UP:AE17.D.PRO.1

Vocabulary

prompts
improvisation
choreographic devices
choreography
choreographic structure
artistic statement
choreographic devices
choreography
choreographic devices

Essential Questions

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

Skills Examples

Create movement based on current events, sculptures, nature, or recognized works of art.
Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
Choose the best choreographic device to express returning to the main idea at the end of a dance.
Select two choreographic devices used within a selected choreographic structure to create a dance.
Create or use an appropriate rubric for self-evaluation and reflection.
Use learned technique in collaboration with peers to set spatial arrangements and formations.
Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
Justify the use of circular formations and connected shapes during the choreographic process to convey community.
Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
Demonstrate the ability to use feedback selectively to revise choreography.
Identify a way to document a dance by experimenting with different methods of documentation.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.