AE17.D.PRO.CN.A
Synthesize
Synthesize
AE17.D.PRO.CN.A
AE17.D.PRO.19
Explain how the perspectives expressed by a choreographer may impact one’s own interpretation.
Explain how the perspectives expressed by a choreographer may impact one’s own interpretation.
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
- Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
- Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
- Determine how dance impacts economic, political, and environmental choices in a community and/or society.
- Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
- Producing a presentation of dance that integrates other content areas.
- Examining and critiquing a presentation of dance that integrates other content areas.
- Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
- Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Vocabulary
- Self-reflection
- Choreography
- Artistic Intent
- Movement Problem
- Context Cues
- Dancy Study
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.PRO.20
Research a question or problem that can be addressed through movement and apply information gathered by creating a group dance that answers the question posed.
Research a question or problem that can be addressed through movement and apply information gathered by creating a group dance that answers the question posed.
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
- Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
- Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
- Determine how dance impacts economic, political, and environmental choices in a community and/or society.
- Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
- Producing a presentation of dance that integrates other content areas.
- Examining and critiquing a presentation of dance that integrates other content areas.
- Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
- Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Vocabulary
- Self-reflection
- Choreography
- Artistic Intent
- Movement Problem
- Context Cues
- Dancy Study
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.D.PRO.CN.B
Relate
Relate
AE17.D.PRO.21
Explain how the habits, ideas, and perspectives from cultures, societies, historical periods, or communities impact the artistic elements in dance.
Explain how the habits, ideas, and perspectives from cultures, societies, historical periods, or communities impact the artistic elements in 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?
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Skills Examples
- Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
- Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
- Determine how dance impacts economic, political, and environmental choices in a community and/or society.
- Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
- Producing a presentation of dance that integrates other content areas.
- Examining and critiquing a presentation of dance that integrates other content areas.
- Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
- Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Vocabulary
- Self-reflection
- Choreography
- Artistic Intent
- Movement Problem
- Context Cues
- Dancy Study
- Elements of dance
- Cultural Movement Practices
- Dance Literacy
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.D.AC
Accomplished
Accomplished
AE17.D.AC.C
Creating
Creating
AE17.D.AC.C.A
Explore
Explore
AE17.D.AC.1
Synthesize ideas from a variety of prompts to create choreography using codified and original movement.
Synthesize ideas from a variety of prompts to create choreography using codified and original movement.
Unpacked Content
Essential Questions
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
EQ: Where do choreographers get ideas for dances?
Skills Examples
- Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
- Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
- Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
- Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
- Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
- Create dances using choreographic devices, such as transposition, opposition, and accumulation.
- Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
- Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
- Create or use an appropriate rubric for self-evaluation and reflection.
- Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
- Create or use an app to generate dance formations for staging.
- Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
- Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
- Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Vocabulary
- prompts
- choreography
- styles
- genres
- choreographic devices
- artistic statement
- choreography
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.D.AC.2
Develop personal movement preferences while choreographing within a variety of movement styles and genres.
Develop personal movement preferences while choreographing within a variety of movement styles and genres.
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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
- Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
- Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
- Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
- Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
- Create dances using choreographic devices, such as transposition, opposition, and accumulation.
- Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
- Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
- Create or use an appropriate rubric for self-evaluation and reflection.
- Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
- Create or use an app to generate dance formations for staging.
- Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
- Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
- Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Vocabulary
- prompts
- choreography
- styles
- genres
- choreographic devices
- artistic statement
- choreography
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.D.AC.C.B
Plan
Plan
AE17.D.AC.3
Analyze and explain how the implementation of choreographic devices and specific dance structures in the design of an original dance composition impact artistic intent.
Analyze and explain how the implementation of choreographic devices and specific dance structures in the design of an original dance composition impact artistic intent.
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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
- Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
- Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
- Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
- Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
- Create dances using choreographic devices, such as transposition, opposition, and accumulation.
- Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
- Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
- Create or use an appropriate rubric for self-evaluation and reflection.
- Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
- Create or use an app to generate dance formations for staging.
- Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
- Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
- Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Vocabulary
- prompts
- choreography
- styles
- genres
- choreographic devices
- artistic statement
- choreography
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.AC.4
Develop an artistic statement that explains how and why an original composition was choreographed, reflecting on personal, cultural, and artistic perspective.
Develop an artistic statement that explains how and why an original composition was choreographed, reflecting on personal, cultural, and artistic perspective.
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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
- Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
- Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
- Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
- Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
- Create dances using choreographic devices, such as transposition, opposition, and accumulation.
- Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
- Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
- Create or use an appropriate rubric for self-evaluation and reflection.
- Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
- Create or use an app to generate dance formations for staging.
- Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
- Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
- Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Vocabulary
- prompts
- choreography
- styles
- genres
- choreographic devices
- artistic statement
- choreography
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.D.AC.C.C
Revise
Revise
AE17.D.AC.5
Create multiple revisions to an original dance, based on self-reflection and feedback from instructors or peers.
Create multiple revisions to an original dance, based on self-reflection and feedback from instructors or peers.
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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
- Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
- Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
- Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
- Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
- Create dances using choreographic devices, such as transposition, opposition, and accumulation.
- Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
- Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
- Create or use an appropriate rubric for self-evaluation and reflection.
- Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
- Create or use an app to generate dance formations for staging.
- Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
- Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
- Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Vocabulary
- prompts
- choreography
- styles
- genres
- choreographic devices
- artistic statement
- choreography
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.D.AC.6
Develop a strategy to document choreography for a specific need.
COS Examples
Example: Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance. Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Develop a strategy to document choreography for a specific need.
COS Examples
Example: Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance. Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
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 understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
- Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
- Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
- Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
- Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
- Create dances using choreographic devices, such as transposition, opposition, and accumulation.
- Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
- Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
- Create or use an appropriate rubric for self-evaluation and reflection.
- Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
- Create or use an app to generate dance formations for staging.
- Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
- Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
- Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Vocabulary
- prompts
- choreography
- styles
- genres
- choreographic devices
- artistic statement
- choreography
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.D.AC.P
Performing
Performing
AE17.D.AC.P.A
Express
Express
AE17.D.AC.7
Create and maintain a sense of spatial design in a dance while performing alone and with others, by accurately and intentionally replicating the choreography.
COS Examples
Example: Establish unity among dancers by performing with a common focus.
Create and maintain a sense of spatial design in a dance while performing alone and with others, by accurately and intentionally replicating the choreography.
COS Examples
Example: Establish unity among dancers by performing with a common focus.
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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.AC.8
Experiment with unpredictable tempi and rhythms within choreographic parameters to enhance performance quality and artistic intent.
COS Examples
Example: Within the required timing of a classical ballet adagio, experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing of the performance.
Experiment with unpredictable tempi and rhythms within choreographic parameters to enhance performance quality and artistic intent.
COS Examples
Example: Within the required timing of a classical ballet adagio, experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing of the performance.
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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.AC.9
Use intentional variations in energy and dynamics to clarify movement phrasing.
COS Examples
Examples: Vary energy throughout a movement phrase. Experiment with different energies at the initiation or ending of the movement phrase and in transitions.
Use intentional variations in energy and dynamics to clarify movement phrasing.
COS Examples
Examples: Vary energy throughout a movement phrase. Experiment with different energies at the initiation or ending of the movement phrase and in transitions.
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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.D.AC.P.B
Embody
Embody
AE17.D.AC.10
Apply kinesthetic awareness of other dancers within a group while executing complex spatial, rhythmic, and dynamic sequences.
Apply kinesthetic awareness of other dancers within a group while executing complex spatial, rhythmic, and dynamic sequences.
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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.AC.11
Implement a plan that applies principles of anatomy, nutrition, body conditioning, and injury prevention to a range of technical dance skills for achieving fluency of movement.
COS Examples
Examples: Identify the muscles required for initiation for a grande battement.
Explore and explain the metabolism rates between different food groups.
Implement a plan that applies principles of anatomy, nutrition, body conditioning, and injury prevention to a range of technical dance skills for achieving fluency of movement.
COS Examples
Examples: Identify the muscles required for initiation for a grande battement. Explore and explain the metabolism rates between different food groups.
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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.AC.12
Plan and execute collaborative and independent rehearsal processes with attention to technique and artistry informed by personal performance goals.
Plan and execute collaborative and independent rehearsal processes with attention to technique and artistry informed by personal performance goals.
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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.D.AC.P.C
Present
Present
AE17.D.AC.13
Model and document leadership qualities during the performance and rehearsal process while evaluating methods and strategies to enhance performance, using dance and production terminology.
COS Examples
Examples: Accept notes post-performance from choreographer and apply corrections to future performances.
Model and document leadership qualities during the performance and rehearsal process while evaluating methods and strategies to enhance performance, using dance and production terminology.
COS Examples
Examples: Accept notes post-performance from choreographer and apply 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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.AC.14
Produce a dance concert on a stage or in an alternative performance venue and plan the production elements that fulfill the artistic intent of the dance performance.
Produce a dance concert on a stage or in an alternative performance venue and plan the production elements that fulfill the artistic intent of the dance performance.
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
- Establish unity among dancers by performing with a common focus.
- Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
- Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
- Manipulate or vary energy throughout a movement phrase.
- Experiment with different energies at the beginning or end of the movement phrase and in transitions.
- Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
- Maintain awareness of other dancers in space and partnering during group dances.
- Identify the muscles required for initiation in a grand battement.
- Explore and explain the metabolism rates between different food groups.
- Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
- Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
- Accept notes post-performance from choreographer and apply corrections to future performances.
- Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Vocabulary
- Spatial design
- choreography
- tempi
- rhythm
- performance quality
- artistic intent
- energy variation
- dynamics
- movement phrase
- embody
- kinesthetic awareness
- Body conditioning
- Injury prevention
- technical dance skills
- Artistry
- Performance goals
- Leadership qualities
- Rehearsal strategies
- Production terminology
- Alternative performance venue
- Production elements
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.D.AC.R
Responding
Responding
AE17.D.AC.R.A
Analyze
Analyze
AE17.D.AC.15
Analyze choreography and provide examples of recurring patterns of movement and relationships that create structure and generate meaning in a dance.
COS Examples
Examples: Show motif development as a tool for creating theme and variation. Show how ABA may indicate a cycle of life.
Analyze choreography and provide examples of recurring patterns of movement and relationships that create structure and generate meaning in a dance.
COS Examples
Examples: Show motif development as a tool for creating theme and variation. Show how ABA may indicate a cycle of life.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Show motif development as a tool for creating theme and variation.
- Show how ABA may indicate a cycle of life.
- Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
- Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
- Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
- Analyzing the use and organization of elements, principles, skills, foundations, and technique.
- Interpreting meaning based on personal experiences and knowledge.
- Evaluating and justifying by using supportive evidence and aesthetic criteria.
Vocabulary
- Apply Evidence
- genres
- styles
- culture movement practices
- choreographic intent
- Elements of Dance
- artistic expression
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.AC.16
Analyze and compare the use of movement patterns and their relationships within a dance in a variety of genres, styles, or cultural movement practices, using genre-specific terminology.
Analyze and compare the use of movement patterns and their relationships within a dance in a variety of genres, styles, or cultural movement practices, using genre-specific terminology.
Unpacked Content
Essential Questions
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
EQ: How is dance understood?
Skills Examples
- Show motif development as a tool for creating theme and variation.
- Show how ABA may indicate a cycle of life.
- Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
- Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
- Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
- Analyzing the use and organization of elements, principles, skills, foundations, and technique.
- Interpreting meaning based on personal experiences and knowledge.
- Evaluating and justifying by using supportive evidence and aesthetic criteria.
Vocabulary
- Apply Evidence
- genres
- styles
- culture movement practices
- choreographic intent
- Elements of Dance
- artistic expression
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.D.AC.R.B
Interpret
Interpret
AE17.D.AC.17
Interpret how the relationships of dance, use of body, dance technique, and context enhance meaning and support choreographic intent, using genre-specific terminology.
Interpret how the relationships of dance, use of body, dance technique, and context enhance meaning and support choreographic intent, using genre-specific terminology.
Unpacked Content
Essential Questions
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
EQ: How is dance interpreted?
Skills Examples
- Show motif development as a tool for creating theme and variation.
- Show how ABA may indicate a cycle of life.
- Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
- Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
- Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
- Analyzing the use and organization of elements, principles, skills, foundations, and technique.
- Interpreting meaning based on personal experiences and knowledge.
- Evaluating and justifying by using supportive evidence and aesthetic criteria.
Vocabulary
- Apply Evidence
- genres
- styles
- culture movement practices
- choreographic intent
- Elements of Dance
- artistic expression
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.D.AC.R.C
Critique
Critique
