Modern I Course at a Glance 2020-2021
Unit Intro to Modern I Foundational Technique Exploring Graham Modern Dance Pioneers Creative Composition Technique Duration 16 lessons 16 lessons 8 lessons 16 lessons 16 lessons Technique/ -Classroom Procedures - Space, time, energy -Graham Technique (general -Study of technique principles that were -Improvisation Vocabulary -Class Etiquette -Class Structure principles and practices) developed and codified by modern dance -Flocking -Positioning of arms, -Presence of Body/Mind -Application of technical principles: pioneers. -B.E.S.T. head torso, legs, and -Basic position of arms, head Fall and recovery -Undercurve/overcurve -Pathways feet torso, legs and feet Contract and release -Dynamic qualities (percussive, swing, -Individuality -Basic Principles: -Basic Principles: Spatial Exploration vibratory, sustain, suspend, collapse) -Rhythm alignment alignment Use of kinesphere -Phrasing head-tail connection head-tail connection Levels flat back flat back Pathways c-curve c-curve contraction contraction -Agility, versatility and flexibility parallel vs. turn-out parallel vs. turn-out awareness of space awareness of space -Basic Videography applications - Lighting - Angles - Framing - Spacing History -What is Modern -Where do the basic principles of -Who is Martha Graham? -Modern Dance Pioneers: -Rhythm and Improvisation Dance? modern dance come from? -What was her effect on the modern Isadora Duncan are rooted in African Dance dance world? Loie Fuller Ruth St. Denis Mary Wigman Ted Shawn (Denishawn) Martha Graham Doris Humphrey José Limon Critical -What makes a good -Identify the use of B.E.S.T. -Analyze Martha Graham’s -Students will compare and contrast the -Peer observation and Analysis dance video? -Peer feedback and evaluation on choreography styles and contributions of these pioneers evaluation the use of body, energy space, and -Identify Graham’s technical -Research and oral presentation on time movement modern dance pioneers. -Self-analysis of basic principles -Research paper (top 10 works of the 20th of dance Century)
-collect information -use resources -citation format ·
Baltimore County Public Schools Office of Music and Dance Education 1 8/10/2020 Modern I Course at a Glance 2020-2021
Creative -Composition using B.E.S.T. and -Students create movement -Students create movement sequences -Composition and Composition the basic principles of modern sequence based off of Martha based off of the various dance styles improvisation inspired by the dance Graham’s technique. founded by the modern dance pioneers techniques of: -Modern Dance Pioneer choreography -Isadora Duncan presentation -Denishawn -Ruth St. Denis -Ted Shawn -Doris Humphrey -Martha Graham -Improvisation based upon the 4 elements of dance. Portfolio Upload performance of Martha Upload research presentation and paper Upload performance video Graham movement sequence Enduring Dance satisfies a basic Dance is the integration of the Martha Graham is recognized as a The modern dance pioneers created a new Although modern dance is Understandi human need to move body with energy (dynamics) in primal artistic force of the 20th form and expression in movement as a continually expanding, ngs expressively and space and time. century. rebellion against the rigid conformity of changing and reflecting new communicate with the ballet. Their expression reflected the ideas, trends and theories in physical body in Knowledge of the inner workings As a choreographer, she was as natural impulses of the body, freedom of our world, it owes a great conjunction and of the body enables the dance prolific as she was complex. individual artists and an elevation of debt to the contributions of coordination with the student to make intelligent, Graham created 181 ballets and a dance as high creative art during the early the pioneers of modern world around you. thoughtful choices in conjunction dance technique that has been decades of the 20th century. This period dance. with the abilities and limitations compared to ballet in its scope and was characterized by creative innovation The study of modern of the human form. magnitude. in the arts, industry and science, Dance composition is dance technique turbulence in the world arena and World learning how to shape encompasses a full It is essential for a dancer to Her approach to dance and theater Wars I and II. movement ideas into range of physical, become aware of body/mind revolutionized the art form and her choreography. intellectual, spiritual, connections in order to apply innovative physical vocabulary has The entire dance community of emotional and corrections with ease, learn irrevocably influenced dance performers and educators owes a debt to Improvisation opens the mind psychological aspects efficiently and effectively in the worldwide. the contributions of the pioneers in the to original ideas which stem of student growth and dance class and develop field who bravely forged a path for new from an unconscious inner development. themselves into artists. Her legacy is perpetuated in expression, individual innovation, and impulse in the body. It creates performance by the Martha Graham creative exploration of movement. greater awareness of Dance students should The structure of a dance class is Dance Company and Graham 2, and body/mind connections and demonstrate physical purposely methodical beginning by the students of the Martha Advances in modern dance are deeply allows the dancers to use and intellectual with warm-up activities to begin Graham School. rooted in the techniques and theories intuition and imagination strength, flexibility, blood flow, short, small repetitive Martha Graham’s ballets were formulated by the pioneers of modern while moving spontaneously. coordination, and movements to engage the inspired by a wide variety of dance such as Isadora Duncan, Ruth St. agility. muscles, broader movements to sources, including modern painting, Denis, Ted Shawn, Martha Graham and Limitations or structure stretch the muscles and then larger the American frontier, religious Doris Humphrey. placed upon improvisational Successful dancers more complex movements when ceremonies of Native Americans, activities helps to guide should demonstrate the body is fully engaged. and Greek mythology. Many of her Popular culture and experiences influence improvisation in a particular full commitment, most important roles portray great our understanding and appreciation of direction, and lead appropriate etiquette, Self-reflection and personal women of history and mythology. artistic work. exploration toward a evaluation are essential for particular end. Without Baltimore County Public Schools Office of Music and Dance Education 2 8/10/2020 Modern I Course at a Glance 2020-2021
and positive attitudes dancers in order to set goals for structure, improvisations with respect for their future objectives. https://marthagraham.org/history/ A portfolio is a representation of a become ‘free dance’ and can teachers, classmates person’s growth and development over be spiritually uplifting, and and the working In order to achieve the highest Modern dancers must attain skills in time. physically rewarding but environment of a class, standards in dance, a student must moving into and out of the floor without direction. rehearsal studio or exhibit passion, persistence, with ease, grace, coordination and A portfolio showcases a person’s best theatre. strength of character, self- strength. work in a condensed format, and assists in confidence and self-discipline. personal reflection, evaluation and goal setting. Essential What will make us How does knowledge and Who is Martha Graham? How do the contributions of the modern How are the contributions of Questions successful this year? understanding of how the body dance pioneers impact us as dancers the founders of modern dance works, enable me to become my What was her effect on the modern today? reflected in modern dance What is modern personal best in dance? dance world? today? dance? How is the development of modern dance What are healthful practices and What are the identifying connected to culture, historical events, What is composition in Why is proper how do they influence my characteristics of Martha Graham’s and social mores? dance? etiquette for dance progress in dance? technique? class, rehearsal and How do the techniques of the modern How can improvisation help performance What does body/mind awareness dance pioneers inform your practice of me to become a better important? mean and how does it help me dance today? dancer? Choreographer? develop my dance skills? What Performer? Why is repetition does it mean to ‘focus’ in dance What makes a choreographer great? important in class? How do parameters and the developing dance How does personal preference, popular use of structure help or hinder technique? Why is it important to culture and prior experience determine creative choices? demonstrate dynamics in what you value as an audience member? movement? Why is compilation of a portfolio over How is a modern dancer’s use of time important? space different from dancers in other genres? What does the portfolio say about you?
What does it mean to ‘connect’ to the floor?
What makes a good dancer into a great dancer? How does structure in a dance class allow for establishing proper etiquette, healthful practice, strength building, skill building, flexibility training, body/mind connections and building performance competencies? Baltimore County Public Schools Office of Music and Dance Education 3 8/10/2020 Modern I Course at a Glance 2020-2021
Culturally Martha Graham had diverse cast of Jose Limon worked with themes from The root of rhythm and Responsive dancers: literature, religion and Hispanic history improvisation is African Curriculum https://www.dancemagazine.com/w Dance. hat-about-diversity-in-modern- dance-2306985187.html
Martha Graham and her company have expanded contemporary dance’s vocabulary of movement and forever altered the scope of the art form by rooting works in contemporary social, political, psychological, and sexual contexts, deepening their impact and resonance. https://marthagraham.org/history/ Summative Peer Name Performance technique -Perform movement excerpt from -Students will determine their top five Perform movement created Assessment Assessment assessment Martha Graham’s Choreography choreographers and be able to justify and using the research completed -Students should be -Create movement using Martha support their choices. on the student’s modern able to know Graham’s Technique -Students will collect and organize dance pioneer. everyone’s name artifacts in order to show growth and -Students submit a reflect on personal progress via an online video biography portfolio system. discussing their -Students will present information relationship with dance gathered to the class and lead movement (suggestion) informed by their dance pioneer
Summative MFA Dance MFA Dance Standards: MFA Dance Standards Literacy MFA Dance Standards Assessment Standards: Presenting 4 B Presenting 5A Read, write, and think critically about the Creating 2 A Connecting 11 B I:9-12:1: Apply body-mind ways that dance influences and is I:9-12:1: Demonstrate and Aligned I:9-12:2: Analyze the E:9-12:2: Increase clarity of principles and technical dance skills influenced by other contextual factors justify personal movement Standards ways people use dance technique and complexity of to the performance of complex choice by combining the as a means of performance sequences in choreography. elements of dance, aesthetic communication and different styles and genres. principles, and choreographic expression from a forms of dance to cultural, societal, and communicate artistic intent. historical perspective. Standards MFA Dance MFA Dance Standards: MFA Dance Standards: MFA Dance Standards: MFA Dance Standards: Aligned to Standards: Presenting 4A, 4B Responding 7 A Connecting11A Presenting 4A this Unit Presenting 5B Connecting 11B Responding7A Creating 3C Presenting 5A Literacy Literacy Literacy Literacy
Baltimore County Public Schools Office of Music and Dance Education 4 8/10/2020 Modern I Course at a Glance 2020-2021
Analyze the structure and Read, write and think critically Apply vocabulary, concepts and imagery Create a movement study, meaning of dances representing about the ways in which dance to describe movement in writing and to phrase, or composition multiple genres, cultures and eras influences and is influenced by other perform movement with accuracy, contextual factors evidence of personal growth, and meaning Write a reflection on one’s own creative process Read, write and think critically about the ways in which dance influences and is influenced by other contextual factors P21 Social and Cross- P21 Social and Cross-Cultural P21 Critical Thinking and P21 Critical Thinking and Problem P21 Collaboration Cultural Skills Skills Problem Solving Solving Demonstrate the ability to Work effectively in Work effectively in diverse teams Analyze how parts of the whole Analyze how parts of the whole interact work effectively with others diverse teams interact with each other to produce with each other to produce overall overall outcomes outcomes P21 Creativity and Innovation P21Information Use a wide range of idea Evaluate information critically and creation techniques competently ICTLiteracy Apply technology effectively
Baltimore County Public Schools Office of Music and Dance Education 5 8/10/2020 Modern II Course at a Glance 2020-2021
Unit Welcome to Dunham Horton BIPOC Partnering Technical Skills Poetry and Modern II Technique/ Technique/ Contributors and Development/ Composition Influences Influences Connections Performance Capacities Duration 8 lessons 8 lessons 10 lessons 8 lessons 8 lessons 20 lessons 8 lessons Technique/Voca -Review all Technical Elements Technical Elements -Pearl Primus -Counterbalance -Technical practice in all -Harlem Renaissance bulary previously learned Isolations Isolations -Donald McKayle -Basic partner lifts learned vocabulary from -Poetry Vocabulary content from Laterals Laterals -Alvin Ailey -Relationships Modern I, Dunham and Title Modern I Flat-backs Lateral-Ts -Bill T. Jones -Center of Gravity Horton units Subject -Core stability Hinges Coccyx sits -Garth Fagan -Counter pull -Longer and more Situation -Review Parallel attitudes Egyptian Arms -Force of Energy complex movement Rhythm classroom online Rotated attitudes Flat-backs -Inversions sequences Form expectations Spirals Hinges -All combinations Intention Planks Parallel attitudes performed on R and L Imagery Press-ins Rotated attitudes sides Fall and Recovery Spirals -Development of Leg Swings Planks phrasing (musical and Progressions Fall and Recovery dance) as guided by
Leg Swings music, intention and Dunham Technique Progressions teacher feedback Dunham walks Brushes -Connection of Brushes Fortifications movement through Breathing effective transitions Contractions -Students will Rocking Horse incorporate BEST to Leg Swing communicate artistic Leg Swings with expression. circle Fall and Recovery with body roll Shango Yonvalou Mahi Congo Paillette History -Review the -Dunham’s -Horton’s technical -Influence and -Poetry written by founders of investigations of contributions and the connection of Horton BIPOC and/or about modern dance Afro-Caribbean inclusive nature of his and Dunham to the next African American poets Dance and it’s fusion company and school. generation of BIPOC with Western forms dance artists as well as the unique contributions Baltimore County Public Schools Office of Music and Dance Education 1 8/10/2020
Modern II Course at a Glance 2020-2021
-Choose specific of each of the fortifications from the following: Horton technique Pearl Primus, Donald McKayle, Alvin Ailey, Bill T. Jones, and Garth Fagan Critical -Record students -Analyze Dunham -Observation of self and -Peer and Self- -Peer and Teacher -Analyze existing dance Analysis at the beginning of videos for technical peer Evaluation feedback repertoire based on the year for self- exercises and -Discuss and provide -Video Analysis -Correction log and poetry evaluation and choreography feedback: teacher, peer, -Partnering written correction log report goal setting. and self assessment -Self and peer -Complete a -Peer written response evaluations
correction log and to choreographed works -Critical analysis of a correction log professional performance report.
Creative -Short -Student created -Small group creation of -Improvisational -Guided improvisation -Creation of dance Composition improvisations in exercises based upon choreographic work explorations with for interpretation of compositions which the review of Horton technical inspired by the objects/furniture found intent react to or reflect poetry modern dance principles contributions of BIPOC in home founders and dance artists -Individual partnering technical concepts presentation assessment Portfolio -Upload goals and -Upload Dunham -Upload video -Upload research -Upload recordings of -Upload a link to footage -Upload video reflections essays recordings of student projects and recorded partner compositions of the class recordings of poetry demonstrations compositions choreography. Students compositions, the may only send and save poetry itself and any 20 second clips of the reflections/journals on group work for this work portfolio/audition purposes and must obtain choreographer permission to do so. -Upload critical analysis
Baltimore County Public Schools Office of Music and Dance Education 2 8/10/2020
Modern II Course at a Glance 2020-2021
Enduring Knowledge and Historically relevant Lester Horton’s Advances in modern Safe and aesthetically The practice of modern The voices of artists Understandings skills in dance are dance techniques technique is present in dance are deeply rooted pleasing partnering dance technique requires across genres speak to built upon influence, impact, and choreography and in the research, requires an specific attention to the the same ideas and previous learning. inform future several well-known techniques and theories understanding of the elements of dance – understandings. generations in the art dance companies and of Pearl Primus, Donald laws of physics and Body, Energy, Space and Knowledge and Physical form. choreographer’s work. McKayle, Alvin Ailey, skills in application of Time in conjunction with reflection upon these conditioning of Bill T. Jones and Garth these laws. the development of works enable the the body requires Culturally relevant Dancers use the mind- Fagan. physical, mental, community of artists to consistency in dance techniques body connection and psychological, connect and strengthen. training. influence, impact and develop the body as an The relationships emotional, and cognitive inform movement instrument for artistry between, dance, history, skills. Developing and In order to read and studies and artistic expression. and culture is evident in engaging all of these interpret a poem, the Historically relevant the work of BIPOC capacities produces dancer considers the dance techniques dance artists as reflected artistry in dance title, subject, situation, influence, impact, and in issues of black pride, performance. rhythm and form of a inform future self-expression, and poem. generations in the art identity and the dance form. themes of social justice After interpreting a and activism reflected poem, the dancer in their art. reflects by making personal, societal and cultural connections to the text.
Process, image, outcome, aboutness and patchwork intentions can framework choreography.
Improvisation, imagery, and elements of movement can be used to create a piece of literal choreography.
Baltimore County Public Schools Office of Music and Dance Education 3 8/10/2020
Modern II Course at a Glance 2020-2021
Essential -What previously -How have the -How do the historical -How do the historical -What is the difference -What skills develop -How do you read a Questions learned concepts, technique systems of contributions of Lester contributions of between shared weight artistry in a dancer? poem? How do you skills and Katherine Dunham Horton impact and BIPOC dance artists and counterweight? -How can improvisation interpret a poem? understandings influenced and inform dance today? impact and inform -How does individual help you become a better -How do you reflect on will help me be impacted the -How does Horton dance today? center of gravity and performer? the content of a poem? successful in development of the technique connect to -How is the partner center of gravity -What strategies are -How do we determine Modern II? African American culture, historical development of modern effect a partner lift? helpful in manipulating intention for -Are breaks in and Caribbean events, and social dance connected to -How do you give and and memorizing complex choreography? dance training traditions in modern mores? culture, historical take body weight in choreography? -What tools can we use good for the dance? -How does the events, and social order to lift a body or an -How does a dancer to create movement body? -How does the technique of Lester mores? object? fulfill the intention of a directly related to our technique of Horton inform your -What Laws of Physics teacher/choreographer? interpretation or Katherine Dunham practice of dance apply to partnering? reflection of a poem? inform our practice of today? -How does physics dance? -How does knowing help us understand the -How can about societal, cultural, technique behind choreographers use historical, and partnering? cultural dance to community inform choreographic experiences expand choice? dance literacy?
Culturally -Katherine Dunham -Lester Horton was Pearl Primus, Donald The Harlem Responsive dedicated her life to known for having a McKayle, Alvin Ailey, Renaissance is Curriculum researching the diverse company Bill T. Jones and Garth considered a golden age traditions of Afro- Fagan have all in African American Caribbean culture and -Lester Horton studied contributed pieces culture, manifesting in dance. She Native American dance discussing themes on literature, music, stage incorporated her and researched world the African American performance and art. knowledge into dance styles experience movement and themes used in her dance company. Summative Performance Katherine Dunham- Performance Persona Presentation Partner Performance Concert Performance Poetry and Assessment Skills Assessment Social Dance and Assessment Students will research a Assessment Assessment Choreography Students will be Influence for Stage. Student will perform BIPOC dance artist Students will apply Students will be assessed Assessment assessed on their Students will basic Horton technical from the list above. partnering skills and on their performance of Students will performance of synthesize knowledge exercises with They will prepare and knowledge to create a choreography for the interpret/analyze a skills which carry and experiences in the proficiency. give a written and/or dance composition with year-end dance concert. poem from the Harlem over from Modern Dunham technique performance a small group. Renaissance then create I.
Baltimore County Public Schools Office of Music and Dance Education 4 8/10/2020
Modern II Course at a Glance 2020-2021
into a constructed presentation on that a piece which interprets response. artist in the first person. or reacts to the poem.
Students will perform and teach a Katherine Dunham inspired exercise to the class Summative MFA Dance MFA Dance MFA Dance MFA Dance MFA Dance MFA Dance Standards: MFA Dance Assessment Standards: Standards: Standards: Standards: Standards: Pr4A, Pr5A, Pr5C, Pr5D, Standards: Pr5D Co11A Pr5B, Cn11A Co11A, Co11B Cr1A, Co1A Pr6A Cn11C, Co9A, Co7A Aligned Standards Literacy Literacy Literacy Literacy Literacy Literacy Literacy Demonstrate skills Read, write, and think Demonstrate skills and Read sources and Create a movement Demonstrate skills and Communicate meaning and techniques in critically about the techniques in complete research or study, phrase, or techniques in and intent through a performance- ways that dance performance-based media tasks composition performance-based presented performance based assessment influences and is assessments assessments influenced by other P21Productivity and Use Checklists to P21Creativity and P21Life and contextual factors Develop original Accountability document and articulate P21Leadership Innovation Career Skills movement that is Demonstrate attributes the creative process Act responsibly with the Incorporate group Deal positively P21Information driven by an intent or associated with high interests of the larger feedback into the work with praise, Access and Evaluate stimuli quality products P21Collaboration community in mind setbacks, and access information Demonstrate the ability criticism effectively and P21Communication to work effectively with P21Life and Career efficiently Use communication for others Skills a range of purposes Be flexible-Incorporate Evaluate information (inform, instruct, feedback effectively critically and persuade, etc.) competently Standards MFA Dance MFA Dance MFA Dance MFA Dance MFA Dance MFA Dance Standards: MFA Dance Aligned to this Standards: Pr5A, Standards: Standards: Pr5B, Standards: Cn10A, Standards: Re7A, Cr1A, Pr4A, Pr5A, Pr5C, Standards: Co11C, Unit Pr5B, Pr5D, Re9A Cn11A, Cn11B Re7B, Cn10A Cn10B, Cn11A, Cr1A, Co1A Pr5D, Re6A, Re7A Co9A, Co7A Cn11B, Cn11C
Baltimore County Public Schools Office of Music and Dance Education 5 8/10/2020
Modern II Course at a Glance 2020-2021
Literacy Literacy Literacy Literacy Literacy Literacy Literacy Write using a Analyze the structure Apply vocabulary, Read, write and think Create a movement Communicate meaning Students build content journal on and meaning of concepts and imagery critically about the ways study, phrase, or and intent through knowledge through application of dances representing to describe movement in which dance composition presented performance. process-based learning feedback or multiple genres, in writing and to influences and is which allows for readings for cultures and eras. perform movement influenced by other Write a reflection on Provide feedback to self meaning making personal growth. with accuracy, contextual factors. one’s own creative and peers. through close reading, evidence of personal process. use of digital media, growth, and meaning. and personal reflection.
P21Life and P21Social and P21Critical Thinking P21Information P21Collaboration P21Communication P21Social and Cross- Career Skills Cross-Cultural and Problem Solving Evaluate information Demonstrate the ability and Collaboration Cultural Skills Manage goals and Skills Analyze how parts of critically and to work effectively with Articulate thoughts and Leverage social and time Work effectively in the whole interact with competently others ideas effectively using cultural differences to diverse teams each other to produce oral, written and non- create new ideas and overall outcomes ICTLiteracy P21Creativity and verbal communication increase both Apply technology Innovation skills in a variety of innovation and quality effectively Use a wide range of forms and contexts of work idea creation techniques
Baltimore County Public Schools Office of Music and Dance Education 6 8/10/2020
Modern III Course At A Glance 2020-2021
Unit Dimensions of the Technique History Critical Analysis Creative Composition Profession Duration 16-20 Lessons 45-50 lessons throughout the entire year 10 lessons 4 to 5 lessons embedded 12 lessons embedded throughout throughout the year the year Technique Establish goals and • Review and reinforcement of previously learned skills. Techniques of Merce Self and peer assessment Create and teach expectations for the • Combinations have increased complexity and will be Cunningham, Lester combinations from learned course performed quickly on both sides and reversed with Horton skills to demonstrate minimal teacher intervention. mastery of content. • Perform all extensions securely at 90 degrees or higher • Work toward weight transfer with extensions at 90 Guest Artist degrees. Residency • Practice turns in all directions from a variety of preparations, with working leg in a variety of open positions landing securely to both one and two feet. • Perform floor work, inversions and foot work with increased complexity and longer combinations. • Learn and perform combinations with increased speed landing securely with one foot and adding turns. • Perform sequential turns at low, middle and high level, with upright and tilted stance, and with clarity and precision. • Perform with greater emphasis on artistry and performance expression. • Demonstrate varying dynamics to convey intention and expression. • Perform with increased spinal articulation in upright, tilted and inverted positions. • Introduce more complex partnering and weight sharing.
History Techniques of Merce Cunningham and Lester Horton Post-Modern Dance Observe, discuss and critique Creation of dances and • Judson Church post-modern works and social dance happenings, inspired Group justice choreography of the by the post-modern and The Avant Garde 1960s and 1970s avant-garde choreographers • Merce Cunningham of the 1960s-1970s. • Alwin Nikolais • Murry Louis
Baltimore County Public Schools Office of Music and Dance Education 1 8/9/2020 Modern III Course At A Glance 2020-2021
Critical Analysis of form in Write a formal critique of a Observe, reflect and provide Analysis established modern historic performance. feedback for a peer’s work. dance technique (Cunningham, Horton) Social Justice Choreography Be part of the creative May include but not limited process, collaborating, and to: cooperating with others. • Donald Byrd • Anna Sokolow • Anna Halprin Creative Adding intention to dance performance in order to convey a Discuss, research and write Create a solo or group work Composition feeling, tell a story, have a dramatic impact during about an issue of social . performance. justice.
Clarity in performance of dynamic quality. Portfolio Collection of Artifacts, Upload assessment artifacts (video, photographs and Upload research Upload papers Upload artist statements, video, photographs, documents) documents. video, assessment footage. documents Enduring Student-centered Dance satisfies a basic human need to move expressively The entire dance Choreographers speak not Improvisation opens the Understandi learning produces self- and communicate with the physical body in conjunction and community of only for themselves, but for mind to original ideas which ngs motivated students. coordination with the world around you. performers and their generation. stem from an unconscious educators owes a debt inner impulse in the body. It In order to achieve the Study of modern dance technique encompasses a full range to the contributions of Artists are keen observers of creates greater awareness of highest standards in of physical, intellectual, spiritual, emotional and the post-moderns and the world around them who body/mind connections and dance, a student must psychological aspects of student growth and development. avant-garde artists’ who express ideas and concepts allows the dancers to use exhibit passion, bravely forged a path which are understood intuition and imagination persistence, strength of Dance students should demonstrate physical and intellectual for new expression, differently through the arts. while moving character, self- strength, flexibility, coordination, and agility. individual innovation, spontaneously. confidence, and self- and creative exploration Personal preferences, popular discipline. Dance is the integration of the body with energy (dynamics) of movement, spaces, culture and experiences Choreographed dances in space and time. music, and decor. influence our understanding should be driven by and appreciation of artistic intention. The intention need It is essential for a dancer to become aware of body/mind Discomfort is the best work. not be a narrative, but may connections in order to apply corrections with ease, learn way to grow the art of be an idea, a process, or an efficiently and effectively in the dance class and develop dance. Choreographers Self-reflection and personal exploration of any aspect of into artists. who challenge evaluation are essential for B.E.S.T. assumptions push dance dancers in order to set goals Modern dancers must attain skills in moving into and out of forward. for future objectives. the floor with ease, grace, coordination and strength.
The structure of a dance class is purposely methodical beginning with warm-up activities to begin blood flow, short, small repetitive movements to engage the muscles,
Baltimore County Public Schools Office of Music and Dance Education 2 8/9/2020 Modern III Course At A Glance 2020-2021
broader movements to stretch the muscles and then larger more complex movements when the body is fully engaged. Essential What are healthful How do somatic practices and cross-training, enable me to How is the development What makes a choreographer How are the contributions of Questions practices and how do become my personal best in dance? of modern dance great? the post-moderns, and avant- they influence my connected to culture, garde choreographers progress in dance? What does body/mind awareness mean and how does it help historical events, and How does personal reflected in modern dance me develop my dance skills? social mores? preference, popular culture today? and prior experience Why is it important to demonstrate dynamics in movement? What are the challenges determine what you value as How can improvisation help to artists who wish to an audience member? me to become a better How is a modern dancer’s use of space different from address issues of social dancer? Choreographer? dancers in other genres? justice in their work? Performer?
What does it mean to ‘connect’ to the floor? Do we have to dance with music?
What makes a good dancer into a great dancer?
How does structure in a dance class allow for establishing proper etiquette, healthful practice, strength building, skill building, flexibility training, body/mind connections and building performance competencies? Culturally Potential social justice Utilize student-centered instructional techniques throughout Include diverse Provide opportunities for Provide parameters for Responsive piece from guest artist. the course: student pairings, peer feedback, etc. ethnic/cultural discussion to clarify opinions social justice issues which Curriculum representation of avant- and encourage further allow students to choose Choose guest artist garde and social justice research. This will allow for topics of meaning to them. who will connect with choreographers. Some open expression of values and student population and suggestions are: a variety of perspectives. Provide safe space for can provide discussion of works and perspective. Bill T. Jones critical feedback. Urban Bush Women Donald Byrd Juan Castaño Christopher Nuñez Eiko and Koma Summative Concert Performance Performance Skills Assessments Post-Modern Dance Critical Analysis of self, peer, Avant-Garde or Social Assessment Assessment Project professional dance Justice Movement Studies performance. Residency Graded discussions on participation the post-moderns and evaluation avant-garde artists.
Baltimore County Public Schools Office of Music and Dance Education 3 8/9/2020 Modern III Course At A Glance 2020-2021
Summative MFA Dance MFA Dance Standards: MFA Dance Standards: MFA Dance Standards: MFA Dance Standards: Assessment Standards: Presenting 4A Responding 7A, 7B Responding 9A Creating 1B Presenting 5A Presenting 5D Responding 9A Connecting 11A, 11B Creating 2B Aligned Presenting 9A Creating 3A, 3C Standards Standards MFA Dance MFA Dance Standards: MFA Dance Standards: MFA Dance Standards: MFA Dance Standards: Aligned to Standards: Presenting 4A Presenting 5C Responding 7A Creating 1B this Unit Responding 9A Presenting 5A, 5C, 5D Responding 9A Responding 9A Creating 2B Presenting 6A Connecting 11B Creating 3B, 3C Standards Literacy Literacy Literacy Literacy Literacy Aligned to Write using a journal Analyze the structure and meaning of dances representing Apply vocabulary, Read, write and think Create a movement study, this Unit on application of multiple genres, cultures and eras concepts and imagery to critically about the ways in phrase, or composition feedback or readings describe movement in which dance influences and is for personal growth writing and to perform influenced by other Write a reflection on one’s movement with contextual factors own creative process accuracy, evidence of personal growth, and meaning P21Life and Career P21Social and Cross-Cultural Skills P21Critical Thinking P21Information P21Collaboration Skills Work effectively in diverse teams and Problem Solving Evaluate information Demonstrate the ability to Manage Goals and Analyze how parts of critically and competently work effectively with others Time the whole interact with ICT Literacy Creativity and Innovation each other to produce Apply technology effectively Use a wide range of idea overall outcomes creation techniques
Baltimore County Public Schools Office of Music and Dance Education 4 8/9/2020 Modern IV Course at A Glance 2020-2021
Unit Review – Portfolio Current Trends in Creative Composition Technical Skills Development/ Modern III Modern Dance Performance Capacities Duration 4 lessons 8-10 lessons 12-14 lessons 13-15 lessons 32-35 lessons embedded throughout the year embedded Technique Review all Include exposure to a Technical practice in all learned vocabulary from Modern previously learned variety of dance forms III. Students should demonstrate advanced work in content from such as: elevation, locomotion, axial phrases, and floor work. Modern III. African Hip Hop Concepts as applied through Limon and Cunningham Jazz techniques including: Contemporary Swing and release Gaga Suspension and others Fall and recovery Connection to Floor Central Initiation Gravity and momentum Expression and artistry Spatial design and shape Movement of the spine Alignment Core-distal Body-half Falls Variety in spatial orientation, rhythmic patterns and meter Inversions Pelvic connection to floor
Further development of musical awareness, development of phrasing, artistic expression and personal interpretation of movement
All combinations should be manipulated right and left, reverse and retrograde Mastery of longer, more elaborate movement phrases History Review the Post- Research project moderns (Modern/Contemporary dance, 1950-current)
Baltimore County Public Schools Office of Music and Dance Education 1 8/9/2020 Modern IV Course at A Glance 2020-2021
Unit Review – Portfolio Current Trends in Creative Composition Technical Skills Development/ Modern III Modern Dance Performance Capacities Critical Record students at Evaluation and selection Performance Critique Choreography proposals Peer and teacher feedback Analysis the beginning of of portfolio artifacts for the year for self- mock website Artist Statement Self and peer evaluations evaluation and goal setting. Peer/Teacher feedback and Critical analysis of a professional performance discussion
Creative Short Creation of classwork Student created solos: Creation of group dances for the Guided improvisation for extension of technical concepts. Composition improvisational videos for audition Video Audition Solo Capstone assessment. experiences to purposes. Small group compositions reflective of the Limon and review post- Cunningham techniques. These may be included in the modern dance Creation of personal audition section of the portfolio. concepts websites (portfolios) Portfolio Upload goals for Upload video Upload recordings of Upload a link to footage of the class choreography. senior year recordings of audition compositions Students may only send and save 20 second clips of the Solo group work for portfolio/audition purposes and must Upload artist statements obtain choreographer permission to do so.
Upload critical analysis Enduring Knowledge and A professional collegiate Modern/Contemporary Choreographers are motivated The practice of Modern dance technique requires specific Understandings skills in dance are portfolio includes dance implies a genre of and inspired by intention. The attention to the elements of dance – Body, Energy, Space built upon headshot, resume, cover dance in a constant state choreographic proposal and and Time in conjunction with the development of previous learning. letter, video of flux, evolving from artist statement for a new work physical, mental, psychological, emotional, and cognitive Physical documentation of day to day and help define and explain the skills. A mature dancer has highly developed skills in conditioning of technique and redefining itself on a intention of the piece. Fusion these capacities and can demonstrate mastery of these in the body requires performance work. regular basis. In order of production elements, order to further their career. consistency in for dancers to consideration of critical training. A panel of adjudicators appreciate and analysis, and leadership at the college level will understand their art, effectiveness are examined. look for a mature they must be development of physical, knowledgeable about social, mental, and the past and up-to-date artistic capacities. regarding current dance artists/developments. A panel of adjudicators Current trends in dance will look to your tend to fuse or blend portfolio to understand multiple dance styles to what you will add to create new genres, their existing dance requiring flexibility and program. Baltimore County Public Schools Office of Music and Dance Education 2 8/9/2020 Modern IV Course at A Glance 2020-2021
Unit Review – Portfolio Current Trends in Creative Composition Technical Skills Development/ Modern III Modern Dance Performance Capacities versatility in today’s dancers. Essential What previously How do I create a How has the definition What steps does the How does a dancer demonstrate mastery in technique and Questions learned concepts, professional portfolio in of modern dance choreographer follow in the artistry? skills and preparation for college changed over the past creative/production process? understandings auditions? 50 years and is modern How will I fulfill the artistic vision of my artist statement will help me be dance equal to What role does the artist as a performer and student? ready for my next How do I demonstrate contemporary dance? statement play in the creation of steps (college or my ability and learning choreography? What are directors and choreographers looking for in a career)? to a panel of What is the value of dancer? adjudicators? experimentation in What role does critical dance choreography? evaluation have in the How do I create a production process? professional cover letter, What is the next ‘big resume, and website? thing’ in How does the artist incorporate modern/contemporary stimuli, fusion, or isolation of What do college dance? production elements? adjudicators look for when reviewing How has the leadership role portfolios? informed inter and intra personal connections? Culturally Make the review Each student should Be sure that an array of Make diversity a priority in Establish a culture of mutual respect in the technique Responsive student-centered, tailor their portfolio to dance genres, styles, creation of student works. class. Democratic sharing of ideas, peer feedback and Curriculum allowing students highlight their and cultural student-led lessons should be the norm. to lead the review accomplishments and representations are Encourage each student to or create games to strengths. brought forth in explore new territory and speak Draw attention to a diverse array of highly-skilled engage prior research, guest teachers, with their own voice. professionals in the professional community. Include knowledge. The rubrics will provide diversity in photographs, readings, and videos of dancers. and residencies. a skeleton/template, but students can make Guide students toward Diverse scholars in dance: personal choices to diverse topics and bring Dr. Brenda Dixon Gottschild determine the content forward any Dr. Halifu Osumare they value most. underrepresented or Dr. Melanye White Dixon
marginalized groups. Dr. Nyama McCarthy Brown Provide racially diverse Dr. Tommy DeFrantz samples of portfolio Katherine Dunham products. José Limòn Virginia Johnson Tai Jimenez Baltimore County Public Schools Office of Music and Dance Education 3 8/9/2020 Modern IV Course at A Glance 2020-2021
Unit Review – Portfolio Current Trends in Creative Composition Technical Skills Development/ Modern III Modern Dance Performance Capacities Summative Performance Website and Portfolio Mock Audition Solo Student Choreography Concert Performance Assessment Assessment Skills Assessment Assessment Students will prepare a Students will conceive, create, Students will be assessed on their performance of Students will be Students will prepare a solo which could be organize, perform in and choreography for the year-end dance concert. assessed on their website which showcases performed for a dance produce choreographed works performance of their work in the dance company/school of their for the Capstone Assessment skills which carry prime over four years. choice and is related over from Modern directly to their research III. on that company/school.
Summative MFA Dance MFA Dance Standards: MFA Dance MFA Dance Standards: MFA Dance Standards: Assessment Standards: Presenting 6C, Standards: Creating 1A, Creating 2A Presenting 4A, Presenting 5A, Presenting 5C Presenting5D Responding9A, Connecting11B Creating 2B, Crreating 3C Presenting 5D, Presenting 6A Aligned Connecting10A Connecting11C Presenting 4A, Presenting 5C Standards Literacy Literacy Demonstrate skills Literacy Literacy Literacy Demonstrate skills and techniques in performance-based and techniques in Create a portfolio of Research/journalizing Create a movement study, assessments a performance- works built over time. on the origins and phrase, or composition based assessment functions of dance from P21Leadership P21 ICT Literacy a variety of sources. Act responsibly with the interests of the larger P21Life and Apply technology P21Leadership and community in mind Career Skills effectively P21Information Responsibility Deal positively Literacy Use interpersonal and problem- P21Life and Career Skills with praise, Use information solving skills to lead others Be flexible-Incorporate feedback effectively setbacks, and accurately and toward a goal. criticism creatively for the issue or problem at hand. Standards MFA Dance MFA Dance Standards: MFA Dance MFA Dance Standards: MFA Dance Standards: Aligned to this Standards: Pr5A, Cr3C, Pr6C, Re8A, Standards: Cr1B, Cr1A, Cr2A, Cr2B, Cr3C, Cr1A, Pr4A, Pr5A, Pr5C, Pr5D, Re6A, Re7A Unit Pr5B, Pr5D, Re9A Re9A, Co10A Re7A, Cn11A, Cn11B Pr4A, Pr5C, Re9A
Literacy Literacy Literacy Literacy Literacy Write using a Present culminating Write critiques of dance Present culminating Communicate meaning and intent through presented journal on projects, representing performances. collaborative events or projects. performance application of personal growth over feedback or time. Choreograph in the Provide feedback to self and peers readings for style of a given personal growth Write an artist statement choreographer, genre, that describes the intent period, etc. of an artists’ work. Baltimore County Public Schools Office of Music and Dance Education 4 8/9/2020 Modern IV Course at A Glance 2020-2021
Unit Review – Portfolio Current Trends in Creative Composition Technical Skills Development/ Modern III Modern Dance Performance Capacities Read sources and complete research or media tasks.
Create a movement study, phrase or composition P21Life and P21Critical Thinking P21CriticalThinking P21Collaboration P21Communication and Collaboration Career Skills and Problem Solving and Problem Solving Demonstrate the ability to work Articulate thoughts and ideas effectively using oral, Manage Goals and Reflect critically on Interpret information effectively with others written and non-verbal communication skills in a variety Time learning experiences and and draw conclusions Creativity and Innovation of forms and contexts processes based on the best Use a wide range of idea analysis. creation techniques
Baltimore County Public Schools Office of Music and Dance Education 5 8/9/2020 Modern IV Course at A Glance 2020-2021
Capstone Assessment The Capstone Assessment is a concert performance which is conceived, created, directed, and produced by the students in Modern IV. Work on the Capstone Assessment should begin in September and continue throughout the year, culminating in the performance of a Student/Senior Showcase.
Step 1. Conception • Selection of theme and title for the showcase • Statement of goals for the showcase Step 2. Assignment of responsibilities • The following positions should be filled within the group: publicist, program/ticket/poster creator, videographer, historian, costume/wardrobe director, stage manager, rehearsal manager, musical arrangement/editing/recording, ticket sales, choreographers, dance master, dancers, production manager. Responsibilities for each position will be made clear. • Timeline will be created by the production and rehearsal managers, which provides stringent deadlines for completion of each task, and check-in days to track progress toward goals. • Students will be assessed on completion of their tasks, adherence to deadline, quality of the product, ability to collaborate and cooperate, in order to achieve goals. Step 3. Production • All elements of the production should be completed no later than two weeks prior to the concert. Any loose ends should be tied up at that time. • Tech and dress rehearsals take place. Communication with all collaborators is the responsibility of the production and stage managers. • Performance • Student choreographers will be assessed on their choreographed works. • Students will be assessed on their performance. Step 4. Reflection • Students and teacher observe the concert and reflect on the process. They will make recommendations for the next class coming in to Modern IV.
Baltimore County Public Schools Office of Music and Dance Education 6 8/9/2020