AE17.D.5.C.B
Plan
Plan
AE17.D.5.C.B
AE17.D.5.3
Expand choreographic possibilities by utilizing multiple choreographic devices.
Expand choreographic possibilities by utilizing multiple choreographic devices.
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
- Create movement from spoken word, text, poetry, images, or nature.
- Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
- Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
- Utilize ballet movement to create a story.
- At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
- Record changes in choreography in a dance journal.
Vocabulary
- choreography
- prompts
- movement problems
- choreography
- elements of dance
- choreographic devices
- structure
- codified movement
- style
- dance study
- concept and inspiration for choreography
- dance study
- feedback and revise
- notate
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.5.4
Select a codified movement vocabulary or preferred dance style to develop a dance study to communicate a main idea.
COS Examples
Example: Utilize ballet movement to create a story.
Select a codified movement vocabulary or preferred dance style to develop a dance study to communicate a main idea.
COS Examples
Example: Utilize ballet movement to create a story.
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
- Create movement from spoken word, text, poetry, images, or nature.
- Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
- Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
- Utilize ballet movement to create a story.
- At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
- Record changes in choreography in a dance journal.
Vocabulary
- choreography
- prompts
- movement problems
- choreography
- elements of dance
- choreographic devices
- structure
- codified movement
- style
- dance study
- concept and inspiration for choreography
- dance study
- feedback and revise
- notate
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.5.C.C
Revise
Revise
AE17.D.5.5
Explain artistic choices and refinement made through feedback to develop the artistic intent of a short dance study.
Explain artistic choices and refinement made through feedback to develop the artistic intent of a short dance study.
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?
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Skills Examples
- Create movement from spoken word, text, poetry, images, or nature.
- Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
- Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
- Utilize ballet movement to create a story.
- At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
- Record changes in choreography in a dance journal.
Vocabulary
- choreography
- prompts
- movement problems
- choreography
- elements of dance
- choreographic devices
- structure
- codified movement
- style
- dance study
- concept and inspiration for choreography
- dance study
- feedback and revise
- notate
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.D.5.6
Illustrate changes in a dance sequence through media technology, written symbols, or words.
COS Examples
Example: Record changes in choreography in dance journal.
Illustrate changes in a dance sequence through media technology, written symbols, or words.
COS Examples
Example: Record changes in choreography in dance journal.
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?
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Skills Examples
- Create movement from spoken word, text, poetry, images, or nature.
- Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
- Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
- Utilize ballet movement to create a story.
- At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
- Record changes in choreography in a dance journal.
Vocabulary
- choreography
- prompts
- movement problems
- choreography
- elements of dance
- choreographic devices
- structure
- codified movement
- style
- dance study
- concept and inspiration for choreography
- dance study
- feedback and revise
- notate
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.D.5.P
Performing
Performing
AE17.D.5.P.A
Express
Express
AE17.D.5.7
Integrate static and dynamic shapes with floor and air pathways into dance phrases.
Integrate static and dynamic shapes with floor and air pathways into dance phrases.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.5.8
Perform movement phrases that show the ability to respond to changes in time generated from various rhythms.
COS Examples
Example: Rhythms from internal and external sources.
Perform movement phrases that show the ability to respond to changes in time generated from various rhythms.
COS Examples
Example: Rhythms from internal and external sources.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.5.9
Explore bound and free-flowing movement motivated from both core initiation (torso) and peripheral initiation (distal) while analyzing the relationship between initiation and energy.
Explore bound and free-flowing movement motivated from both core initiation (torso) and peripheral initiation (distal) while analyzing the relationship between initiation and energy.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.5.P.B
Embody
Embody
AE17.D.5.10
Demonstrate a series of dance phrases using fundamental dance skills.
COS Examples
Examples: Step touch, pivot turn, three-step turn, and clap.
Demonstrate a series of dance phrases using fundamental dance skills.
COS Examples
Examples: Step touch, pivot turn, three-step turn, and clap.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.5.11
Employ safe practices before, during, and after dancing.
COS Examples
Examples: Discuss ways to promote muscular strength, endurance, injury prevention. Promote healthful eating and good nutrition as proper food for the body.
Employ safe practices before, during, and after dancing.
COS Examples
Examples: Discuss ways to promote muscular strength, endurance, injury prevention. Promote healthful eating and good nutrition as proper food for the body.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.5.12
Develop performance goals through collaboration with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships in order to improve performance qualities.
Develop performance goals through collaboration with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships in order to improve performance qualities.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.5.P.C
Present
Present
AE17.D.5.13
Modify a dance for an alternate performance venue by altering space and movement.
COS Examples
Example: Perform a dance in two different locations, such as an auditorium and outdoor venue.
Modify a dance for an alternate performance venue by altering space and movement.
COS Examples
Example: Perform a dance in two different locations, such as an auditorium and outdoor venue.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.5.14
Manipulate a variety of production elements to heighten the artistic intent and audience experience.
COS Examples
Example: Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Manipulate a variety of production elements to heighten the artistic intent and audience experience.
COS Examples
Example: Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
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
- Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
- Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
- Practice step touch, pivot turn, three-step turn, and clapping.
- Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
- Keep an ongoing list of personal dance goals.
- Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
- Perform a dance in two different locations, such as an auditorium and outdoor venue.
- Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Vocabulary
- Space: shapes and pathways
- dance phrase
- movement phrase
- rhythm
- explore
- core to distal movement initiation
- Embody
- safe practices and injury prevention
- performance goals
- alternate performance venue
- production elements
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.5.R
Responding
Responding
AE17.D.5.R.A
Analyze
Analyze
AE17.D.5.15
Describe and demonstrate recurring patterns of movement and their relationship in a dance.
COS Examples
Examples: Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment. Jose Limon’s There is a Time with its recurring circles in relation to the cycles of time; the opening of Revelations with its individual movements in relation to individualism.
Describe and demonstrate recurring patterns of movement and their relationship in a dance.
COS Examples
Examples: Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment. Jose Limon’s There is a Time with its recurring circles in relation to the cycles of time; the opening of Revelations with its individual movements in relation to individualism.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
- Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
- View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
- Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
- Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
- Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Vocabulary
- Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
- Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
- Use dance terminology to describe how certain movements help tell a story in a dance.
- Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.5.16
Compare and contrast the qualities of style used in a dance from one’s own personal cultural practice to a style from a different cultural movement practice.
Compare and contrast the qualities of style used in a dance from one’s own personal cultural practice to a style from a different cultural movement practice.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
- Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
- View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
- Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
- Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
- Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Vocabulary
- Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
- Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
- Use dance terminology to describe how certain movements help tell a story in a dance.
- Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.5.R.B
Interpret
Interpret
AE17.D.5.17
Explain how the movements in a dance communicate the main idea of a dance using basic dance terminology.
Explain how the movements in a dance communicate the main idea of a dance using basic 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
- Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
- Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
- View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
- Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
- Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
- Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Vocabulary
- Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
- Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
- Use dance terminology to describe how certain movements help tell a story in a dance.
- Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.D.5.R.C
Critique
Critique
AE17.D.5.18
Define qualities of dance that make a dance artistic and meaningful and relate them to the elements of dance in genres, styles, or cultural movement practices.
Define qualities of dance that make a dance artistic and meaningful and relate them to the elements of dance in genres, styles, or cultural movement practices.
Unpacked Content
Essential Questions
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
EQ: What criteria are used to evaluate dance?
Skills Examples
- Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
- Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
- View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
- Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
- Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
- Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Vocabulary
- Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
- Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
- Use dance terminology to describe how certain movements help tell a story in a dance.
- Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.D.5.CN
Connecting
Connecting
AE17.D.5.CN.A
Synthesize
Synthesize
AE17.D.5.19
Compare emotions and ideas evoked by two dances with contrasting themes and describe how the themes and movements relate to points of view and experiences.
COS Examples
Examples: America“ from West Side Story “Singing in the Rain” from Singing in the Rain“
Compare emotions and ideas evoked by two dances with contrasting themes and describe how the themes and movements relate to points of view and experiences.
COS Examples
Examples: America“ from West Side Story “Singing in the Rain” from Singing in the Rain“
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
- Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
- Differentiate between various dance styles and genres of the Western theatrical tradition.
- Demonstrate how various disciplines can be used to present an idea.
- Explore social injustice by creating and performing a dance about Martin Luther King, Jr. or Harriet Tubman.
- Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
- Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
- Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
- Apply dance-related skills, such as alignment and body awareness, while giving a presentation.
Vocabulary
- Dance to communicate purpose
- Theme
- Dance Terminology
- Common skills and processes among the arts disciplines.
- Dance Terminology
- Artistic Intent
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.5.20
Compare research on how other art forms have expressed a topic or concept, and how the topic or concept might be expressed through dance.
COS Examples
Example: Examine Van Gogh’s Starry Night to create a dance piece.
Compare research on how other art forms have expressed a topic or concept, and how the topic or concept might be expressed through dance.
COS Examples
Example: Examine Van Gogh’s Starry Night to create a dance piece.
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
- Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
- Differentiate between various dance styles and genres of the Western theatrical tradition.
- Demonstrate how various disciplines can be used to present an idea.
- Explore social injustice by creating and performing a dance about Martin Luther King, Jr. or Harriet Tubman.
- Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
- Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
- Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
- Apply dance-related skills, such as alignment and body awareness, while giving a presentation.
Vocabulary
- Dance to communicate purpose
- Theme
- Dance Terminology
- Common skills and processes among the arts disciplines.
- Dance Terminology
- Artistic Intent
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.5.CN.B
Relate
Relate
AE17.D.5.21
Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.
COS Examples
Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.
Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.
COS Examples
Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.
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
- Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
- Differentiate between various dance styles and genres of the Western theatrical tradition.
- Demonstrate how various disciplines can be used to present an idea.
- Explore social injustice by creating and performing a dance about Martin Luther King, Jr. or Harriet Tubman.
- Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
- Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
- Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
- Apply dance-related skills, such as alignment and body awareness, while giving a presentation.
Vocabulary
- Dance to communicate purpose
- Theme
- Dance Terminology
- Common skills and processes among the arts disciplines.
- Dance Terminology
- Artistic Intent
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.D.6
Grade 6
Grade 6
AE17.D.6.C
Creating
Creating
AE17.D.6.C.A
Explore
Explore
