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Dance Theory Curriculum 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, 18​th Century Early 19​th ​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 – 18​th ​ Century Romantic Period Week 8 – Development of Ballet – 19​th ​ Century Romantic Period Week 9 – Review / Mid-Term Unit 2: Dance History (Late 19​th ​Century to Present) ​9 Weeks Week 1 – Late 19​th ​ Century Pioneers, Loie Fuller, Isadora Duncan Week 2 – Early 20​th ​ Century, the Development of Modern Dance, Martha Graham, Ruth St. Denis Week 3 – Early 20​th ​ 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 20​th ​ Century/Early 21​st ​ Century Avant-Garde, Merce Cunningham, Alwin Nikolais, Twyla Tharp Week 7 – 21​st ​ Century Social Dance, Break Dance, Hip-Hop Week 8 – 21​st ​ 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, 18​th ​Century ​ Early 19​th ​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: ​All students will demonstrate an understanding of the elements and principles that govern the creation of works in dance, music, theatre, and visual art. ​1.1.12.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 ​choreographic 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, ​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: 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
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