UP:AE17.D.7.2
Vocabulary
- choreography
- prompts
- codified movement
- choreography
- dance terminology
- artistic intent
- dance study
- choreographic devices
- artistic criteria
- dance study
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.
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
