastern Classical Indian 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

  • Reflect on how dance impacts personal choices and choices made by groups.
  • Compare the attributes of different dances and discuss them in relation to one's own aesthetic criteria (personal preferences, perceptions, experiences, and cultural connections).
  • Read and discuss Martha Graham's I am a dancer to further determine personal perspective of choreography.
  • Research environments involving communities in contrast to environments of isolation.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Examine the costumes associated with dances from different periods or cultural settings and evaluate what those costumes reveal about the society, culture, or historical context.
  • Examine how dances serve a purpose and convey the ideas, values, and beliefs of the society, culture, and historical period that generated them.
  • Compare a formal, historical dance (such as the quadrille) to a contemporary form (such as hip-hop), discussing the origins and cultural context of each.
  • Discuss the relationship between social movements, clothing, and dances, paying particular attention to the way that clothing and props influence the way that one moves. For example, consider the relationship between flapper dresses (with their lack of corsets) and the dances that evolved during the 1920s.

Vocabulary

  • Self-reflection
  • Choreography
  • Artistic Statement
  • Dance Study
  • Explore
  • Similarities and differences
  • 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): 09-12 - Dance

AE17.D.PRO.1

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

Examples: Current events, sculptures, nature, and recognized works of art.

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

Vocabulary

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

Anchor Standards

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

Aligned Learning Resources

Improvising Within a Structure
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.2

Identify personal movement preferences, strengths, and weaknesses in order to build self-awareness as a choreographer.

Example: Choose the best choreographic device to express returning to the main idea at the end of a dance.

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

Vocabulary

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

Anchor Standards

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

AE17.D.PRO.3

Apply choreographic devices and dance structures to the design of choreography in order to clarify artistic intent, while working independently and collaboratively with others.

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

Vocabulary

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.4

Write an artistic statement that explains how and why an original composition was choreographed, including a discussion of the use of dance elements, choreographic devices, and dance structures.

Example: Research statements from accomplished choreographers such as Merce Cunningham, Jiri Kylian, Martha Graham, or Trisha Brown about their choreography to develop an artistic statement appropriate for the student choreographer.

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

Vocabulary

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

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.5

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

Vocabulary

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.6

Compare and contrast recognized systems to document a dance using writing, symbols, or media technology.

Example: Identify a way to document a dance by experimenting with different methods of documentation.

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

Vocabulary

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

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Creating and Notating Dances
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.7

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

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

Vocabulary

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

Anchor Standards

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

Aligned Learning Resources

Improvising Within a Structure
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.8

Demonstrate musicality in performed movement through the use of kinesthetic phrasing as appropriate to choreography and artistic intent.

Examples: Use breath phrasing to execute a work by Martha Graham.

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

Vocabulary

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

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.9

Demonstrate a broad range of energy and dynamics in isolated and full-body movements to clarify artistic intent while performing.

Example: Reflect syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body 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

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

Vocabulary

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

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.10

Utilize correct alignment while performing technical dance skills to improve efficiency, safety, and clarity of movement in choreography.

Example: Avoid pronation while executing jumps to prevent ankle sprains.

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

Vocabulary

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

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.11

Research and develop a plan for healthful practices in dance activities and everyday life, including nutrition and injury prevention.

Example: Chart or document a plan and how it supports personal performance goals.

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

Vocabulary

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

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.12

Implement a rehearsal plan through collaboration with peers using a variety of strategies to analyze and evaluate the performance goal.

Examples: Performance goals, video documentation, journaling, or peer feedback.

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

Vocabulary

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

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.13

Apply rules of performance etiquette during class/ rehearsal and document strengths and weaknesses to enhance the performance process.

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

Vocabulary

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

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.14

Evaluate possible designs for the production elements of a performance and select and execute the ideas that would enhance the artistic intent of the dances.

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

Vocabulary

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

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.15

Relate recurring patterns of movement to their relationship in dance in the context of artistic intent.

Unpacked Content

Essential Questions

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

Skills Examples

  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.

Vocabulary

  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.16

Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices to communicate intent.

Unpacked Content

Essential Questions

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

Skills Examples

  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.

Vocabulary

  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Creating and Notating Dances
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.17

Compare and discuss how the elements of dance, execution of dance movement principles, and context contribute to artistic expression.

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

  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.

Vocabulary

  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria

Anchor Standards

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

Aligned Learning Resources

Creating Like a Well-Known Choreographer
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.18

Compare and contrast two or more dances using evaluative criteria to critique artistic expression.

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

  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.

Vocabulary

  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Creating Like a Well-Known Choreographer
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.19

Explain how the perspectives expressed by a choreographer may impact one’s own interpretation.

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

  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.

Vocabulary

  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

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

Aligned Learning Resources

Creating Like a Well-Known Choreographer
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.PRO.20

Research a question or problem that can be addressed through movement and apply information gathered by creating a group dance that answers the question posed.

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

  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.

Vocabulary

  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • 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): 09-12 - Dance

AE17.D.PRO.21

Explain how the habits, ideas, and perspectives from cultures, societies, historical periods, or communities impact the artistic elements in 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

  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.

Vocabulary

  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • 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.

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