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Home , Ballet Review, New school hip hop, Virtual dance

Grade 7 Course at a Glance 2020-2021

Units (in Duration Assessed Standards Big Ideas Essential Questions Assessments sequential order) Unit 1 4 lessons Anchor Standards: Description: • How do dancers generate Summative Assessments: Virtual Dance Creating • Connect with students and creative ideas? • Students will Class Etiquette *Infused Anchor Standard 1: Generate begin to build a mindful, • What is societies perspective demonstrate and Introductions throughout and conceptualize artistic inclusive, and positive climate on dance? proficiency the ideas and work. for collaboration and virtual • How do context and the in virtual dance Getting to know course* Anchor Standard 2: Organize learning. manner in which dancers classroom etiquette and develop artistic ideas and • throughout all units. students/teacher/ Establish lasting norms for work is presented influence work. virtual class time, independent peers respectfully audience response? work, assignment submission, Suggested Formative • Where do dancers originate Connecting communication online, dance Assessments: Introducing expressive intent? expectations, class Anchor Standard 10: etiquette, safe space for • Discussions on dance • Who is deemed to be etiquette, attire, Synthesize and relate expression, cultural etiquette deadlines, norms, knowledge and personal responsiveness and considered a dancer? • Contributions to class communication experiences to make art. appreciation, along with • How do dancers make norms skills, netiquette, Anchor Standard 11: Relate positive interactions with meaningful connections to • Interest surveys and responsibility, and artistic ideas and works with peers. creating, performing, and pre-assessments self-discipline societal, cultural, and responding? historical context to deepen Enduring Understanding: Influencing and understanding. • Individuals’ selection of examining cultural dance works is influenced by appreciation and P21 Life and Career Skills: their experiences, inspirations, Adapt to varied roles, job understanding understandings, and purposes. responsibilities, schedules and • Through their use of elements contexts Know when it is appropriate and structures of dance, to listen and when to speak choreographers and performers provide insight to their expressive intent. • Dancers will analyze, document, and reflect on how they view themselves as performers, cultural entities, and professionals. Along with analyzing, documenting, and reflecting on themselves; they will be held accountable for their own responsibilities,

Baltimore County Public Schools Office of and Dance Education 1 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

professionalism, actions, and aspirations.

Unit 2 8 lessons Anchor Standards: Description: • How do dancers create Summative Assessments: • Personal Performing Provide opportunities for healthy lifestyles? • Use elements of Development *Infused Anchor Standard 5: Develop students to explore and inquire • How does cultural influences dance to create a + throughout and refine artistic work for about dance technique in on food and body image personal work that the presentation. Nutrition various traditions and cultures. effect my lifestyle? includes B.E.S.T + course* • Introduce/reintroduce students • How does my personal • Use presentation Injury Prevention Responding to common practices in dance software (PPT, decisions and choices impact Anchor Standard 9: Apply so that they will adopt and WORD, Paint 3D, Who Am I? myself, culture, classmates, criteria to evaluate artistic modify their own personal Google Docs, etc.) to and community? work. practice. make a virtual vision Digging deeper • What impact does wellness • Students will view and analyze board for showcasing within oneself have on my school Connecting a variety of video and audio • Create a work that

Anchor Standard 10: resources from around the community? showcases the use of Exploring decision Synthesize and relate world. They will perform • How can a dancer prevent props and making, knowledge and personal and/or create movement injuries? understanding of responsibilities, experiences to make art. exercises, warm-ups, sight- • How do dancers improve the basic anatomy for cultural norms, and singing, and rhythmic quality of their work and injury prevention and life goals. examples. performances? nutritional

• understanding. Injury Prevention Enduring Understanding: How do dancers’ make • Creative ideas, concepts, and meaningful connections to Suggested Formative Nutrition for feelings that influence creating, performing, and Assessments: Dancers dancers’ work emerge from a responding? • The Elements of variety of sources and • How does other arts, cultures, Dance: Quiz R.I.C.E. method inspirations. disciplines, and dance studios • Short- and Long- • Dancers’ evaluate and refine inform creating, performing, Term Goals: their work through openness to and responding to dance? Organizer new ideas, persistence, the • Nutritional Scavenger

application of appropriate Hunt: 3 Unhealthy criteria, and understanding of and 3 Healthy Foods their role as a dancer and Analysis audience member. • Create a set warm-up for injury prevention • By expressing their and comprehension , musical intent, of the body and personal expression, dancers can conceptualize, analyze, evaluate visually and Baltimore County Public Schools Office of Music and Dance Education 2 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

cognitively, and refine their performance over time through openness to new ideas, perspectives, various entities, and the application of appropriate criteria. Unit 3 4 lessons Anchor Standards: Description: • When, where, and why did Summative Assessments: Creating • Continue to connect with Hip Hop dance originate? • Hip Hop Culture History Anchor Standard 1: Generate students and maintain a • What is a pioneer? Assessment: (Practices Clive and conceptualize artistic mindful and positive climate • What did Clive Campbell, incorporates old and Campbell, Don ideas and work. for collaboration and learning. Don Campbell, DJ Kool new school Hip Hop Campbell, and Anchor Standard 2: Organize • Remind and refine norms for Herc, and others do for Hip dance qualities and Michael “ and develop artistic ideas and virtual class time, Hop? technique Shrimp” work. independent work, • What type of community • Literacy test on the Chambers) + assignment submission, influenced the origination of history of Hip Hop’s Hip Hop Presenting communication online, and Hip Hop dance? pioneers, origins, Anchor Standard 4: Analyze, interactions with peers. purpose, evolution, Technique • What cultural background interpret, and select artistic • Engage students in the and components. brought Hip Hop to the Four Components work for presentation. technical and historical dance world? of Hip Hop Dance: Anchor Standard 5: Develop aspects of a specific genre. Suggested Formative • History, and refine artistic work for • Develop and review technique How did/does society Assessments: , DJ presentation. of Hip Hop. interpret or understand Hip • Song lyric analysis and MC’ing, and • Develop an understanding Hop? Past and Present views • Performance analysis: Connecting and review all elements of • What elements of dance are Students create Anchor Standard 11: Relate Hip Hop dance and how its incorporated within Hip criteria to describe artistic ideas and works with origins and purpose relate to Hop? proper execution of societal, cultural, and the current climate. • How would you explain break dancing, historical context to deepen • Develop and refine a form of culture to someone younger complex footwork, understanding. dance that provides students than yourself? attitude/energy, and bounce in order to the opportunity to explore • How has Hip Hop dance outlets within the, originators, evaluate peers based evolved from the 1970’s to African American and Latinx on that criteria. now? culture through creativity, • Music Video Rubric self-expression, and • What are the similarities and • Incorporate-B.E.S.T, . differences between Hip Hop rhythm, and ability to and other genres of dance? evoke emotion Enduring Understanding: • How does your cultural throughout the unit. • The creative ideas, concepts, views and beliefs support the and feelings that influence Hip Hop community? pioneers work emerged from a Baltimore County Public Schools Office of Music and Dance Education 3 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

multitude of sources within • How has media platforms their community and cultural such as The Soul Train, components. BET, SYTYCD, and W.O.D, • Hip Hop’s creative work and commercialized Hip Hop in freestyle is the culmination of comparison to other genres cultural awareness and of dance?

communication. • Performers’ interest and knowledge of Hip Hop’s work, understanding of technique, and the ability to evoke Hip Hop’s context for a performance should be continued. • The study of cultural dance allows for rich connections to other disciplines and concepts related to history, culture, and society. • Dancers critique performance based on criteria that vary across time, place, and cultures. • Muscular endurance, coordination, and methods of execution. Unit 4 4 lessons Creating Description: • What elements of dance are Summative Assessments: Hip Hop Anchor Standard 1: Generate • Hip Hop’s creative work and incorporated within Hip Hop • Performance Based Improvisation and conceptualize artistic freestyle is the culmination of freestyle? Task Assessment AKA Freestyle ideas and work. cultural awareness and • What movements are • Hip Hop Culture (Practices of Anchor Standard 2: Organize communication. normally seen within Assessment William and develop artistic ideas and freestyling? “Wildabeast” work. Enduring Understandings Suggested Formative • What are “power moves”? Adams) • The creative ideas, concepts, Assessments: • How are power moves and feelings that influence • Student showcase of pioneers work emerged from a developed? 3 “power moves” multitude of sources within (student teacher their community and cultural presentation or at components. teacher discretion) Baltimore County Public Schools Office of Music and Dance Education 4 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

Unit 5 2 lessons Presenting Description: • When viewing Hip Hop Summative Assessments: Hip Hop History Anchor Standard 4: Analyze, • Continue to connect with dance, what are the criteria’s • Performance Based + interpret, and select artistic students and maintain a of critiquing such genre? Task Assessment Technique work for presentation. mindful and positive climate • How did/does society • Hip Hop Movement Anchor Standard 5: Develop + for collaboration and learning. interpret or understand Hip Study Assessment Improvisation and refine artistic work for • Remind and refine norms for Hop? Past and Present views Task presentation. virtual class time, • Hip Hop Culture • What elements of dance are *End of Unit independent work, Assessment Presentation* Connecting assignment submission, incorporated within Hip Anchor Standard 11: Relate communication online, and Hop? artistic ideas and works with interactions with peers. • How has Hip Hop dance societal, cultural, and • Engage students in the evolved from the 1970’s to historical context to deepen technical and historical now? understanding. aspects of a specific genre. • Develop and review technique of Hip Hop. • Develop an understanding and review all elements of Hip Hop dance and how its origins and purpose relate to the current climate. • Develop and refine a form of dance that provides students the opportunity to explore outlets within the, originators, African American and Latinx culture through creativity, self-expression, and musicality.

Enduring Understanding: • The creative ideas, concepts, and feelings that influence pioneers work emerged from a multitude of sources within their community and cultural components. • Hip Hop’s creative work and freestyle is the culmination of

Baltimore County Public Schools Office of Music and Dance Education 5 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

cultural awareness and communication. • Performers’ interest and knowledge of Hip Hop’s work, understanding of technique, and the ability to evoke Hip Hop’s context for a performance should be continued. • The study of cultural dance allows for rich connections to other disciplines and concepts related to history, culture, and society. Unit 6 6 lessons Anchor Standards: Description: • How did Summative Assessments: Modern History Responding • Modern Dance History is change the dance world? • Modern Dance (Practices of Anchor Standard 8: Interpret rooted in the philosophies and • Has Modern dance adopted Pioneer Research Martha Graham, intent and meaning in artistic techniques of the pioneers in a specific culture as its Project: students will Merce work. the field. Studying their counterpart? Why? study a Modern Cunningham, and methods provides context for • Who is Martha Graham, pioneer in order to Katherine Dunham) Connecting the study of Modern Dance as Merce Cunningham, Alvin articulate unique Anchor Standard 10: a student. Ailey, Katherine Dunham, characteristics of that + Synthesize and relate and Doris Humphrey; Why dancer’s style and Executing knowledge and personal Enduring Understanding: are they important within contribution to its Characteristics experiences to make art. • Introduce/Review pioneers Modern dance? genre. Achieved

such as Merce Cunningham, • What expressions were through oral Characteristics of Martha Graham, and generally evoked when presentation, written Modern are re- Katherine Dunham. performing Modern dance? report, poster, Power introduced with Point, Pinterest • How has Modern dance new elements of evolved and what Board, collage, etc. understanding and choreographer have been a (teacher discretion) execution part of that journey? • Modern Dance Pioneer Rubric • Performance Based Task Assessment

Baltimore County Public Schools Office of Music and Dance Education 6 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

Unit 7 6 lessons Anchor Standards: Description: • What qualities characterize a Summative Assessments: Modern History Presenting pioneer? • Modern Dance (Practices of Alvin Anchor Standard 1: Generate • The Modern dance form • How does the body make it Student Rubric: Ailey and Doris and conceptualize artistic provides opportunities for possible for a dancer to created by students Humphrey) ideas and work. students to explore movement perform within their based on Modern + that focuses on expression and kinesphere and not travel? dance’s Anchor Standard 2: Organize characteristics. Executing motivation. • What are landing pads? and develop artistic ideas and Students should have Characteristics • How do we use landing work. Enduring Understanding: the teacher review pads? • Performers make interpretive their final rubric for Performance level • What has each pioneer of Anchor Standard 4: Analyze, decisions based on their approval; student is heightened with Modern dance contribute to interpret, and select artistic understanding of context and rubric will be used as added findings of Modern dance? E.g. work for presentation. a scoring tool in Modern dance to expressive intent. movements, expressions, conjunction with continue growth • To express their choreographic and themes. Anchor Standard 5: Develop teachers. from previous year ideas, dancers analyze, • How is Modern dance and refine artistic work for • Modern Pioneers or prior experience. evaluate, and refine their different or similar to other presentation. genres of dance? Assessment Task: performance over time through • How has media platforms students will be taught Anchor Standard 9: Apply the exploration of dance such as The Soul Train, a modern phrase to criteria to evaluate artistic concepts through exercises BET, SYTYCD, and W.O.D, add onto in order to work. that develop one’s strength, commercialized Modern include elements of coordination, flexibility, and dance in comparison to other Modern dance such as Anchor Standard 11: Relate technique. genres of dance? but not limited to: artistic ideas and works with • Response to Modern dance is - Anatomical societal, cultural, and informed by analyzing context shapes historical context to deepen (social, cultural, and historical) - In and Out of the understanding. and how creators and Floor

performers manipulate those - Spine Articulation elements. - Personal Expression - B.E.S.T

Suggested Formative Assessments: • Class discussions • Exit Tickets • Personal reflections • Application of concepts and characteristics Baltimore County Public Schools Office of Music and Dance Education 7 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

Unit 8 6 lessons Anchor Standards: Enduring Understanding: • What elements of B.E.S.T Summative Assessments: Modern are executed within Modern • Performance Based Composition Responding • Performers make interpretive dance? Task Assessment Anchor Standard 8: Interpret decisions based on their • What is the difference *END OF intent and meaning in artistic understanding of context and between locomotor and non- Suggested Formative QUARTER/ work. expressive intent. locomotor movement? Assessments: SEMESTER • Performers make interpretive • How does planning and • Exit ticket PRESENTATION* Anchor Standard 9: Apply decisions based on their structure aid in the process • Written journal entry

criteria to evaluate artistic understanding of context and of choreography? • Peer- and self- work. expressive intent. • How does incorporating assessment/feedback levels enhance Performing/Presenting: choreography? Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation

Anchor Standard 6: Convey meaning through the presentation of artistic work. Unit 9 6 lessons Anchor Standards: Description: • What is dance? Summative Assessments: Students will develop technical • How did Jazz dance become • Jazz Dance Written Jazz History Responding: Jazz skills and vocabulary in order popular? Assessment Task Anchor Standard 7: Perceive to identify and demonstrate the (Practices of • What are Jazz dance’s and analyze artistic work. styles of the early Jazz. Suggested Formative Nicholas Brothers, origins? Assessments: Josephine Baker, • Anchor Standard 8: Interpret Enduring Understandings: How is Jazz dance portrayed and Bob Fosse) • Exit ticket intent and meaning in artistic • Students will be re-introduced in our current climate? • + Written journal entry work. to pioneers of Jazz dance, not • How did originate • Executing Jazz Dance Timeline limited to, Nicholas Brothers, through Jazz? Research Characteristics Anchor Standard 9: Apply Josephine Baker, and Bob criteria to evaluate artistic Fosse. work. • Students will develop the technical skills, terminology, Connecting: discourse, and early Jazz dance Anchor Standard 11: Relate characteristics and movements. artistic ideas and works with societal, cultural, and Baltimore County Public Schools Office of Music and Dance Education 8 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

historical context to deepen understanding. Unit 10 4 lessons Anchor Standards: Description: • Who are prominent Summative Assessment Jazz History • Students will be re- influencers and pioneers of Task: (Practices of Connecting introduced to pioneers of Jazz dance? • Jazz Dance Florence Mills, Anchor Standard 10: Jazz dance, not limited to, • How did Jazz change the Assessment Task Agnes de Miles, Synthesize and relate Florence Mills, Jack Cole, dance world? and Jack Cole) knowledge and personal and Agnes de Mille Suggested Formative • How did audience + experiences to make art. Pioneers should be Assessments: perception / societies views Musical Theater examined through a • Jazz Mapping: + Anchor Standard 11: Relate historical lens as well as a on Jazz dance effect dancers Timeline detailing the Executing artistic ideas and works with cultural lens. and performers of color? evolution of Jazz Characteristics societal, cultural, and • What elements of dance co- Dance historical context to deepen Enduring Understanding: exist within Jazz dance? • Jazz pioneers quiz understanding. • Response to creating • How has media platforms • Jazz/Musical Theater

choreography and performance such as The Soul Train, Combination Rubric Re7B: Describe movement is informed by analyzing BET, SYTYCD, and W.O.D, characteristics of multiple context (social, cultural, and genres, cultures, and styles as commercialized Jazz in they relate to choreographic historical) and how creators comparison to other genres intent. and performers manipulate the of dance? elements of dance. • How does Jazz music • Students will develop the influence Jazz technical skills, terminology, choreography? discourse, and early Jazz dance

characteristics and movements. • Through daily warm-ups and exercises, students gain strength, flexibility, endurance, balance, and coordination. • Students will learn the history and evolution of jazz dance from its African roots to the late- 20th century. Unit 11 4 lessons Anchor Standards: Enduring Understandings: • What are the characteristics Summative Assessments: Jazz Technique: Creating • Dancers’ evaluate and refine of Jazz dance? • Jazz Dance Characteristics of Anchor Standard 1: Generate their work through openness • What movements are Assessment Task Jazz dance and conceptualize artistic to new ideas, persistence, and affiliated with its pioneers? + ideas and work. Baltimore County Public Schools Office of Music and Dance Education 9 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

Continuing of the application of appropriate • What was the intent behind Suggested Formative Musical Theater Anchor Standard 2: Organize criteria Jazz when performed on Assessments and develop artistic ideas and • Dancers’ interest in and stage? • Lyric analysis of Percussive work. knowledge of dancers works, • Who are modern Jazz teacher-selected song Movement understanding their own dancers or choreographers • Analysis of Jazz dance: Anchor Standard 3: Refine technical skill, and the that are helping with the Choreographer’s intent Intricate footwork and complete artistic work. • context for a performance evolution of Jazz dance? Musical origins: Rhythm and tempo influence the selection of the • What impact does Jazz dance Isolated Body Presenting based on cultural and repertoire. Parts: Torso Anchor Standard 4: Analyze, have on musical theater? Are musical patterns that initiation and interpret, and select artistic • Students will gain both they connected? occur within teacher- elongation of the work for presentation. musicality and performance selected song spine skills which will be taught • Audience : Performing/Presenting: through a series of dance Create personal body Grounded and combinations. and facial expressions suspended stances Anchor Standard 5: Develop which encourage and motions and refine artistic techniques understanding of and work for presentation theme, choreography, Cultural lyrical choices and understanding of Anchor Standard 6: Convey connections along various versions of meaning through the with meaning of Jazz: Afro-Jazz, presentation of artistic work. teacher-related Street Jazz, Latin choreography and Jazz, Commercial song. Jazz, amongst a multitude of other styles.

Jazz Roots: Vaudeville, Ragtime, , Jazz music, , pertinent aspects of slavery

*End of Unit Presentation*

Baltimore County Public Schools Office of Music and Dance Education 10 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

Unit 12 4 lessons Anchor Standards: Enduring Understandings: • What elements of dance is Summative Assessment: History • Students understanding of formed around ballet’s • Written Assessment (Practices of Responding: Ballet’s style and structure will technique? Task George Anchor Standard 7: Perceive adhere to a defined and • How has ballet pioneers and analyze artistic work. Balanchine, King modernized framework which paved the way for current Suggested Formative th Assessments: Louis XIV, The was created in the 19 century and future dancers? Anchor Standard 8: Interpret • Ballet Review Quiz Nutcracker, and and evolved over time. • Who are the pioneers of intent and meaning in artistic • Exit Ticket ) • Performers make interpretive ballet? work. • 6 position quiz + decisions based on their • Has the face of ballet favored (physically show each Executing understanding of context and Connecting: any one race and how? What position to show Characteristics Anchor Standard 10: expressive intent. impact has that had on the comprehension and + Synthesize and relate dance and real world? correct execution) Positions knowledge and personal experiences to make art.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Unit 13 6 lessons Anchor Standards: Description: • What are some traditional Summative Assessment: Ballet History Connecting ballet works embedded • Written Based Task Students will learn about pioneers (Practices of Misty Anchor Standard 11: Relate within its genre? Assessment: students such, but not limited to, Misty Copeland, artistic ideas and works with • How has ballet pioneers will research and Michaela societal, cultural, and Copeland, George Balanchine, paved the way for current document ballet’s DePrince, and historical context to deepen Debbie Allen, King Louis “Sun and future dancers? prominent factors and Debbie Allen) understanding. pioneers in order to God” XIV, Michaela DePrince, • How does ballet’s etiquette

+ Nutcracker, and Swan Lake. standards differ from other clearly define ballet’s Presenting Executing genres of dance such as, Hip history and movement Anchor Standard 1: Generate Enduring Understandings: Characteristics Hop, Modern, etc.? choices in a writing + and conceptualize artistic • Students interest and statement. • Has dance changed or altered Positions ideas and work. knowledge of musical works, the way ballet is viewed Suggested Formative understanding their own within society in the present History: pioneers, Assessment: technical skill, and the context day? origins, and • Ballet Review Quiz: for a performance influence • Who are the pioneers of concepts. recognition of ballet’s the selection of the repertoire. ballet? history and impact on • Students will grasp basic • How has ballet evolved from the evolution of dance th Ballet terminology in order to the 19 century to current times? How has it stayed the same? Baltimore County Public Schools Office of Music and Dance Education 11 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

execute prominent movements specific to its genre

Unit 14 4 lessons Anchor Standards: Enduring Understanding: • How can you connect ballet Summative Assessment: Creating • Ballet technique can be used to movements together using • Ballet Combination Anchor Standard 2: Organize strengthen and refine technical correct placement? Assessment Task: Characteristics of and develop artistic ideas and skill, performance, and • Why is the study of ballet showcasing skills Ballet: work. choreography. Students will technique an ongoing from previous lessons 1. Good Posture Anchor Standard 3: Refine continue to develop and refine process? (ballet technique, 2. Lines: and complete artistic work. ballet discourse as needed for • How has ballet been infused ensemble etiquette, Asymmetrical success in a higher-level with other genres of dance? understanding of and Performing course. • How do you maintain proper musicality and tempo, Symmetrical Anchor Standard 5: Develop • Students will be able to define alignment in ballet class? tradition, and 3. Technique and refine artistic work for and identify theme and • How does ballet’s technique terminology). 4. Sequence and presentation. variation compositional differ from other genres of • Performance Based Fluidity structure. The use of theme dance? Task Assessment 5. Precision Responding and variation can be used as a • How does the understanding • Reflection Rubric Anchor Standard 7: Perceive choreographic device for of ballet vocabulary aid in the and analyze artistic work. creating a sense of balance and Suggested Formative execution of the movement? Anchor Standard 9: Apply cohesion to dance composition. • How are traditional ballet Assessments criteria to evaluate artistic • Students will create positions of the feet carried • Performance work. a criteria for creating throughout various genres of Analysis: Students

choreography and present their dance? create criteria to final presentations. describe effective • Students are encouraged to performance skills, create movement phrases and and evaluate peers short studies based on theme, based on that criteria. direction, spacing, and • Informal variation while incorporating performance: elements of dance such as choreography or B.E.S.T and the six qualities. phrase given and • Students will also reflect on executed by dancer their personal aesthetic as it with all develops. Personal aesthetic is characteristics influenced by a variety of showcased. factors including exposure to different dance styles, compositional devices, and choreographed works.

Baltimore County Public Schools Office of Music and Dance Education 12 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

• Students will identify and demonstrate the difference between an adagio and petite allegro combination in the center. Unit 15 8 lessons Anchor Standards: Description: • Where should a dancer begin Summative Assessment Fundamentals of Creating: • Introduce: form, when constructing a dance? Suggestions: Composition Anchor Standard 1: Generate structure, time, theme, • What are various themes • Written Assessment and conceptualize artistic and dynamics. dancers can use for Reflection ideas and work. • Review choreographic inspiration? (performer and audience • What is the importance of Formative Assessment Anchor Standard 2: Organize member). knowing directional Suggestions: and develop artistic ideas and • Discuss stage directions cues/stage directions? • Vision Board of work. Choreographic intent (rough draft to map Anchor Standard 3: Refine out ideas) and complete artistic work. • Stage direction map

Performing/Presenting: Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation

Responding: Anchor Standard 7: Perceive and analyze artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Unit 16 4 lessons Anchor Standards: Description: • What is the difference Summative Assessments: Composition • Explore various rhythms and between rhythm and tempo? • Composition Project Creating patterns within music. How is that shown through Reflective Anchor Standard 1: Generate choreography? Assessment: all Baltimore County Public Schools Office of Music and Dance Education 13 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

and conceptualize artistic • Understanding song lyrics • How is B.E.S.T represented elements of dance *END OF ideas and work. in dance? from Composition. COURSE Anchor Standard 2: Organize • Site Specific Ideas: Dance can • Does dance have to be • Performance Based PROJECT* and develop artistic ideas and be staged for different performed on a stage? Why Task Assessment work. environments which can be or why not? used to enhance the intent of • How does music choice Suggested Formative Performing the work. effect your representation of Assessments: Anchor Standard 4: Analyze, a dancer and human being? • Students should interpret, and select artistic create a rubric with an work for presentation. example of a teachers Anchor Standard 5: Develop for guidance. and refine artistic techniques • Lyric Analysis and work for presentation (developing awareness of how music impacts audience interpretation) • Give students choice on if they will do a site-specific project/presentation (pre-recorded and submitted) or perform their piece live on a designated day. (teacher’s discretion)

Maryland Fine Arts Standards for Dance Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Anchor Standard 2: Organize and develop artistic ideas and work. Anchor Standard 3: Refine and complete artistic work. Performing/Presenting: Anchor Standard 4: Analyze, interpret, and select artistic work for presentation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation Anchor Standard 6: Convey meaning through the presentation of artistic work. Responding: Anchor Standard 7: Perceive and analyze artistic work. Anchor Standard 8: Interpret intent and meaning in artistic work. Baltimore County Public Schools Office of Music and Dance Education 14 10/30/2020 Grade 7 Dance Course at a Glance 2020-2021

Anchor Standard 9: Apply criteria to evaluate artistic work. Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Baltimore County Public Schools Office of Music and Dance Education 15 10/30/2020