Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.AC.1

Synthesize ideas from a variety of prompts to create choreography using codified and original movement.

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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

Vocabulary

  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.AC.2

Develop personal movement preferences while choreographing within a variety of movement styles and genres.

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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

Vocabulary

  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.AC.3

Analyze and explain how the implementation of choreographic devices and specific dance structures in the design of an original dance composition impact artistic intent.

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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

Vocabulary

  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.AC.4

Develop an artistic statement that explains how and why an original composition was choreographed, reflecting on personal, cultural, and artistic perspective.

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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

Vocabulary

  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.AC.5

Create multiple revisions to an original dance, based on self-reflection and feedback from instructors or peers.

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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

Vocabulary

  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.AC.6

Develop a strategy to document choreography for a specific need.

Example: Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance. Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

Vocabulary

  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography

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.AC.7

Create and maintain a sense of spatial design in a dance while performing alone and with others, by accurately and intentionally replicating the choreography.

Example: Establish unity among dancers by performing with a common focus.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.8

Experiment with unpredictable tempi and rhythms within choreographic parameters to enhance performance quality and artistic intent.

Example: Within the required timing of a classical ballet adagio, experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing of the performance.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.9

Use intentional variations in energy and dynamics to clarify movement phrasing.

Examples: Vary energy throughout a movement phrase. Experiment with different energies at the initiation or ending of the movement phrase and in transitions.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.10

Apply kinesthetic awareness of other dancers within a group while executing complex spatial, rhythmic, and dynamic sequences.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.11

Implement a plan that applies principles of anatomy, nutrition, body conditioning, and injury prevention to a range of technical dance skills for achieving fluency of movement.

Examples: Identify the muscles required for initiation for a grande battement. Explore and explain the metabolism rates between different food groups.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.12

Plan and execute collaborative and independent rehearsal processes with attention to technique and artistry informed by 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

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.13

Model and document leadership qualities during the performance and rehearsal process while evaluating methods and strategies to enhance performance, using dance and production terminology.

Examples: Accept notes post-performance from choreographer and apply 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

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.14

Produce a dance concert on a stage or in an alternative performance venue and plan the production elements that fulfill the artistic intent of the dance performance.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.

Vocabulary

  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • 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.AC.15

Analyze choreography and provide examples of recurring patterns of movement and relationships that create structure and generate meaning in a dance.

Examples: Show motif development as a tool for creating theme and variation. Show how ABA may indicate a cycle of life.

Unpacked Content

Essential Questions

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

Skills Examples

  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.

Vocabulary

  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression

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.AC.16

Analyze and compare the use of movement patterns and their relationships within a dance in a variety of genres, styles, or cultural movement practices, using genre-specific terminology.

Unpacked Content

Essential Questions

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

Skills Examples

  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.

Vocabulary

  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression

Anchor Standards

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

AE17.D.AC.17

Interpret how the relationships of dance, use of body, dance technique, and context enhance meaning and support choreographic intent, using genre-specific terminology.

Unpacked Content

Essential Questions

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

Skills Examples

  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.

Vocabulary

  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.AC.18

Critique the artistic expression of a dance through the use of collaboratively-developed evaluative criteria.

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

  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.

Vocabulary

  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 09-12 - Dance

AE17.D.AC.19

Evaluate a dance that is related to content learned in other subjects and research its context, synthesizing information learned and sharing new ideas about its impact on one’s perspective.

Example: Use a knowledge of physics to explain the effects of light used in Pilobolus’s Shadowland.

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

  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.

Vocabulary

  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • 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.AC.20

Investigate a topic and collaboratively create a dance while transferring the learning from this project to other learning situations.

Example: Create a movement model of the DNA molecule and how it may mutate to develop an understanding of cancer.

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

  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.

Vocabulary

  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • 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.AC.21

Analyze how cultural dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the people from which the dances originate and explain how this analysis expands one’s dance literacy.

Example: Research the Troika and explain how the movements relate to the life of the Russian people who developed it.

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

  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.

Vocabulary

  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • 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.ADV.1

Explore, discover, and establish a personal voice to communicate intent in choreography.

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

  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.

Vocabulary

  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.ADV.2

Experiment beyond personal movement preferences and strengths while choreographing to expand personal movement vocabulary.

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

  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.

Vocabulary

  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.ADV.3

Demonstrate fluency and personal voice utilizing choreographic devices and structures while justifying choices, and explain how they are used to intensify artistic intent.

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

  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.

Vocabulary

  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.ADV.4

Finalize an artistic statement that communicates how and why personal, cultural, and artistic perspectives influence your choreographic process.

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

  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.

Vocabulary

  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.ADV.5

Determine a personal preference for a final revision of an original dance by using a process of reviewing, evaluating, revising, and refining choreography, after considering self-reflection and feedback from others.

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

  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.

Vocabulary

  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.ADV.6

Create a portfolio that includes comprehensive documentation of original choreography and personal performance, including one or more systems and/or technologies that record movement and choreography.

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

  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.

Vocabulary

  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography

Anchor Standards

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

AE17.D.ADV.7

Manipulate, adapt, and adjust to spatial differences between performers while executing air and floor pathways so that the intended spatial design in the choreography is preserved.

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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • 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.ADV.8

Demonstrate a sophisticated understanding of time and phrasing in choreography by performing complex meters, tempi, and rhythms with, without, and against music or sound accompaniment.

Examples: Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march. Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).

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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • 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.ADV.9

Employ both extreme and subtle differences in energy and dynamics to express complex ideas, qualities, emotions, and relationships that clarify artistic 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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • 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.ADV.10

Perform with kinesthetic awareness during complex solo or ensemble work while maintaining proper technique in a specific genre, and self-evaluate 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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • 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.ADV.11

Modify personal practice based on findings from research on principles of anatomy, nutrition, body conditioning, and injury prevention in order to achieve fluency of movement.

Example: Research a chronic injury and implement a conditioning program to alleviate the condition.

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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • 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.ADV.12

Implement a range of rehearsal strategies to initiate, plan, and direct rehearsals that obtain the technical skills and artistic expression necessary to achieve performance excellence.

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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • 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.ADV.13

Collect evidence that supports personal excellence in leadership qualities and advanced performance skills from multiple individuals with professional perspectives to be included in a professional portfolio indicating college and career readiness.

Examples: Collect references. Create curriculum vitae or resume. Gather personal portrait, dance photos, and video files of choreography.

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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • 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.ADV.14

Design and organize production elements for dance concerts to be performed in a variety of venues by changing production elements for each venue as necessary to clarify artistic intent.

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 spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.

Vocabulary

  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements

Anchor Standards

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

Refine Your Results

  • 1404 results found

Grade(s)

Discipline

Course(s) & Level(s)

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme