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Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.5

Support choices for revisions based on feedback to improve a short dance study.

Examples: Peer feedback or instructor feedback.

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

AE17.D.3.6

Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

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 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 3: Refine and complete artistic work.

Aligned Learning Resources

Hula Dance
Graph a Dance
The Art and Depiction of Dance, Beginning
Making Patterns
Keith Haring Dance Phrase Activity
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.7

Perform movement sequences in and through space with intention and focus on positive and negative space.

Unpacked Content

Essential Questions

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

Skills Examples

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

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

Aligned Learning Resources

Levels and Partners
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.8

Perform improvised movements with or against tempos and rhythms in music or sound.

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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

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

Aligned Learning Resources

Force Field
Feeling the Music
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.9

Change the degree of energy used in movement to heighten the effect of intent.

Example: Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness

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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

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

Aligned Learning Resources

Force Field
Movement Quality
Levels and Partners
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.10

Replicate body shapes, movements, qualities, and movement patterns in a dance sequence with awareness of body alignment.

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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

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

Aligned Learning Resources

The Art and Depiction of Dance, Beginning
Making Patterns
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.11

Change levels, directions, and pathway designs safely in a dance phrase while coordinating with a partner or other dancers.

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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

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

Aligned Learning Resources

Force Field
Levels and Partners
Lines and Curves
Making Patterns
Disco Fever
Group Disco Combinations
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.12

Apply constructive instructor or peer feedback to improve dance skills in a learned group dance.

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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.13

Use stage directions to identify main areas of a performance space.

Example: Travel from downstage right to upstage left.

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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

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

Aligned Learning Resources

5 Ways to Add Dance and Theater to the Classroom
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.14

Expand the impact of dance by adding production elements.

Examples: Costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.15

Identify patterns of movement that enhance movement phrasing.

Example: Identify recurring movements in Swan Lake.

Unpacked Content

Essential Questions

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

Skills Examples

  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.

Vocabulary

  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.

Anchor Standards

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

AE17.D.3.16

Compare and contrast a variety of dance genres.

Example: Identify similarities and differences between ballet and modern dance.

Unpacked Content

Essential Questions

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

Skills Examples

  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.

Vocabulary

  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.

Anchor Standards

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

AE17.D.3.17

Identify specific context cues from movement that relate to the main idea of the dance using basic dance terminology.

Example: Interpret a dance as sad because all of the movements are heavy and sustained.

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

  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.

Vocabulary

  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.

Anchor Standards

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

Aligned Learning Resources

Storytelling Through Dance
Dance Your Feelings
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.18

Use basic dance terminology to identify the qualites of movement observed or performed in a specific genre, style, or cultural movement practice.

Example: Ballet uses bound movements of the torso with free movements performed by the arms and legs.

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

  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.

Vocabulary

  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Discovering Russian Folk Dance
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.19

Compare the relationships expressed in a dance to other relationships.

Examples: near/far, over/under/around/through, friends/enemies

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

  • Identify appropriate/ inappropriate touch in a dance and compare to other context such as working with friends in a school setting or with siblings at home.
  • Identify the beginning, middle, and end of compositions of dance and music.
  • Isolate and move fractional sections of the body (half, quarter, and whole).
  • Identify purposes of dance, for instance, to tell a story, build community, demonstrate a ritual, experience social interactions, or showcase movement for its own sake.
  • Identify smooth and/or sharp movement within a folk dance.

Vocabulary

  • Elements of dance
  • Compare dance relationships to non-dance relationships.
  • Connect dance to written and oral skills.
  • Relate dance to culture, society, and community characteristics and values.
  • 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): 3 - Dance

AE17.D.3.20

Present research about a key aspect of a dance in oral, written, or movement form.

Example: Collect information from classmates about why they like a dance and perform a dance that includes all the feelings that were expressed.

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

  • Identify appropriate/ inappropriate touch in a dance and compare to other context such as working with friends in a school setting or with siblings at home.
  • Identify the beginning, middle, and end of compositions of dance and music.
  • Isolate and move fractional sections of the body (half, quarter, and whole).
  • Identify purposes of dance, for instance, to tell a story, build community, demonstrate a ritual, experience social interactions, or showcase movement for its own sake.
  • Identify smooth and/or sharp movement within a folk dance.

Vocabulary

  • Elements of dance
  • Compare dance relationships to non-dance relationships.
  • Connect dance to written and oral skills.
  • Relate dance to culture, society, and community characteristics and values.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

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

Aligned Learning Resources

Céilí­s: Exploring Irish Folk Dance
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.21

Explain how movements in a dance from a culture, society, or community communicate its characteristics and values.

Example: Explain how the hand movements in Hawaiian dance create meaning.

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

  • Identify appropriate/ inappropriate touch in a dance and compare to other context such as working with friends in a school setting or with siblings at home.
  • Identify the beginning, middle, and end of compositions of dance and music.
  • Isolate and move fractional sections of the body (half, quarter, and whole).
  • Identify purposes of dance, for instance, to tell a story, build community, demonstrate a ritual, experience social interactions, or showcase movement for its own sake.
  • Identify smooth and/or sharp movement within a folk dance.

Vocabulary

  • Elements of dance
  • Compare dance relationships to non-dance relationships.
  • Connect dance to written and oral skills.
  • Relate dance to culture, society, and community characteristics and values.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

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

Aligned Learning Resources

Discovering Russian Folk Dance
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.1

Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or 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?

Skills Examples

  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.

Vocabulary

  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase

Anchor Standards

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

Aligned Learning Resources

All I Want to Do Is Dance, Dance, Dance!
Dance Your Feelings
Céilí­s: Exploring Irish Folk Dance
What Is a Choreographer?
What Is Line Dancing?
Geometry in Dance
Constellation Dance
Math + Arts: Geometry in Dance
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.2

Find a solution to a movement problem by manipulating the elements of dance.

Examples: Perform a dance phrase using three different levels. Perform a dance phrase that alters the timing of the 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 music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.

Vocabulary

  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase

Anchor Standards

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

Aligned Learning Resources

Force Field
Math + Arts: Geometry in Dance
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.3

Expand movement possibilities by utilizing choreographic devices.

Example: Create a trio from a solo by performing movements in a three-part canon.

Unpacked Content

Essential Questions

EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?

Skills Examples

  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.

Vocabulary

  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase

Anchor Standards

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

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