AE17.D.7.C
Creating
Creating
AE17.D.7.C
AE17.D.7.C.A
Explore
Explore
AE17.D.7.1
Develop choreography using a variety of prompts through relating similar or contrasting ideas.
COS Examples
Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.
Develop choreography using a variety of prompts through relating similar or contrasting ideas.
COS Examples
Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.
Unpacked Content
Essential Questions
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
EQ: Where do choreographers get ideas for dances?
Skills Examples
- Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
- Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
- Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
- Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
- Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
- Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
- Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
- Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
- Examine Labanotation or Benesh movement notation.
- Research Labanotation or Classical Ballet terminology.
Vocabulary
- choreography
- prompts
- codified movement
- choreography
- dance terminology
- artistic intent
- dance study
- choreographic devices
- artistic criteria
- dance study
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.D.7.2
Demonstrate various codified movement vocabularies to express an artistic intent in choreography and explain the choices made using genre-specific dance terminology.
COS Examples
Example: Ballet Рbourr̩ to depict fairies floating in the air.
Demonstrate various codified movement vocabularies to express an artistic intent in choreography and explain the choices made using genre-specific dance terminology.
COS Examples
Example: Ballet Рbourr̩ to depict fairies floating in the air.
Unpacked Content
Essential Questions
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
EQ: Where do choreographers get ideas for dances?
Skills Examples
- Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
- Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
- Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
- Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
- Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
- Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
- Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
- Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
- Examine Labanotation or Benesh movement notation.
- Research Labanotation or Classical Ballet terminology.
Vocabulary
- choreography
- prompts
- codified movement
- choreography
- dance terminology
- artistic intent
- dance study
- choreographic devices
- artistic criteria
- dance study
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.D.7.C.B
Plan
Plan
AE17.D.7.3
Create a dance study with a clear artistic intent using a variety of choreographic devices, and state the reasons for movement and device choices.
Create a dance study with a clear artistic intent using a variety of choreographic devices, and state the reasons for movement and device choices.
Unpacked Content
Essential Questions
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
EQ: What influences choice-making in creating choreography?
Skills Examples
- Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
- Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
- Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
- Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
- Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
- Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
- Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
- Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
- Examine Labanotation or Benesh movement notation.
- Research Labanotation or Classical Ballet terminology.
Vocabulary
- choreography
- prompts
- codified movement
- choreography
- dance terminology
- artistic intent
- dance study
- choreographic devices
- artistic criteria
- dance study
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.7.4
Develop artistic criteria to choreograph a dance study that communicates personal or cultural meaning and justify how the artistic criteria serve to communicate the meaning of the dance.
Develop artistic criteria to choreograph a dance study that communicates personal or cultural meaning and justify how the artistic criteria serve to communicate the meaning of the dance.
Unpacked Content
Essential Questions
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
EQ: What influences choice-making in creating choreography?
Skills Examples
- Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
- Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
- Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
- Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
- Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
- Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
- Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
- Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
- Examine Labanotation or Benesh movement notation.
- Research Labanotation or Classical Ballet terminology.
Vocabulary
- choreography
- prompts
- codified movement
- choreography
- dance terminology
- artistic intent
- dance study
- choreographic devices
- artistic criteria
- dance study
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.7.C.C
Revise
Revise
AE17.D.7.5
Apply feedback and self-reflection to revise a dance and explain how the changes clarify artistic intent.
Apply feedback and self-reflection to revise a dance and explain how the changes clarify 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?
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Skills Examples
- Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
- Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
- Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
- Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
- Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
- Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
- Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
- Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
- Examine Labanotation or Benesh movement notation.
- Research Labanotation or Classical Ballet terminology.
Vocabulary
- choreography
- prompts
- codified movement
- choreography
- dance terminology
- artistic intent
- dance study
- choreographic devices
- artistic criteria
- dance study
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.D.7.6
Research a recognized system used to document a dance sequence by using words, symbols, or media technologies.
COS Examples
Examples: Labanotation or Classical Ballet terminology.
Research a recognized system used to document a dance sequence by using words, symbols, or media technologies.
COS Examples
Examples: Labanotation or Classical Ballet terminology.
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
- Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
- Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
- Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
- Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
- Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
- Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
- Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
- Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
- Examine Labanotation or Benesh movement notation.
- Research Labanotation or Classical Ballet terminology.
Vocabulary
- choreography
- prompts
- codified movement
- choreography
- dance terminology
- artistic intent
- dance study
- choreographic devices
- artistic criteria
- dance study
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.D.7.P
Performing
Performing
AE17.D.7.P.A
Express
Express
AE17.D.7.7
Incorporate body design from different dance genres and styles by strengthening knowledge of movement vocabulary of floor and air pattern designs.
COS Examples
Example: Grande Allegro.
Incorporate body design from different dance genres and styles by strengthening knowledge of movement vocabulary of floor and air pattern designs.
COS Examples
Example: Grande Allegro.
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
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.7.8
Use timing, accents, and variations within a phrase to vary the durational approach in dance phrasing by adding interest kinesthetically, rhythmically, or visually.
Use timing, accents, and variations within a phrase to vary the durational approach in dance phrasing by adding interest kinesthetically, rhythmically, or visually.
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
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.7.9
Use the dance element of energy to describe specific movements from a variety of genres or styles, and determine what dancers must do to perform them clearly.
COS Examples
Examples: A jazz walk should be free and accented. A ballet waltz should be lyrical and soft.
Use the dance element of energy to describe specific movements from a variety of genres or styles, and determine what dancers must do to perform them clearly.
COS Examples
Examples: A jazz walk should be free and accented. A ballet waltz should be lyrical and soft.
Unpacked Content
Essential Questions
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Skills Examples
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.7.P.B
Embody
Embody
AE17.D.7.10
Identify healthful practices and sound nutrition in dance activities and everyday life, and identify how personal choices enhance performance.
Identify healthful practices and sound nutrition in dance activities and everyday life, and identify how personal choices enhance performance.
Unpacked Content
Essential Questions
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Skills Examples
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.7.11
Interpret knowledge of human anatomy to understand physical developmental stages in technical skills.
COS Examples
Examples: Functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/range of motion.
Interpret knowledge of human anatomy to understand physical developmental stages in technical skills.
COS Examples
Examples: Functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/range of motion.
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
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.7.12
Develop group performance expectations through observations and analyses by collaborating with peers to practice and refine dances.
COS Examples
Example: View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations
Develop group performance expectations through observations and analyses by collaborating with peers to practice and refine dances.
COS Examples
Example: View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations
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
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.7.P.C
Present
Present
AE17.D.7.13
Maintain journal documenting changes and adaptations to movements in performance areas and apply feedback and corrections to future performances.
Maintain journal documenting changes and adaptations to movements in performance areas and apply feedback and corrections to future performances.
Unpacked Content
Essential Questions
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
EQ: How does a dancer heighten artistry in a public performance?
Skills Examples
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.7.14
Use production terminology to explain how production elements would be handled differently in unique dance performance settings and venues.
Use production terminology to explain how production elements would be handled differently in unique dance performance settings and venues.
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
- Demonstrate proper execution of a Grande Allegro phrase.
- Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
- Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
- Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
- Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
- Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
- View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
- Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
- View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Vocabulary
- genre
- styles
- movement vocabulary
- variations
- use of energy
- kinesthetic understanding of multiple genres or styles of dance
- embody
- healthy practices
- alignment
- kinesthetic awareness
- performance goals and expectations
- performance journal
- production terminology
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.7.R
Responding
Responding
AE17.D.7.R.A
Analyze
Analyze
AE17.D.7.15
Compare and contrast recurring patterns of movement and their relationships in dance.
COS Examples
Example: Compare the minimalism and repetition used in Laura Dean’s Infinity in relation to Petipa’s Entrance of the Shades in La Bayadere.
Compare and contrast recurring patterns of movement and their relationships in dance.
COS Examples
Example: Compare the minimalism and repetition used in Laura Dean’s Infinity in relation to Petipa’s Entrance of the Shades in La Bayadere.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
- Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
- Brainstorm props, lighting design and costuming for a dance.
- Discuss what style of dance would be best suited for a dance about war.
- Collaborate to create a rubric to identify the elements of dance used to create intent.
- Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Vocabulary
- Compare movement patterns' relationships to dance.
- Genre-specific terminology
- Cultural movement practices
- Dance Technique
- Production elements
- Context Cues
- artistic criteria
- Artistic Intent
- Genre
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.7.16
Use genre-specific terminology to compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices.
Use genre-specific terminology to compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
- Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
- Brainstorm props, lighting design and costuming for a dance.
- Discuss what style of dance would be best suited for a dance about war.
- Collaborate to create a rubric to identify the elements of dance used to create intent.
- Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Vocabulary
- Compare movement patterns' relationships to dance.
- Genre-specific terminology
- Cultural movement practices
- Dance Technique
- Production elements
- Context Cues
- artistic criteria
- Artistic Intent
- Genre
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.7.R.B
Interpret
Interpret
AE17.D.7.17
Explain how the artistic expression of various dances is achieved through the elements of dance technique, context, and production elements.
Explain how the artistic expression of various dances is achieved through the elements of dance technique, context, and production elements.
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
- Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
- Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
- Brainstorm props, lighting design and costuming for a dance.
- Discuss what style of dance would be best suited for a dance about war.
- Collaborate to create a rubric to identify the elements of dance used to create intent.
- Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Vocabulary
- Compare movement patterns' relationships to dance.
- Genre-specific terminology
- Cultural movement practices
- Dance Technique
- Production elements
- Context Cues
- artistic criteria
- Artistic Intent
- Genre
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.D.7.R.C
Critique
Critique
AE17.D.7.18
Develop artistic criteria to critique a dance by discussing the characteristics and artistic intent from a genre, style, or cultural movement practice.
COS Examples
Example: Collaborate to create a rubric to identify the elements of dance used to create intent.
Develop artistic criteria to critique a dance by discussing the characteristics and artistic intent from a genre, style, or cultural movement practice.
COS Examples
Example: Collaborate to create a rubric to identify the elements of dance used to create intent.
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
- Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
- Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
- Brainstorm props, lighting design and costuming for a dance.
- Discuss what style of dance would be best suited for a dance about war.
- Collaborate to create a rubric to identify the elements of dance used to create intent.
- Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Vocabulary
- Compare movement patterns' relationships to dance.
- Genre-specific terminology
- Cultural movement practices
- Dance Technique
- Production elements
- Context Cues
- artistic criteria
- Artistic Intent
- Genre
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.D.7.CN
Connecting
Connecting
AE17.D.7.CN.A
Synthesize
Synthesize
AE17.D.7.19
Compare and contrast the movement characteristics and qualities found in a variety of dance genres to personal unique movement characteristics and qualities.
Compare and contrast the movement characteristics and qualities found in a variety of dance genres to personal unique movement characteristics and qualities.
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
- Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
- Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
- Research the relationship between oppressive societies and the suppression of dance.
- Research the roaring twenties to create a movement study depicting the style of dance during that era.
- Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
- Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.
Vocabulary
- Aesthetics
- Elements of Dance
- Genres
- Artistic Expression
- Movement phrase
- Dance study
- Choreography
- Genre
- Style
- Genre-Specific Terminology
- Similarities and differences
- Artistic Intent
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.7.20
Research a historical dance genre or style and use knowledge gained to create a movement study that evokes the genre or style, then share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style.
Research a historical dance genre or style and use knowledge gained to create a movement study that evokes the genre or style, then share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style.
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
- Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
- Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
- Research the relationship between oppressive societies and the suppression of dance.
- Research the roaring twenties to create a movement study depicting the style of dance during that era.
- Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
- Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.
Vocabulary
- Aesthetics
- Elements of Dance
- Genres
- Artistic Expression
- Movement phrase
- Dance study
- Choreography
- Genre
- Style
- Genre-Specific Terminology
- Similarities and differences
- Artistic Intent
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.7.CN.B
Relate
Relate
