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Elements of Dance and Kinesthetic Movement Overview Englewood Public School District 3-5 Dance Unit 1: Elements of Dance and Kinesthetic Movement Overview: Combining dance with other curriculum areas is an instructional approach that supports kinesthetic learners to understand and deepen their learning through experiential opportunities. Through dance, learners can experience music and art from different cultures, periods, and techniques. Dance can be used as a tool to teach curriculum, while at the same time stimulating creativity. In addition, dance can promote critical thinking, teach learners to make independent decisions, and build confidence in themselves as well as a positive self-image. Time Frame: Approximately 12 weeks Enduring Understandings: • Basic choreographed structures employ the elements of dance. • Movement is developed and generated through improvisation. Form and structure are important when interpreting original choreography. • Musical and non-musical forms of sound can affect meaning in choreography and improvisation. • Compositional works are distinguished by the use of various body movements and sources of initiation (i.e., central, peripheral, or transverse). • Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes). • Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts. • Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts. • Music can be used as a choice and personal and group spatial relationships should be explored. Essential Questions: • Why did we make these movement and spatial choices? • How do dancers make movement and spatial choices? • What are the impacts of movement quality and speed? • How can the elements of dance be used to express content, emotions, and personal expression? • How can improvisation of movement communicate content emotions and personal expression? • How is dance different from other forms of movement? • How can criticism of aesthetic expression improve an individual’s ability to communicate through the arts? Standards Topics and Objectives Activities Materials/Resources Assessments 1.1.5.A.1 Analyze both Objectives Practice exercises and https://www.elementsofdance. Formative Assessments formal and expressive combinations that build org/ aspects of time, shape, Students will be able to: strength, awareness, Participation/ space and energy, and coordination and control. Elements of Dance Video: Observations differentiate basic (2.5.4.A.3, 2.5.6.A.4) https://www.youtube.com/wat choreographic structures in Exhibit control in balance. ch?v=UGuD9Geeb2k Questioning various dance works. Explore structures such as Dance with weight shift, Follow the Changing Dancemaker App: Discussions 1.1.5.A.4 Differentiate transition and flow. Leader, Echoing, Pass the https://itunes.apple.com/us/ap contrasting and Movement. p/dancemaker/id1180809091? Learning/Response Logs complementary shapes, Distinguish symmetrical and mt=8 shared weight centers, asymmetrical shapes. Have the students create a Homework body parts, body warm up using balance, List of dance styles and Understand conditioning patterning, balance, and strength, endurance and descriptive words: Exit Tickets range of motion in principles (balance, strength, flexibility and provide http://www.dancesteps.com.au compositions and flexibility, endurance, feedback. (2.5.4.A.3, /styles/index.php performances. alignment). 2.5.6.A.4) Summative Assessments Contemporary Dance 1.2.5.A.2 Relate common Understand the relationship of Listen to signals and Vocabulary: Daily classwork artistic elements that define bodily skills to time, space respond to movement https://www.contemporary- distinctive art genres in and energy. directions. (CRP8) dance.org/dance-terms.html Activity Assessments dance, music, theater, and visual art. Understand not only positive Choreograph a short dance Glossary of Terms End‐of‐unit Checklists and negative space, but also based on one body part. 1.3.5.A.1 Perform planned range, shape, levels, Include shapes, pathways, Core Performance Rubrics and improvised sequences directions, axial and locomotor steps. Instructional/Supplemental Dance Rubric 1 with a distinct beginning, symmetry/asymmetry, moving Materials Dance Rubric 2 middle, and end that in place and through space, Introduce locomotor manipulate time, space, pathways and mapping. pattern through Teaching Dance: Self-assessments and energy, and accurately multimedia videos. https://www.thepespecialist.c transfer rhythmic patterns Discuss patterns in om/dance2/ Peer Critique Assessments from the auditory to the accountable talk Students should use kinesthetic. discussion. (8.1.5.E.1, Locomotor Skills with protocols for NJSLSA.SL1, Locomotion Dance: constructive peer-to- 1.3.5.A.4 Demonstrate NJSLSA.SL2, NJSLSA http://www.pecentral.org/l peer feedback, such developmentally .R.2, NJSLSA.R7) essonideas/ViewLesson.asp as: appropriate kinesthetic ?ID=132910#.WsaJp2aZOgQ • “I noticed …” awareness of basic Teach a locomotor pattern • “I like the way … anatomical principles, that includes four of the Shake it Senora: because …” using flexibility, balance, basic locomotor steps. http://www.pecentral.org/l • “Have you strength, focus, Have the students vary the essonideas/ViewLesson.asp thought of …?” concentration, and pattern. ?ID=12807#.WsaJ0maZOgQ • “I would like to coordination. Create a web of small and suggest …” large movements in dance, The Funky Chipmunk Dance: • Hand Signals: Ask 1.4.5.A.1 Employ basic, and the parts of the body http://www.pecentral.org/less students to discipline-specific arts they engage. (CRP4, onideas/ViewLesson.asp?ID= display a terminology to categorize CRP6) 12641#.WsaJ_GaZOgQ designated hand works of dance, music, signal to indicate theatre, and visual art Have the students create The Snowflake Dance: their according to established an 8-count movement http://www.pecentral.org/less understanding of classifications. phrase that accents two of onideas/ViewLesson.asp?ID= a specific concept, the beats in groups. When 12004#.WsaKN2aZOgQ principle, or completed, have them process manipulate the phrase by https://www.cde.state.co.us/st • I understand varying the space, levels andardsandinstruction/instruct __________, and can and directions. Reflect and ionalunits-dance#kinder explain it (e.g., critic to provide feedback. thumbs up). (CRP12, 9.2.8.B.3) https://www.louisianabelieves • I do not yet .com/resources/library/k-12- understand Play a variety of songs and arts-resources _________ (e.g., try to match the quality of thumbs down). the music to the quality of • I’m not the movement. (CRP2, completely sure CRP11) about ____________ (e.g., wave hand). Performance Assessments Arts Achieve http://www.artsachieve .org/dance- performance- assessment/ Arts Assessment for Learning http://artsassessmen tforlearning.org/danc e/ Unit Benchmark Assessment A final benchmark assessment will be given that can be used to measure success with this unit. Alternative Assessment Written or Drawn Work (using technology when appropriate) Sharing feelings, dreams, and wishes about dance and dancing Planning and documenting choreographic process (sketching or collecting ideas for a dance) Personal responses to performances Evaluate informal in-class performances and video evidence of student performances using observation, discussions, drawings, video, and simple student-created rubrics. Sample Rubric 1 Sample Rubric 2 Accommodations and Modifications: Students with special needs: Support staff will be available to aid students related to IEP specifications. 504 accommodations will also be attended to by all instructional leaders. Physical expectations and modifications, alternative assessments, and scaffolding strategies will be used to support this learning. The use of Universal Design for Learning (UDL) will be considered for all students as teaching strategies are considered. Additional safety precautions will be made along with additional staff, so all student can fully participate in the standards associated with this Dance curriculum. ELL/ESL students: Students will be supported according to the recommendations for “can do’s” as outlined by WIDA: https://wida.wisc.edu/teach/can-do/descriptors This particular unit has limited language barriers due to the physical nature of the curriculum. Students at risk of school failure: Formative and summative data will be used to monitor student success. At first signs of failure, student work will be reviewed to determine support. This may include parent consultation, basic skills review, and differentiation strategies. With considerations to UDL, time may be a factor in overcoming developmental considerations. More time and will be made available with a certified instructor to aid students in reaching the standards. Gifted and Talented Students: Students excelling in mastery of standards will be challenged with complex, high level challenges related to the complexity of the Dance requirements. This will include allowing more opportunities to demonstrate creativity and the design of original choreography. English Language Learners Special Education At-Risk Gifted and Talented When providing direct instruction • Create a visual identifying • Incorporate student choice • Create and lead the class in a on dance concepts, utilize: the elements of dance. in activities.
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