AE17.D.2.P
Performing
Performing
AE17.D.2.P
AE17.D.2.P.A
Express
Express
AE17.D.2.7
Demonstrate clear directional movement that changes body shape, facings, or pathway in space.
COS Examples
Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change.
Demonstrate clear directional movement that changes body shape, facings, or pathway in space.
COS Examples
Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change.
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?
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.2.8
Demonstrate movement on the accented beat in duple and triple meter.
COS Examples
Example: Waltz, triplet, walking, or marching.
Demonstrate movement on the accented beat in duple and triple meter.
COS Examples
Example: Waltz, triplet, walking, or marching.
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?
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.2.9
Select specific adverbs and adjectives and apply them to movements.
COS Examples
Example: Bouncy leap or floppy fall.
Select specific adverbs and adjectives and apply them to movements.
COS Examples
Example: Bouncy leap or floppy fall.
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?
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.2.P.B
Embody
Embody
AE17.D.2.10
Demonstrate a range of locomotor and non-locomotor movements that alternate between personal space and general space.
COS Examples
Example: Skipping across the floor followed by skipping in place.
Demonstrate a range of locomotor and non-locomotor movements that alternate between personal space and general space.
COS Examples
Example: Skipping across the floor followed by skipping in place.
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?
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.2.11
Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.
Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.
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?
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.2.12
Self-adjust and modify movements with an awareness of personal space and general space.
Self-adjust and modify movements with an awareness of personal space and general space.
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?
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.2.P.C
Present
Present
AE17.D.2.13
Perform a dance in a space where the audience and performers occupy different areas while focusing on projecting to the audience.
Perform a dance in a space where the audience and performers occupy different areas while focusing on projecting to the 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?
EQ: How does a dancer heighten artistry in a public performance?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.2.14
Utilize limited production elements.
COS Examples
Examples: Multimedia equipment, scenery, costumes, or lighting.
Utilize limited production elements.
COS Examples
Examples: Multimedia equipment, scenery, costumes, or lighting.
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?
EQ: How does a dancer heighten artistry in a public performance?
Skills Examples
- Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
- Differentiate between circling and turning as two separate ways of continuous directional change.
- Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
- Create body shapes that change level and facings.
- Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
- Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
- Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
- Other examples: Waltz, triplet, walking, or marching.
- Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.).
- Other examples: Bouncy leap or floppy fall.
- Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
- Skipping across the floor followed by skipping in place.
- Identify modifications for spatial placement in a dance phrase.
- Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
- Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Vocabulary
- Space
- Shape
- Symmetrical
- Asymmetrical
- Facing
- Pathway
- Time:
- Accented beat
- Downbeat
- Duple meter
- Triple meter
- Utilize quality of movement
- Embody
- Locomotor
- Non-locomotor
- Personal space
- General space
- Spatial relationship
- Body awareness
- Space
- Projection in performance
- Production elements
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.2.R
Responding
Responding
AE17.D.2.R.A
Analyze
Analyze
AE17.D.2.15
Recognize dance movements that develop a pattern.
COS Examples
Example: Identify a movement that repeats within a phrase.
Recognize dance movements that develop a pattern.
COS Examples
Example: Identify a movement that repeats within a phrase.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Students create a call and response hand clapping rhythm and allow students to identify the pattern.
- Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
- View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
- Sauté to show surprise, melt to show sadness, leap to show happiness.
- Identify the characters and describe the story in a narrative dance.
- Draw a picture and write a caption in response to a live or recorded performance of dance.
- Create short sentence that tell a story and have students improvise movement to describe the sentence.
Vocabulary
- Identify recurring movement.
- Create recurring movement.
- Perform dance movements from a culture or genre and describe movement.
- Identify meaning utilizing simple dance terminology.
- Identify and explain movement to convey a theme or concept.
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.2.16
Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.
Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Students create a call and response hand clapping rhythm and allow students to identify the pattern.
- Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
- View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
- Sauté to show surprise, melt to show sadness, leap to show happiness.
- Identify the characters and describe the story in a narrative dance.
- Draw a picture and write a caption in response to a live or recorded performance of dance.
- Create short sentence that tell a story and have students improvise movement to describe the sentence.
Vocabulary
- Identify recurring movement.
- Create recurring movement.
- Perform dance movements from a culture or genre and describe movement.
- Identify meaning utilizing simple dance terminology.
- Identify and explain movement to convey a theme or concept.
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.2.R.B
Interpret
Interpret
AE17.D.2.17
Use context cues from movement to identify meaning and intent in a dance, using simple dance terminology.
Use context cues from movement to identify meaning and intent in a dance, using simple dance terminology.
Unpacked Content
Essential Questions
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
EQ: How is dance interpreted?
Skills Examples
- Students create a call and response hand clapping rhythm and allow students to identify the pattern.
- Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
- View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
- Sauté to show surprise, melt to show sadness, leap to show happiness.
- Identify the characters and describe the story in a narrative dance.
- Draw a picture and write a caption in response to a live or recorded performance of dance.
- Create short sentence that tell a story and have students improvise movement to describe the sentence.
Vocabulary
- Identify recurring movement.
- Create recurring movement.
- Perform dance movements from a culture or genre and describe movement.
- Identify meaning utilizing simple dance terminology.
- Identify and explain movement to convey a theme or concept.
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.D.2.R.C
Critique
Critique
AE17.D.2.18
Select and demonstrate several movements in a dance and explain why the movements work to convey a theme or concept.
Select and demonstrate several movements in a dance and explain why the movements work to convey a theme or concept.
Unpacked Content
Essential Questions
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
EQ: What criteria are used to evaluate dance?
Skills Examples
- Students create a call and response hand clapping rhythm and allow students to identify the pattern.
- Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
- View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
- Sauté to show surprise, melt to show sadness, leap to show happiness.
- Identify the characters and describe the story in a narrative dance.
- Draw a picture and write a caption in response to a live or recorded performance of dance.
- Create short sentence that tell a story and have students improvise movement to describe the sentence.
Vocabulary
- Identify recurring movement.
- Create recurring movement.
- Perform dance movements from a culture or genre and describe movement.
- Identify meaning utilizing simple dance terminology.
- Identify and explain movement to convey a theme or concept.
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.D.2.CN
Connecting
Connecting
AE17.D.2.CN.A
Synthesize
Synthesize
AE17.D.2.19
Describe a dance that expresses personal meaning and explain how certain movements express this personal meaning.
Describe a dance that expresses personal meaning and explain how certain movements express this personal meaning.
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?
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Skills Examples
- Describe a dance-related event in the community.
- Observe a dance performance and describe one's response.
- Perform a folk dance to communicate tradition.
- Use the elements of dance to convey addition and subtraction.
- Present to the class a summarization of "The Nutcracker."
- Identify the cultural or historical origin of a dance.
- Perform dances from a variety of cultures and time period.
- Share one's reflections after attending a performance in the community.
Vocabulary
- Elements of dance
- Communicate personal meaning.
- Respond to a dance work.
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.2.20
Respond with movements to an inquiry-based set of questions based on an observed dance work.
COS Examples
Example: Can you show with movement the emotions the dancers portrayed?““
Respond with movements to an inquiry-based set of questions based on an observed dance work.
COS Examples
Example: Can you show with movement the emotions the dancers portrayed?““
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?
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Skills Examples
- Describe a dance-related event in the community.
- Observe a dance performance and describe one's response.
- Perform a folk dance to communicate tradition.
- Use the elements of dance to convey addition and subtraction.
- Present to the class a summarization of "The Nutcracker."
- Identify the cultural or historical origin of a dance.
- Perform dances from a variety of cultures and time period.
- Share one's reflections after attending a performance in the community.
Vocabulary
- Elements of dance
- Communicate personal meaning.
- Respond to a dance work.
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.2.CN.B
Relate
Relate
AE17.D.2.21
Observe and perform a dance from a culture and relate the movement to the people or environment from which the dance was created and performed.
Observe and perform a dance from a culture and relate the movement to the people or environment from which the dance was created and performed.
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?
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Skills Examples
- Describe a dance-related event in the community.
- Observe a dance performance and describe one's response.
- Perform a folk dance to communicate tradition.
- Use the elements of dance to convey addition and subtraction.
- Present to the class a summarization of "The Nutcracker."
- Identify the cultural or historical origin of a dance.
- Perform dances from a variety of cultures and time period.
- Share one's reflections after attending a performance in the community.
Vocabulary
- Elements of dance
- Communicate personal meaning.
- Respond to a 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.
AE17.D.3
Grade 3
Grade 3
AE17.D.3.C
Creating
Creating
AE17.D.3.C.A
Explore
Explore
AE17.D.3.1
Improvise movements with a variety of self-identifed prompts.
COS Examples
Examples: music-sound, text, objects, images, notation, observed dance experiences
Improvise movements with a variety of self-identifed prompts.
COS Examples
Examples: music-sound, text, objects, images, notation, observed dance experiences
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?
EQ: Where do choreographers get ideas for dances?
Skills Examples
- Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
- Find a way to travel across the floor only using a low level.
- Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
- Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
- Discuss and use peer feedback or instructor feedback.
- Create a floor map, using different colors for different levels of movement.
Vocabulary
- prompts
- use elements of dance
- movement problem
- choreographic devices
- structure
- dance phrase
- concept and inspirations for choreography
- feedback and revision
- dance study
- notation
- dance phrase
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.D.3.2
Select and demonstrate a movement solution for a given movement problem.
COS Examples
Example: Find a way to travel across the floor only on a low level.
Select and demonstrate a movement solution for a given movement problem.
COS Examples
Example: Find a way to travel across the floor only on a low level.
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?
EQ: Where do choreographers get ideas for dances?
Skills Examples
- Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
- Find a way to travel across the floor only using a low level.
- Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
- Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
- Discuss and use peer feedback or instructor feedback.
- Create a floor map, using different colors for different levels of movement.
Vocabulary
- prompts
- use elements of dance
- movement problem
- choreographic devices
- structure
- dance phrase
- concept and inspirations for choreography
- feedback and revision
- dance study
- notation
- dance phrase
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.D.3.C.B
Plan
Plan
AE17.D.3.3
Recognize choreographic devices to create simple movement patterns.
COS Examples
Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.
Recognize choreographic devices to create simple movement patterns.
COS Examples
Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.
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?
EQ: What influences choice-making in creating choreography?
Skills Examples
- Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
- Find a way to travel across the floor only using a low level.
- Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
- Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
- Discuss and use peer feedback or instructor feedback.
- Create a floor map, using different colors for different levels of movement.
Vocabulary
- prompts
- use elements of dance
- movement problem
- choreographic devices
- structure
- dance phrase
- concept and inspirations for choreography
- feedback and revision
- dance study
- notation
- dance phrase
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.3.4
Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.
Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.
Unpacked Content
Essential Questions
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
EQ: What influences choice-making in creating choreography?
Skills Examples
- Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
- Find a way to travel across the floor only using a low level.
- Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
- Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
- Discuss and use peer feedback or instructor feedback.
- Create a floor map, using different colors for different levels of movement.
Vocabulary
- prompts
- use elements of dance
- movement problem
- choreographic devices
- structure
- dance phrase
- concept and inspirations for choreography
- feedback and revision
- dance study
- notation
- dance phrase
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.3.C.C
Revise
Revise
