ESCONDIDO UNION HIGH SCHOOL DISTRICT

COURSE OF STUDY OUTLINE

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INSTRUCTIONAL OBJECTIVES

COURSE TITLE: Intermediate Dance

COURSE NUMBERS: 4198 / 4199

DEPARTMENT: Visual and Performing Arts Department

PRE-REQUISITE: Recommend – Beginning Dance or Audition

LENGTH OF COURSE: One year

SEMESTER PERIOD OF CREDITS: Five Per Semester

GRADE LEVELS: 9-12

DATE ADOPTED: May 18, 2004

Meets EUHSD Elective Credit or Fine Arts/CTE Requirement (May Satisfy EUHSD Physical Education Requirement According to EUHSD Board Policy)

MEETS UC “f” ADMISSION REQUIREMENTS

TEXTBOOK: Learning About Dance, Kendal-Hunt Publishing Choreography: A Basic Approach, by Human Kinetics

COURSE DESCRIPTION: Students will continue studying the history, style, and influence of a variety of dance forms. Students will continue their study of fundamental technique and expand their choreographic experience in such forms as ballet, jazz, modern, tap, and improvisation. Students will gain performance experience by participating in the mandatory spring dance concert.

5/21/12

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COURSE UNITS/TOPICS

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ALLOCATED INSTRUCTIONAL TIME

ADVANCED DANCE Scope and Sequence Instructional Time

I. Ballet 2 – 6 weeks II. Lyrical 2 – 6 weeks III. Jazz 2 – 6 weeks IV. Musical Theatre 2 – 6 weeks V. Modern / Improvisation 2 – 6 weeks VI. Folk / Ethnic 2 – 6 weeks VII. Tap 2 – 6 weeks VIII. Ballroom / Social Dance 2 – 6 weeks IX. Hip-Hop 2 – 6 weeks X. Airband 2 – 6 weeks

Over the course of the year and the completion of at least six units of dance study, the following will be covered:

1. Artistic Perception: “The Tools of Dance” Students will define, identify, and perform movements, concepts, and elements Content Standards: 1.1-1.5 Examples:  In the tap unit, students will learn specific tap movements such as single time step, Shirley Temple, and Essence  In the modern unit, students will study space, time, energy, and force  In the jazz unit, students will learn formation and level changes, and syncopation

2. Creative Expressions: “Using the Tools of Dance” Students will create studies, reproduce and interpret other artists’ works, improvise, and perform

2 Content Standards: 2.1.1-2.8 Examples:  In the lyrical unit, students will create a piece that includes a double pirouette, a tour jete, and floor work  In the modern dance unit, students will perform the Doris Humphrey/Charles Weidman “Falls Study”  During improvisation, students will explore different musical elements such as rhythm and timbre

3. Historical and Cultural Contexts: “Understanding and Appreciating Dance” Students will study influential people, the relation of art to history, and cultural diversity Content Standards: 3.1-3.4 Examples:  In the ballet unit, students will study influential dancers and choreographers such as King Louis XIV  In the social dance unit, students will relate Salsa to the Latin American culture  In the ethnic/folkdance unit, students will explain the importance of dance in the West African culture

4. Aesthetic Valuing: “Analyzing Dance” Students will critique and evaluate, make informed judgments, and use critical thinking skills Content Standards: 4.1-4.5 Examples:  In the modern unit, using a rubric, students will evaluate each others’ use of space, time, energy, and force in a short composition  In the ballet unit, students will compare and contrast Romeo and Juliet with West Side Story  After performing their own choreography, students will view a video of their performance and complete a self-assessment using a rubric

5. Connections, Relations, and Applications: “Applying Dance Skills” Students will relate skills learned in dance to other areas of their lives Content Standards: 5.1-5.5 Examples:  In the airbands unit, while collaborating on a piece, students will learn and apply conflict resolution skills, problem solving, and goal setting  In the ballet unit, students will watch the video Dying to Be Thin and discuss the health risks of eating disorders  In the concert performance/design unit, students will observe the various professional opportunities for working in the theatre such as stage manager, lighting designer, and sound technician

3 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

1.0 Processing, analyzing, and responding to sensory information through the language and skills unique to dance

Development of motor 1.1 Students will demonstrate Performance test, peer skills, technical refined physical coordination evaluation, self- expertise, and dance when performing movement evaluation, using movements phrases (alignment, agility, established criteria from balance, and strength). the state standards glossary.

1.2 Students will memorize and Videotape of student work Performance test, peer perform works of dance, evaluation, self- demonstrating intermediate level evaluation using technique, e.g. a piece of jazz established criteria from choreography including level the state standards changes, tempo changes, glossary. syncopation, pirouettes, hitch kicks, grande jetes, and a variety of floor patterns.

1.3 Students will perform multiple Videotape of student work Performance test, peer dance genres, e.g. modern, jazz, evaluation, self- tap, and musical theatre. evaluation, using established criteria from the state standards glossary. 4 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

Comprehension and 1.4 Students will demonstrate Videotape of student work Performance test, peer analysis of dance kinesthetic awareness, evaluation, self- elements concentration, and focus in evaluation, using performing dance elements, e.g. established criteria from use level changes, floor patterns, the state standards and tempo changes in a short glossary. piece.

Development of dance 1.5 Students will apply knowledge Lar Lubovitch’s American Venn Diagram, written vocabulary of dance vocabulary to Gesture and Cavalcade, essay, teacher evaluation distinguish how movement looks word processing based on established physically in space, time, force, criteria from the state and energy in various genres of standards glossary. dance, e.g. compare and contrast two dance compositions in terms of force and energy.

2.0 Creating, performing, and participating in dance

Creation/invention of 2.1.1 Students will create a short Videotape of student work Videotape and self- dance movement dance piece that uses coherent assessment based on phrases and demonstrates established rubric originality, unity, and clarity of intent, e.g. create and revise a short dance piece articulating the reasons for their artistic decisions.

5 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

2.1.2 Students will use Peer evaluation based on improvisation, problem-solving established rubric techniques, inventive thinking, and exploration to demonstrate the creative process of dance, e.g. given a number of movement problems students will create multiple solutions and choose the most interesting solutions and give reasons for their choices.

Application of 2.2.1 Identify and apply basic music Teacher evaluation based choreographic elements (rhythm, meter, timbre, and on established rubric principles and tempo), e.g. exploring with different mediums, students will create a processes in creating composition that compliments the dance. timbre of the mediums they have chosen.

2.2.2 Students will demonstrate a Teacher evaluation variety of choreographic based on established structures and forms (theme and criteria from the state variation, canon, collage, ABA), standards glossary. e.g. create a collage with a small group of dancers that focuses on the comedic or the absurd.

2.3 Students will design a short Videotape of student Performance test, peer dance piece that applies the performance evaluation, self- choreographic principles in a evaluation, using variety of dance genres (jazz, established criteria from modern, tap). the state standards glossary. 6 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

Communication of 2.4 Students will create original movement Peer evaluation based on meaning in phrases that communicate a established rubric performance of dance feeling/response, e.g. choose a poem and create multiple dance phrases to convey the mood of the poem.

2.5 Students will perform movement Videotape of “Fall Study” by Video and peer studies choreographed by Doris Humphrey evaluation based on various dancers and established rubric communicate the original intent of the work with personal interpretation,. e.g. use ideas from Doris Humphrey’s “Fall Study” to create their own piece.

Development of partner 2.6 Students will collaborate with Videotape of student work Performance test, peer and group skills peers in the development of evaluation, self- choreography in groups (duets, evaluation, using trios, and small ensembles). established criteria from the state standards glossary.

2.7 Students will teach movement Performance test, peer patterns and phrases to peers. evaluation, self- evaluation, using established criteria from the state standards glossary.

Participating in dance 2.8 Students will demonstrate Teacher and peer performance professionalism in the areas of evaluation based on dance and theatre etiquette, e.g. established criteria from 7 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

students will apply appropriate the state standards audience behavior and glossary. appreciate other dancers’ works.

3.0 Understanding dance in relation to history and culture

Identification, 3.1 Students will identify and Teacher evaluation based description, and analysis perform folk/traditional, social, on established criteria of dances and/or theatrical dances with from the state standards appropriate stylistic nuances, e.g. glossary. ballroom dancing and swing.

3.2 Students will describe ways in Dances Through Time video Reflection will be which folk/traditional, social, evaluated on teacher- and theatrical dances reflect their established rubric. specific culture context, e.g. watch court dances in the Renaissance period from Dances Through Time and write a reflection.

History and function of 3.3 Students will explain how the works of Dancing video series #8 Teacher evaluation based dance dance by major choreographers “Dancing in One World”, Road on established criteria communicate universal themes and socio-political issues in their to the Stamping Ground from from the state standards historical/cultural contexts, e.g. Nederlands Dans Theater glossary. Students will watch “Dancing in One World” #8 from the Dancing video series followed by Nederlands Dans Theater’s Road to the Stamping Ground and write a reflection. 8 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

History and function of 3.4 Students will explain how Internet research, clip art, Teacher evaluation based dance dancers from various cultures PowerPoint, and word on student work, e.g. and historical periods reflect processing student developed paper diversity and values (ethnicity, http://emporium.turnpike.net/~ and class presentation. gender, body types, and socio- dpd/index.htm economic status), e.g. research a dancer/choreographer from http://www.danceonline.com/d another culture/country. ance/

4.0 Responding to, analyzing, and making judgements about works of dance Description, analysis, 4.1 Students will describe how Stereo equipment to cut Teacher evaluation and criticism of dance theatrical production qualities music, based on established contribute to the success of a Wave Studio Music Editor, criteria from the state dance performance (music, CD burner standards glossary. lighting, costuming, and make- up, text, set design), e.g. students will choose music and design costumes to compliment the intended message of a dance.

4.2 Students will apply criteria- Videotape of student work Self-evaluation using an based assessments appropriate to established rubric various dance forms (rubric evaluation and self and peer evaluation), e.g. students will watch their own performance on 9 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

video and use a rubric to do a self-evaluation. 4.3 Students will defend personal West Side Story and Romeo Reflective quick write, preferences about dance styles and and Juliet Ballet teacher evaluation based choreographic forms, e.g. compare and contrast West Side Story and Romeo on established criteria and Juliet Ballet explaining likes and from the state standards dislikes. glossary.

Meaning and impact of 4.4 Students will identify dances Internet research, clip art, Teacher evaluation dance from different historical periods PowerPoint, and word based on established or cultures, e.g. students will processing criteria from the state research a dancer/choreographer http://webcrawler.com/cgi- standards glossary, e.g. from another country/culture. bin/WevQuery?searchText=Da student essays or class nce+history&src=n demonstrations.

http://www.danceonline.com/d ance/

4.5 Students will identify and Compare and contrast discuss the advantages and chart, teacher evaluation limitations of viewing live and based on established recorded dance performances, criteria from the state e.g. class discussion on standards glossary. advantages/disadvantages of viewing live or recorded performances.

10 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

5.0 Connecting and applying what is learned in dance to learning in other art forms and subject areas and to careers

Connections and 5.1 Students will demonstrate Videotape of student work Self-evaluation based on applications across effective uses of technology for established criteria from disciplines recording, analyzing, and the state standards creating dances, e.g. create a glossary. short piece, watch it on video, and then revise it.

5.2 Students will apply concepts Doris Humphrey’s “Fall Teacher evaluation from anatomy, physiology, and Study” based on established physics to the study and practice criteria from the state of dance techniques (plies, standards glossary. contractions, rebound, and alignment), e.g. apply physics concepts to Doris Humphrey’s “Fall Study”.

Development of life 5.3 Students will explain how Eating Disorders video Journal entries, teacher skills and career dancing presents opportunities evaluation based on competencies and challenges to maintain established criteria from physical and emotional health the state standards and how to apply that glossary. information to current training and lifelong habits, e.g. watch video on eating disorders and journal about their own dietary

11 VISUAL / PERFORMING ARTS COURSE OF STUDY INTERMEDIATE DANCE SUGGESTED HONORS SUGGESTED RESOURCES – SUGGESTED STATE STANDARDS SUGGESTED CORE CONNECTIONS EXTENSIONS TECHNOLOGY LINKS ASSESSMENT

habits.

5.4 Students will explain how participation Student survey, teacher in dance develops creative and evaluation based on inter/intrapersonal skills for lifelong learning and well being, e.g. complete established criteria from survey on effective communication the state standards skills. glossary.

5.5 Students will examine the Word processing Report based on training, education, and interview, evaluated on experience needed to pursue established criteria from dance career options (performer, the state standards choreographer, dance therapist, glossary. by teacher teacher, historian, critic, and filmmaker), e.g. interview someone who has a career in the dance field.

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