Dance Theory Curriculum

Course Title: Dance Theory (Half Year Course)

Content Area: Visual and Performing Arts-Dance

Grade Level(s): 9-12

Date Revised: August 1, 2019

Date Adopted:

Course Description: Dance Appreciation is an introductory survey class that examines dance as a primary mode of human expression and communication. Through viewing live and recorded performances and engaging in targeted readings, we will place dance in a variety of cultural, artistic and historical contexts, focusing on developments in dance from prehistoric times to the twentieth century. In movement exercises and readings, we will compare and contrast sacred, social, popular, and concert dance traditions in the West and around the world. Total Number of Units: 2

Pacing Guide

Unit 1: Basic Dance Aesthetics, Vocabulary, Cultural Dance, Early History of Dance (Greek, Medieval, Renaissance, 18th Century Early 19th Century) 9 Weeks Week 1 – Course Introduction, Types of Religious Dances, Types of Tribal Ritual Dances Week 2 – Cultural Dances Around the World (India, China, Cambodia, etc.) Week 3 – Greek Dance, Theatrical Dance Week 4 – Medieval Dance, Dance of Death Week 5 – The Renaissance, Elizabethan, French Baroque, “Ballet de la Court” Week 6 – Eighteenth Century, Social Dances Week 7 – Development of Ballet – 18th Century Romantic Period Week 8 – Development of Ballet – 19th Century Romantic Period Week 9 – Review / Mid-Term

Unit 2: Dance History (Late 19th Century to Present) 9 Weeks Week 1 – Late 19t h Century Pioneers, Loie Fuller, Isadora Duncan Week 2 – Early 20t h Century, the Development of Modern Dance, Martha Graham, Ruth St. Denis Week 3 – Early 20t h Century, Golden Age of Ballet, George Balanchine, American Ballet Theatre Week 4 – Early Tap Dance, Minstrel Shows, Vaudeville, Hollywood Week 5 – Opera Dance, Musical Theatre Dance Week 6 – Late 20t h Century/Early 21s t Century Avant-Garde, Merce Cunningham, Alwin Nikolais, Twyla Tharp Week 7 – 21s t Century Social Dance, Break Dance, Hip-Hop Week 8 – 21s t Century Social Dance, Zumba, Bachata Week 9 – Review / Final

Unit Title: 1 Basic Dance Aesthetics, Vocabulary, Cultural Dance, Early History of Dance (Greek, Medieval, Renaissance, 18th Century Early 19th Century) Time Frame: Approx 9 Weeks Essential Questions

● What was society like during prehistoric and ancient times? ● What is a ritual dance? ● How was a ritual dance used during the prehistoric era? ● What was dance used for in the prehistoric era? ● What are different types of cultural dances? ● What do the dances look like in different countries? (India, China, Cambodia, etc.) ● What was society like in Ancient Greece? ● What did they contribute to dance? ● Who was allowed to dance during Medieval times? ● What genre(s) of dance did they perform? ● How did dances, costumes, and accompaniment become more complex? ● What was society like during this time period? ● How did the church use dance? ● Who was allowed to dance in the church? ● Who were the entertainers in the church and court? ● What are the various court types? ● What were the popular court dances? Who danced these dances? ● What were popular dances of the Renaissance era? ● What are social dances? ● How did formations, relationships, movement, costumes, and accompaniment mature during this time? ● How did Louis XIII contribute to dance and the theater? ● How did court dances influence ballet? ● What are the three eras of ballet? ● What are the significant ballets and contributors in the Romantic and Classical eras? ● How can the Romantic and Classical eras be distinguished? ● Who was the first ballerina en pointe? ● What was the name of the first ballet? ● How did the costumes change from era to era? ● What is the order of a ballet class? ● What are the five arms and feet positions?

Standards Standards / CPIs (Cumulative Progress Indicators) Taught and Assessed: Content Area: Visual and Performing Arts Strand: Dance 1.1 The Creative Process: A ll students will demonstrate an understanding of the elements and principles that govern the creation of works in dance, music, theatre, and visual art. 1 .1.12.A.1 – Articulate understanding of choreographic structures or forms (e.g., palindrome, theme and variation, rondo, retrograde, inversion, narrative, and accumulation) in master works of dance. 1.1.12.A.2 – Categorize the elements, principles, and c horeographic structures of dance masterworks. 1 .1.12.A.3 – Analyze issues of gender, ethnicity, socio-economic status, politics, age, and physical conditioning in relation to dance performances. 1.1.12.A.4 – Synthesize knowledge of anatomical principles related to body alignment, b ody patterning, b alance, strength, and coordination in compositions and performances.

1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.2.12.A.1 – Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. 1 .2.12.A.2 – Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 1.3 Performance: A ll students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1 .3.12.A.1 – Integrate and recombine movement vocabulary drawn from a variety of dance genres, using improvisation as a choreographic tool to create solo and ensemble compositions. 1 .3.12.A.2 – Create theme-based solo and ensemble dances that have unity of form and content, conceptual coherence, and aesthetic unity. 1 .3.12.A.3 – Demonstrate dance artistry with technical proficiency, musicality, stylistic nuance, clarity of choreographic intent, and efficiency of movement through the application of proper body mechanics. 1.3.12.A.4 – Collaborate in the design and production of dances that use choreographic structures and incorporate various media and/or technologies. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. 1.4.12.A.1 – Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. 1 .4.12.A.2 – Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1 .4.12.A.3 – Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. 1 .4.12.A.4 – Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

Content Area: Comprehensive Health and Physical Education 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: Sportsmanship, Rules, and Safety 2 .5.12.C.3 – Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact.

Content Area: Social Studies Strand: History, Culture, and Perspectives 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.2.12.D.2.c – Justify how innovations from Asian and Islamic civilizations, as well as from ancient Greek and Roman culture, laid the foundation for the Renaissance.

Content Area: English Language Arts Strand: Craft and Structure RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each work (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus) . Strand: Integration of Knowledge and Ideas RL.9-10.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare). Strand: Production and Distribution of Writing NJSLSA.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Strand: Research to Build and Present Knowledge NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry- based research process, based on focused questions, demonstrating an understanding of the subject under investigation. Highlighted career Ready practices

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

SEL Practices & Competencies

Self-Awareness: ● Recognize the importance of self-confidence in handling daily tasks and challenges.

Self-Management: ● Understand and practice strategies for managing one’s own emotions, thoughts and behaviors. ● Recognize the skills needed to establish and achieve personal and educational goals. ● Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals. Social Awareness: ● Demonstrate and awareness of the differences among individuals, groups, and other’s cultural backgrounds.

Responsible Decision-Making: ● Develop, implement, and model effective problem solving and critical thinking skills. ● Identify the consequences associated with one’s actions in order to make constructive choices.

Relationship Skills: ● Utilize positive communication and social skills to interact effectively with others.

Overall Goal (What is the big idea?): Dance History is designed to provide students with a significant background in dance genres, dance influencers, famous dance pieces, and history. Students will study dance vocabulary, dance genres, dance eras, and explore their creativity abilities in the classroom. This unit will cover the first dance forms of history through the Early 19th century. Pre-Assessment: Teacher Made Test

(SLO) Student Student Learning Formative Assessment Activities Modifications & Learning Objectives Strategies ***suggested but not ***suggested but not Reflections (with standards) limited to the limited to the ***suggested but not following*** following*** limited to the following***

W.A.L.T How society ● Do Now’s ● Weekly journal ● Prehistoric to . Adapting lesson plans influenced dance ● Slide entries, Ancient times to incorporate physical during the prehistoric Presentations reflecting on timeline project demonstrations. and ancient times. ● Dance Video movement in as group (dancing, hand 6.2.12.D.2.c class (if any) clapping) Clips RL.9-10.7. and ● Exit Tickets NJSLSA.W.6 self-assessment. At Risk Students NJSLSA.W.7 . Less complex reading

WALT how lifespan ● Do Now’s ● Create their own level dances and ritual ● Slide ● Daily form of ritual . Shortened assignments dances were the Presentations participation. dance as a . Different goals earliest dance forms. ● group. . Extra time Dance Video 6.2.12.D.2.c Clips RL.9-10.7. Students with IEP: ● Exit Tickets ● Daily readings from textbook Modifications are WALT The different ● Do Now’s and handouts ● Group Project: usually individualized genres and themes of ● Slide from online data Students will be as per IEP court dance. Presentations bases. assigned into . Preferential seating 6.2.12.D.2.c groups and will RL.9-10.7. ● Dance Video research a . Have students work in RL.9-10.9 Clips specific court pairs ● Homework will NJSLSA.W.6 ● Exit Tickets dance genre. . Assistive technologies NJSLSA.W.7 be assigned Students will . Reduced number of daily from research the options on multiple online data genre, choice exams bases, links contributors, . Larger print from interactive effect on society . More time text. and how it . Tests read orally influenced . Taping of lectures or dance today. providing a peer ● Quizzes will be Students will note-taker given then teach class . Modifications for throughout the dance genre and summative and unit. other findings. formative assessments as per IEP

WALT discuss and ● Do Now’s ● End of Unit Test ● Paper Advanced Students: identify the difference ● Slide assignment: . Alternative between church and Presentations Assigned court assignments with higher rigor court dance forms. ● Dance Video style from the . Independent studies 6.2.12.D.2.c Clips 16th, 17th, or RL.9-10.7. . Mentoring of other ● NJSLSA.W.6 Exit Tickets 18th Century. students NJSLSA.W.7 WALT the major ● Do Now’s ● Ballet research contributions, ● Slide project with significant works, and Presentations partner or group accompaniment in the ● Dance Video romantic and classical Clips eras. ● Exit Tickets 6.2.12.D.2.c RL.9-10.7. RL.9-10.9 NJSLSA.W.6 NJSLSA.W.7 WALT how to identify ● Do Now’s ● Video romantic and classical ● Slide presentation era. Presentations with partner or 6.2.12.D.2.c ● Dance Video group. RL.9-10.7. Clips NJSLSA.W.6 ● NJSLSA.W.7 Exit Tickets WALT the arm and ● Do Now’s ● Students feet positions in ballet. ● Slide participate in an 2.5.12.C.3 Presentations introduction to ● Dance Video ballet class. Clips ● Exit Tickets

WALT the order of a ● Do Now’s ● Students will ballet class. ● Slide participate in a 2.5.12.C.3 Presentations ballet barre class ● Dance Video Clips ● Exit Tickets WALT perform ballet ● Do Now’s ● Students will choreography. ● Slide create their own 2.5.12.C.3 Presentations ballet dance ● Dance Video using Clips vocabulary ● Exit Tickets learned in the unit.

st 21 Century Theme Targeted – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy Health Literacy) 21st Century Skills Targeted Creativity & Information Media Literacy Critical Thinking & Problem Communication Life & Innovation Literacy Solving & Careers Collaboration X X X X X Summative Assessments: (include rubrics & exemplars) ● End of Unit Review Questions ● Performance Class Rubric (See Appendix) ● Performance Class Teacher Rubric (See Appendix) th ● UNIT ONE TEST / MIDTERM – Prehistoric to the Early 19 Century History of Dance

Unit Title: 2 Dance History (Late 19th Century to Present) 9 Weeks Time Frame: Approx 9 Weeks Essential Questions

● What was society like during this time period? ● How did Anna Pavlova and Vaslav Ninjinksy influence the dance scene? ● How did Ragtime and the Jazz age change dance? ● How did Theatrical dance influence dance in the late 19th Century? ● What was American social dance like during the 1920’s? ● How did events such as Prohibition and the Great Depression effect dance? ● Who were the major contributors of this time period? What did they do for dance? ● What was society like during this time period? ● Who were the pioneers of modern dance? ● Who were the second generation of modern dance? ● How has improvisation influenced dance today? ● How did Musical Theater influence Jazz dance? ● How did musical movies change the outlook of dance forever? ● Who is Jerome Robbins and how did he change the dance scene? ● What are the social dances of the 1930s-1990s? ● Where was dance most popular in the early 1930s-1940s? ● Who are the major influencers in ballet, modern, jazz, and musical theater? ● What are the major dance works in ballet, modern, jazz, and musical theater? ● What is American Bandstand? ● What is contemporary ballet? Standards

Standards / CPIs (Cumulative Progress Indicators) Taught and Assessed: Content Area: Visual and Performing Arts Strand: Dance 1.2 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works in dance, music, theatre, and visual art. 1.12.A.1 – Articulate understanding of choreographic structures or forms (e.g., palindrome, theme and variation, rondo, retrograde, inversion, narrative, and accumulation) in master works of dance. 1.12.A.2 – Categorize the elements, principles, and choreographic structures of dance masterworks. 1.12.A.3 – Analyze issues of gender, ethnicity, socio-economic status, politics, age, and physical conditioning in relation to dance performances. 1.12.A.4 – Synthesize knowledge of anatomical principles related to body alignment, body patterning, balance, strength, and coordination in compositions and performances. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.2.12.A.1 – Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. 1.2.12.A.2 – Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.3.12.A.1 – Integrate and recombine movement vocabulary drawn from a variety of dance genres, using improvisation as a choreographic tool to create solo and ensemble compositions. 1.3.12.A.2 – Create theme-based solo and ensemble dances that have unity of form and content, conceptual coherence, and aesthetic unity. 1.3.12.A.3 – Demonstrate dance artistry with technical proficiency, musicality, stylistic nuance, clarity of choreographic intent, and efficiency of movement through the application of proper body mechanics. 1.3.12.A.4 – Collaborate in the design and production of dances that use choreographic structures and incorporate various media and/or technologies. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. 1.4.12.A.1 – Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. 1.4.12.A.2 – Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 1.4.12.A.3 – Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. 1.4.12.A.4 – Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.

Content Area: Comprehensive Health and Physical Education 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand: Sportsmanship, Rules, and Safety 2.5.12.C.3 – Determine the current impact of globalization and technology on the development of, participation in, and viewing of games, sports, dance, and other movement activities, and predict future impact.

Content Area: English Language Arts Strand: Craft and Structure RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each work (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). Strand: Integration of Knowledge and Ideas RL.9-10.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from mythology or the Bible or how a later author draws on a play by Shakespeare). Strand: Production and Distribution of Writing NJSLSA.W.6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Strand: Research to Build and Present Knowledge NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry- based research process, based on focused questions, demonstrating an understanding of the subject under investigation. Highlighted Career Ready Practices

SEL Practices & Competencies

Self-Awareness: ● Recognize the importance of self-confidence in handling daily tasks and challenges. Self-Management: ● Understand and practice strategies for managing one’s own emotions, thoughts and behaviors. ● Recognize the skills needed to establish and achieve personal and educational goals. ● Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals. Social Awareness: ● Demonstrate and awareness of the differences among individuals, groups, and other’s cultural backgrounds. Responsible Decision-Making: ● Develop, implement, and model effective problem solving and critical thinking skills. ● Identify the consequences associated with one’s actions in order to make constructive choices. Relationship Skills: ● Utilize positive communication and social skills to interact effectively with others. Overall Goal (What is the big idea?): Dance History is designed to provide students with a significant background in dance genres, dance influencers, famous dance pieces, and history. Students will study dance vocabulary, dance genres, dance eras, and th explore their creativity abilities in the classroom. This unit will cover the Early 19 century through to modern times. Pre-Assessment: Teacher Made Test

W.A.L.T How dance ● Do Now’s ● Weekly journal ● Paper Adapting lesson plans to evolved from the turn ● Slide entries, assignment: incorporate physical of the century until the Presentations reflecting on Compare and demonstrations. late 1920s. ● Dance Video movement in contrast dance (dancing, hand NJSLSA.W.7 Clips class (if any) in America and clapping) and Europe in the ● Exit Tickets self-assessment. late 19th At Risk Students Century. . Less complex reading level . Shortened assignments WALT who the major ● Do Now’s ● Daily ● Students will . Different goals influencers and ● Slide participation. take movement . Extra time contributors are and classes in Presentations how they impacted ● Dance Video ballroom dance Students with IEP: dance. Clips ● Daily readings genre. Modifications are 2.5.12.C.3 usually individualized ● Exit Tickets from textbook and handouts as per IEP WALT how society ● Do Now’s from online data ● Students will . Preferential seating and events affected ● Slide bases. take movement . Have students work in dance. Presentations classes in jazz pairs . Assistive technologies 2.5.12.C.3 ● Dance Video dance genre. ● Homework will . Reduced number of Clips options on multiple ● Exit Tickets be assigned daily from choice exams WALT what the major ● Do Now’s online data ● Students will . Larger print . More time dance works and ● Slide bases, links create 20th genres in the 1900s. from interactive . Tests read orally Presentations century timeline . Taping of lectures or NJSLSA.W.6 ● Dance Video text. (that will NJSLSA.W.7 providing a peer Clips continue in the note-taker ● Exit Tickets following . Modifications for ● Quizzes will be summative and given weeks). formative assessments throughout the WALT the social ● Do Now’s ● Students will as per IEP unit. dances of the ● Slide complete the th 1930-1960s. 20 century Presentations Advanced Students: NJSLSA.W.6 ● Dance Video timeline. . Alternative ● End of Unit Test NJSLSA.W.7 Clips Students will assignments with higher pick a ● Exit Tickets rigor choreographer . Independent studies for a future . Mentoring of other project. students WALT the modern ● Do Now’s ● Video dance pioneers and ● Slide presentation Presentations second-generation ● Dance Video with partner or dancers. Clips group. NJSLSA.W.6 ● Exit Tickets NJSLSA.W.7 WALT major modern ● Do Now’s ● Students and ballet works. ● Slide participate in a 2.5.12.C.3 Presentations modern and RL.9-10.7 ● Dance Video improvisation Clips dance class. ● Exit Tickets

WALT major jazz and ● Do Now’s ● Students will musical theatre works. ● Slide participate jazz 2.5.12.C.3 Presentations and musical RL.9-10.7 ● Dance Video theatre dance Clips class ● Exit Tickets WALT the ● Do Now’s ● Students will development of dance ● Slide present a throughout the Presentations choreographer 1930s-today. ● Dance Video and present to 2.5.12.C.3 Clips the class. ● Exit Tickets

st 21 Century Theme Targeted – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy Health Literacy) 21st Century Skills Targeted Creativity & Information Media Literacy Critical Thinking & Problem Communication Life & Innovation Literacy Solving & Careers Collaboration X X X X X Summative Assessments: (include rubrics & exemplars) ● End of Unit Review Questions ● Performance Class Self Rubric (See Appendix) ● Performance Class Teacher Rubric (See Appendix) th ● UNIT TWO TEST / FINAL –Early 19 Century to Present Era History of Dance

APPENDIX

ACHS Dance Choreography Self-Assessment Name: Date: Period: Circle (one per category) what best describes your performance. Category 4 – Excellent 3 – Proficient 2 – Minimal 1 - Insufficient

Dance Content I demonstrated an I demonstrated a strong I demonstrated a limited I demonstrated an in-depth understanding of understanding of the understanding of the insufficient understanding the dance concepts dance concepts involved. dance concepts involved. of the dance concepts involved. involved. Dance Performance I always show confidence, I generally show I am less confident and I lack confidence and expression, and accuracy. confidence, expression, expressive. I often have ability to express. There and accuracy. errors and need to revise are many errors and may and rehearse. need to begin again with a different approach. Partner, Group, and I always work well as a I generally work well as a I sometimes work well in I rarely work well as a Independent Work group/independently. I group/independently. I a group/independently. I group/independently. I always take initiative to often take initiative to occasionally take rarely take initiative to lead, follow, contribute, lead, follow, contribute, initiative to lead, follow, lead, follow, contribute, and motivate. and motivate. contribute, and motivate. and motivate.

Effort I always take the initiative I usually apply extra Ms. Dombrowski always I rarely try to apply effort to apply extra effort to my effort my work but has to ask me to apply to my work. work even if Ms. sometimes I need effort to my work. Dombrowski does not encouragement from Ms. ask. Dombrowski

ACHS Dance Performance Assessment