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 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.
Vocabulary
- prompts
- improvisation
- choreographic devices
- choreography
- choreographic structure
- artistic statement
- choreographic devices
- choreography
- choreographic devices
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
