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2003 Mississippi Visual and Performing Arts Framework DANCE “I want all of my students and all of my dancers to be aware of the poignancy of life at that moment. I would like to feel that I had, in some way, given them the gift of themselves.” Martha Graham Dance 1 2003 Mississippi Visual and Performing Arts Framework DANCE TABLE OF CONTENTS Introduction…………………………………………………………………………………..3 Dance Benchmarks....................................................................................................4 Elementary Introduction .............................................................................................9 Kindergarten ............................................................................................................10 First Grade...............................................................................................................15 Second Grade..........................................................................................................20 Third Grade..............................................................................................................25 Fourth Grade............................................................................................................29 Middle School Introduction.......................................................................................34 Middle School Level I………………………………………………………………….…..35 Middle School Level II..............................................................................................39 Middle School Level III.............................................................................................43 Middle School Level IV ............................................................................................47 High School Introduction .........................................................................................52 High School Level I..................................................................................................56 High School Level II.................................................................................................61 High School Level III................................................................................................66 High School Level IV................................................................................................72 Literature Connections.............................................................................................78 Technology Connections .........................................................................................83 Resources................................................................................................................84 Glossary...................................................................................................................88 Dance 2 2003 Mississippi Visual and Performing Arts Framework DANCE INTRODUCTION DANCE, the art of human movement, is a perfect educational model for learning to be perceptive and expressing thoughts, sensations, feelings and ideas, all essential for the development of communication and a construct for learning the creative process. Students studying dance learn an awareness that guides the logical sensory execution of movement. They learn to recognize and distinguish human energy that is turned into the performance of illusions and the language of metaphors that transform through time and space into art. The training and study of dance enhances the scope and diversity of learning about life and the human experience. Dance creates community and is celebrated throughout the world. No matter where one goes, the phenomenon of dance is celebrated and its repertoires are a dynamic part of every culture. Dance is a form of theatre that ranges from the ecstatic and lively, to the tender and gentle telling of matters of the heart. In many cultures, dance is an expression of a life force and a description of peoples’ spirits and beliefs. Dance communicates in ways which words cannot. It can explain the inexplicable, and can awaken our social consciousness. Dance is the expression of the myths, symbols, and rituals of a culture, told through stories that can be a narrative of life. Building understanding through the dance experience requires learning to intelligently translate dance into meaning through the interpretation of the dances of an individual choreographer or of an entire nation. As a means to self-discovery, students learn to make their own dances, created from their most beautiful thoughts. They become involved in various aspects of technical production and come to understand others by learning dances of their ancestors and friends in the community. The Dance section of the Mississippi Visual and Performing Arts Framework offers a program of study that is developmentally and sequentially balanced to assist with elementary, middle school, and high school dance curriculum development at the local and district level. Dance 3 2003 Mississippi Visual and Performing Arts Framework DANCE BENCHMARKS Goal 1: Students will communicate ideas and feelings by creating and performing dance. Content Strand: Creating/Performing (CP) BENCHMARKS Grades K-4 Grades 5-8 Grades 9-12, Proficient Grades 9-12, Advanced By the end of Grade 4, students will: By the end of Grade 8, students will: By the end of one year of study,* By the end of four years of study, proficient students will: advanced students will: Demonstrate movement through the Demonstrate anatomically-correct Incorporate kinesthetic and sensorial Know and perceive performance of application of the elements of dance movement skills with increasing understanding within performance of dance concentration and focus on technique dance technique and terminology Respond spontaneously through Demonstrate improvisational skills Understand improvisation as a way to Know and apply improvisation to movement to various stimuli: alone and as a group originate dances performance and dance-making sound, colors, textures, objects, and imagery Create movement solutions alone and Apply choreographic principles Understand choreographic forms and Understand and apply choreographic with a partner using the elements of structures in dance composition forms in dance-making dance Identify basic productions elements of Demonstrate a basic understanding of Demonstrate experimental dimensions Apply innovative dimensions to dance dance dance production of dance production productions *the equivalent of 1 Carnegie unit Dance 4 2003 Mississippi Visual and Performing Arts Framework DANCE BENCHMARKS Goal 2: Students will respond to, describe, analyze, interpret, and evaluate the complex characteristics of dance. Content Strand: Critical Analysis (CA) BENCHMARKS Grades K-4 Grades 5-8 Grades 9-12, Proficient Grades 9-12, Advanced By the end of Grade 4, students will: By the end of Grade 8, students will: By the end of one year of study,* By the end of four years of study, proficient students will: advanced students will: Observe and discuss the similarities Describe the similarities and Know and understand human Compose and evaluate dance studies and differences in human movement differences in human movement, movement, the elements of dance, utilizing abstract movement and the and the elements of dance recognizing the elements of dance and how these communicate ideas, elements of dance thoughts, and feelings Describe dance by responding Interpret movements by reporting on Know and distinguish dance Analyze and critique the context of through writing, drawing, and the content of varied dance structures, forms, and themes in dance from a variety of perspectives performing experiences various dance studies Identify how personal experiences Know how personal experiences Understand personal experiences as it Understand how personal relate to dance influence the making of dance influences the interpretation and the perspectives influence dance critique making of dance *the equivalent of 1 Carnegie unit Dance 5 2003 Mississippi Visual and Performing Arts Framework DANCE BENCHMARKS Goal 3: Students will understand the role and functions of dancers and dance in cultures, times, and places. Content Strand: History/Culture (HC) BENCHMARKS Grades K-4 Grades 5-8 Grades 9-12, Proficient Grades 9-12, Advanced By the end of Grade 4, students will: By the end of Grade 8, students will: By the end of one year of study,* By the end of four years of study, proficient students will: advanced students will: Observe and identify the styles of Recognize and understand diversity of Compare and contrast various dance Critique historical and cultural dances dance in various cultures and dance in relation to cultural styles and artists, styles, cultures, and traditions traditions throughout history traditions and apply to dance studies Perform dances from various cultures Perform with emerging technical Perform with advanced technical Competently perform various styles and traditions proficiency dances from various proficiency dances from various from a broad spectrum of cultures cultures and traditions cultures and traditions *the equivalent of 1 Carnegie unit Dance 6 2003 Mississippi Visual and Performing Arts Framework DANCE BENCHMARKS Goal 4: Students will perceive, understand, and appreciate the diverse meanings and value of dance. Content Strand: Aesthetics (A) BENCHMARKS Grades K-4 Grades 5-8 Grades 9-12, Proficient Grades 9-12, Advanced By the end of Grade 4, students will: By the end of Grade 8, students will: By the end of one year