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
- Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
- Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
- Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
- Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
- Create dances using choreographic devices, such as expansion, diminution, and reverse.
- Choreograph a narrative dance that shows relationships, such as friendship.
- Use inversion to create a dance about opposition.
- Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Vocabulary
- prompts
- movement vocabulary
- artistic expression
- movement vocabulary
- choreography
- utilize elements of dance
- dance study
- artistic intent
- choreographic devices
- structure
- artistic criteria
- dance study
- concept, impact and inspiration for choreography
- feedback and revise
- notation
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
