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Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.1

Compare a variety of prompts and make selections to expand movement vocabulary and artistic expression.

Unpacked Content

Essential Questions

EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?

Skills Examples

  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.2

Identify and practice various movement vocabularies designed to transfer ideas into choreography.

Examples: fall and recover, pop and lock, contract and release

Unpacked Content

Essential Questions

EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?

Skills Examples

  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.3

Develop a dance study that supports artistic intent through exploration of choreographic devices and explain the goal or purpose of the dance.

Example: Use inversion to create a dance about opposition.

Unpacked Content

Essential Questions

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

Skills Examples

  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation

Anchor Standards

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

Aligned Learning Resources

Human Body Systems Dance
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.4

Identify artistic criteria to choreograph a dance study that communicates personal or cultural meaning and evaluate why some movements are more effective than others.

Unpacked Content

Essential Questions

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

Skills Examples

  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation

Anchor Standards

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

Aligned Learning Resources

Drum-Beating & Foot-Stomping
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.5

Use collaboratively-developed artistic criteria to revise dance compositions, and explain reasons for revisions and how choices were made related to artistic intent.

Unpacked Content

Essential Questions

EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

Skills Examples

  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Elements of Dance
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.6

Illustrate a dance sequence through two different mediums, including writing, symbols, or a form of media technology.

Unpacked Content

Essential Questions

EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

Skills Examples

  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

The Art and Depiction of Dance, Intermediate
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.7

Refine partner and ensemble skills in spatial design and the ability to judge distance.

Examples: Establish diverse pathways, levels, and patterns in space. Convert inward focus to outward focus for projecting out to far 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

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.8

Vary the timing and dynamics of a dance phrase by using sudden and sustained movements with accented and unaccented beats.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.9

Use energy for initiation and dynamic expression while distinguishing between bound and free-flowing movement.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

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

Aligned Learning Resources

Movement Quality
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.10

Demonstrate technical dance skills to change direction, levels, body facing, pathways, elevation and landings, extensions of limbs, and movement transitions.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.11

Apply basic anatomical knowledge and spatial awareness to prepare for warm-ups and dancing.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

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

Aligned Learning Resources

Human Body Systems Dance
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.12

Solve movement problems within a dance collaboratively by testing options and identifying what works and does not work.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.13

Use performance etiquette to recognize performance needs, adapt movement to performance areas, and accept notes from choreographer, making post-performance corrections as needed.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

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

AE17.D.6.14

Use production terminology to compare and contrast possible production elements that would intensify and heighten artistic intent of the work, and explain reasons for the decisions.

Unpacked Content

Essential Questions

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

Skills Examples

  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Vocabulary

  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent

Anchor Standards

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

AE17.D.6.15

Determine meaning or artistic intent from the patterns of movement in a dance work.

Example: Rippling or back and forth actions in body parts and spatial design in Alvin Ailey’s Wade in the Water.

Unpacked Content

Essential Questions

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

Skills Examples

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Swoop, Lift, and Leap to the Lore
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.16

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

Unpacked Content

Essential Questions

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

Skills Examples

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Drum-Beating & Foot-Stomping
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.17

Explain how the artistic expression of a dance communicates the intent through elements of dance, technique, and context.

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

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.18

Compare artistic intent, content, and context from dances to examine the characteristics of genre, style, 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?

Skills Examples

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.19

Describe differences and similarities of movement qualities observed in specific genre.

Example: Describe the difference in the qualities of a fondue and a frappe.

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

  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.

Vocabulary

  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.20

Use a variety of resources to research a social topic of great interest and use the information to create a dance study that expresses a specific point of view on the topic.

Example: Inappropriate use of social media, bullying, friendships, self-esteem, body shaming, philanthropy.

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

  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.

Vocabulary

  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Anchor Standards

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

Aligned Learning Resources

Types of Dance Research
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.21

Demonstrate how the movement qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.

Example: Research a Native American ritual dance.

Unpacked Content

Essential Questions

EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

Skills Examples

  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.

Vocabulary

  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • 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.

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