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. warm up using balance, • Vocalization • Create a picture dictionary • Use a graphic organizer to strength and flexibility. • Modeling of dance terminology. categorize elements of • Compare and contrast small • Gestures • Provide alternative dance. and large body movements response choices to • Repeat directions as and the parts of the body they questions on the elements needed. engage. of dance. • Provide alternative • Develop an 8-count or longer movement choices to routine focusing on one body kinesthetic movement part. Teach routine to peers. tasks. Interdisciplinary Connections: ELA - NJSLS/ELA: NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Health: 2.5.4.A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance). 21st Century Standards: 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. Integration of Technology Standards NJSLS 8: 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Career Ready Practices: CRP2 Apply appropriate academic and technical skills. CRP4 Communicate clearly and effectively and with reason. CRP6 Demonstrate creativity and innovation. CRP8 Utilize critical thinking to make sense of problems and persevere in solving them. CRP11 Use technology to enhance productivity. CRP12 Work productively in teams while using cultural global competence.

Englewood Public School District 3-5 Dance Unit 2: History of the Arts and Culture

Time Frame: Approximately 12 weeks

Essential Questions: • 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? • How has the role of dancing been an outlet for expressing feelings of joy in spite of harsh circumstances, and for giving a shared form of sadness? • What are the origins and meanings of different dances throughout history? • What are the cultural influences of certain dances? • What are the similarities and differences among various dances throughout history in relation to the ideas and perspectives of the people from which the dances originate? • How are aspects of culture expressed through dance?

Standards Topics and Objectives Activities Materials/Resources Assessments

1.2.5.A.1 Recognize works Objectives Maintain a dance journal Dance Texts: Formative Assessments of dance, music, theatre, that includes responses to https://www.readworks.org/fi and visual art as a Students will be able to: performances, vocabulary nd- Participation/ reflection of societal values lists, drawings and content#!q:Dance/g:/t:0/f:0/pt: Observations and beliefs. Describe who dances a dance, notation. (CRP4, /features:/ and where, when and why it is NJSLSA.W.4) Questioning 1.2.5.A.2 Relate common danced. Dance Artifacts: artistic elements that define Learn a dance from one’s https://digitalcollections.nypl. Discussions distinctive art genres in Examine the cultural origins heritage and teach it to the org/collections/dance-in- dance, music, theatre, and of a variety of dance forms class, explaining when photographs-and- Learning/Response Logs visual art. from around the world. and by whom the dance is prints#/?tab=navigation performed, and its cultural Homework 1.2.5.A.3 Determine the Identify clues about history significance. Provide The Evolution of Dance: impact of significant and culture in dance feedback while teaching it https://www.ted.com/talks/the Exit Tickets contributions of individual movements, costuming and to the class. (CRP4, _lxd_in_the_internet_age_dan artists in dance, music, musical accompaniment. CRP12, 2.5.4.A.3, ce_evolves/up-next#t-408223 theatre, and visual art from 2.5.4.A.4, 2.5.6.A3, Summative Assessments diverse cultures throughout Identify and research the 2.5.6.A.4) Article: What is Hip Hop? history. significant contributions of a https://www.educationworld.c Daily classwork cultural social dance and its Learn elements of a dance om/a_lesson/what-is-hip-

1.3.5.A.5 Perform basic impact on today’s social style (e.g., Tap, Modern hop.shtml Activity Assessments sequences of movement dances. Dance) and examine its from different styles or roots.(9.2.4.A.1, PBS Resources: End‐of‐unit Checklists traditions accurately, Explore themes, values, and 9.2.8.B.3) https://nj.pbslearningmedia.or demonstrating proper beliefs that are reflected in a g/search/?q=Dance&selected_ Performance Rubrics alignment, balance, dance. Research the originator of facets= Dance Rubric 1 initiation of movement, a technique. (CRP7, Dance Rubric 2 and direction of focus. Observe commonalities and 8.1.5.E.1, NJSLSA.R7, TED Talk: Why Do We

differences in group, circle NJSLSA.R.10) Dance? Self-assessments 1.4.5.A.2 Make informed and chain dances in content in aesthetic responses to relation to societal beliefs and Research a specific Navajo Bow and Arrow Peer Critique artworks based on values. dancer/choreographer Dance structural arrangement and with a guided group using Assessments personal, cultural, and Create and share a group, appropriate websites, in Dancing on the Freedom Trail Students should use historical points of view. circle or chain dance addition to developing a protocols for influenced by the social digital summary. (CRP7, Telling a Story Through constructive peer-to- 1.4.5.A.3 Demonstrate how practices of a specific culture CRP11, 8.1.5.E.1, Dance peer feedback, such art communicates ideas demonstrating clear content 8.1.5.A.1, 8.1.5.A.2) as: about personal and social and form. Glossary of Terms • “I noticed …” values and is inspired by an Watch a live performance • “I like the way … individual’s imagination Perform group, circle, or or video of ritual or Core because …” and frame of reference chain dances from various ceremonial dance. Instructional/Supplemental • “Have you (e.g., personal, social, world cultures. Learn and perform an Materials thought of …?” political, historical authentic ceremonial or • “I would like to context). ritual dance (e.g. Ve’ Teaching Dance suggest …” David Yefe Eynaim from https://www.thepespecialist.co • Hand Signals: Ask 1.4.5.B.1 Assess the Israel, Troika from Russia m/dance2/ students to application of the elements or Hasapikos from display a of art and principles of Greece). (NJSLSA.SL.2), Locomotor Skills with designated hand design in dance, music, Locomotion Dance: signal to indicate theatre, and visual artworks Create a simple ritual or http://www.pecentral.org/less their using observable, objective ceremonial dance by onideas/ViewLesson.asp?ID= understanding of criteria. studying a particular 132910#.WsaJp2aZOgQ a specific culture. Use the elements concept, 1.4.5.B.3 Use discipline- based on that culture to Shake it Senora: principle, or specific arts terminology to create the movement for http://www.pecentral.org/less process the dance. (CPR2) onideas/ViewLesson.asp?ID= evaluate the strengths and • I understand 12807#.WsaJ0maZOgQ ______, and can weaknesses of works of dance, music, theatre, and explain it (e.g., The Funky Chipmunk Dance: thumbs up). visual art. http://www.pecentral.org/less • I do not yet onideas/ViewLesson.asp?ID= understand 12641#.WsaJ_GaZOgQ ______(e.g.,

thumbs down). The Snowflake Dance: • I’m not http://www.pecentral.org/less completely sure onideas/ViewLesson.asp?ID= about ______12004#.WsaKN2aZOgQ (e.g., wave hand).

https://www.cde.state.co.us/st Performance Assessments andardsandinstruction/instruct Arts Achieve ionalunits-dance#kinder http://www.artsachiev e.org/dance- https://www.louisianabelieves performance- .com/resources/library/k-12- arts-resources assessment/

Arts Assessment for Learning http://artsassessmen tforlearning.org/dan ce/

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

Evaluate written reflections on dance principles, including reports and journal responses, using a student-created rubric.

Analyze primary source documents on the history of certain dances and the cultures of origin.

Conduct short research projects on the cultural origins of dance to support analysis, reflection, and research.

Use technology to create a presentation on the impact of dance on specific groups of people and historical events.

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.

English Language Learners Special Education At-Risk Gifted and Talented

• Use sentence/paragraph • Use sentence/paragraph • Invite parents/guardians to • Create an original dance frames to assist with writing frames to assist with participate in sharing based on the cultural themes reports. writing reports. cultural themes and dances. and dance elements of a • Create a word wall with • Create a word wall with • Provide an outline for particular style. cultural dance cultural dance journal entries and study • Incorporate multiple types of names/vocabulary. names/vocabulary. guides. resources, including text, • Work with a partner to • Utilize graphic responses • Provide extended time for video, interviews, etc., into a develop written reports and in journals. written responses and report on a dancer or journal entries. • Provide extended time for reports. choreographer from specific • Provide extended time for written responses and time period or culture. written responses and reports. • Write detailed reflections to reports. live and/or video performances

Interdisciplinary Connections: ELA - NJSLS/ELA: NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

NJSLSA.W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task. NJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Health: 2.5.4.A.3 Explain and demonstrate movement sequences, individually and with others, in response to various tempos, rhythms, and musical styles. 2.5.4.A.4 Correct movement errors in response to feedback and explain how the change improves performance. 2.5.6.A.3 Create and demonstrate planned movement sequences, individually and with others, based on tempo, beat, rhythm, and music (creative, cultural, social, and fitness dance). 2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance. 21st Century Standards: 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career. 2.5.6.A.4 Use self-evaluation and external feedback to detect and correct errors in one’s movement performance. Technology Standards: 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Career Ready Practices: CRP2 Apply appropriate academic and technical skills. CRP4 Communicate clearly and effectively and with reason. CRP7 Employ valid and reliable research strategies. CRP11 Use technology to enhance productivity. CRP12 Work productively in teams while using cultural global competence.

Englewood Public School District 3-5 Dance Unit 3: Choreography and Performance

Time Frame: Approximately 12 weeks

Essential Questions: Students will keep considering... • 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? • How has the role of dancing been an outlet for expressing feelings of joy in spite of harsh circumstances, and for giving a shared form of sadness? • What are the origins and meanings of different dances throughout history? • What are the cultural influences of certain dances? • What are the similarities and differences among various dances throughout history in relation to the ideas and perspectives of the people from which the dances originate? • How are aspects of culture expressed through dance?

Standards Topics and Objectives Activities Materials/Resources Assessments

1.1.5.A.2 Analyze the use Objectives Research and analyze Teaching Rhythm in Dance: Formative Assessments of improvisation that various styles of dance Ideas and Exercises: fulfills the intent of and Students will be able to: using media clips. Identify https://www.tututix.com/teach Participation/ develops choreography in the theme as seen through ing-rhythm-dance/ Observations both its form and structure. choreography. Select themes, discuss and (NJSLSA.R2, Dancemaker App: Questioning 1.1.5.A.3 Determine how plan, and develop movement NJSLSA.R7, https://itunes.apple.com/us/ap accompaniment (such as in collaboration with peers, in NJSLSA.SL2) p/dancemaker/id1180809091? Discussions sound, spoken text, or partners and in small groups . mt=8 silence) can affect Improvise collaboratively Learning/Response Logs choreography and Create a short dance with on a theme. Heartbeat Dances: improvisation. peers incorporating several https://www.youtube.com/wat Homework movement phrases with a Create a dance with peers, ch?v=x5oq4ErAmW0 beginning, middle and end. 1.3.5.A.2 Use using group formations, a Exit Tickets improvisation as a tool to variety of locomotor and The Skeleton Dance: create and perform Understand choreographic non-locomotor https://www.youtube.com/wat movement sequences devices (repetition) and movements, expressive ch?v=Jpvuqj5nv6U Summative Assessments incorporating various structures (theme and dynamics and changing spatial levels (i.e., low, spatial paths. (CRP2) Contemporary Dancing for variation). Daily classwork middle, and high), tempos, Beginners: and spatial pathways. Dance with https://www.youtube.com/wat Activity Assessments responsiveness to rhythm, ch?v=KstgOWbM6vk

1.3.5.A.3 Create and tempo and mood of music. End‐of‐unit Checklists perform dances alone and (2.5.4.A.3, 2.5.6.A.3) Hip Hop Dance Moves for in small groups that Kids: Performance Rubrics communicate meaning on a Work in silence or in https://www.howcast.com/gui Dance Rubric 1 variety of themes, using relation to text. des/994-hip-hop-dance- Dance Rubric 2 props or artwork as moves-for-kids/ creative stimuli. Create a set of agreed- Self-assessments upon criteria for Indian Folk Dance:

1.3.5.A.5 Perform basic evaluating dance with http://www.youtube.com/watc Peer Critique sequences of movement teacher and peers. h?v=-knKCPnRpR0 Assessments from different styles or (NJSLSA.SL1) Students should use traditions accurately, Latin Folk Dance: protocols for demonstrating proper Improvise non-metric and http://www.youtube.com/watc constructive peer-to- alignment, balance, breath rhythms alone, with h?v=qihYdSsLhXo peer feedback, such initiation of movement, a partner and with a group. as: and direction of focus. Add voice, sound, Russian Folk Dance: • “I noticed …” percussion or music. http://www.youtube.com/watc • “I like the way … 1.4.5.B.2 Use evaluative (CRP12) h?v=niY0GZpQQSI because …” tools, such as rubrics, for • “Have you self-assessment and to Compare and contrast Glossary of Terms thought of …?” appraise the objectivity of works by choreographers. • “I would like to critiques by peers. suggest …” Improvise movements of • Hand Signals: Ask 1.4.5.B.5 Distinguish ways the joints in the body. students to in which individuals may Then create a dance with a display a disagree about the relative partner that is focused on designated hand merits and effectiveness of joint action. Perform, signal to indicate artistic choices in the analyze and provide their creation and performance feedback about the dance. understanding of of works of dance, music, (2.5.4.A.4, 2.5.6.A.4) a specific theatre, and visual art. concept, Create an individual 8 principle, or count locomotor and axial process movement phrase. Teach • I understand the phrase to a partner. ______, and can Join with another group to explain it (e.g., combine four movement thumbs up). phrases to create a 32- • I do not yet count phrase. Perform and understand reflect. (CRP4, CRP6) ______(e.g., thumbs down). Students will record a • I’m not performance (using an completely sure iPad, Video about ______Recorder, etc…) and use (e.g., wave hand). peer-critique strategies to assess. (8.1.5.A.1, 9.2.8.B.3) Performance Assessments Arts Achieve http://www.artsachiev e.org/dance- performance- assessment/

Arts Assessment for Learning http://artsassessmen tforlearning.org/dan ce/

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

Evaluate written reflections on dance principles, including reports and journal responses, using a student-created rubric.

Analyze primary source documents on the history of certain dances and the cultures of origin.

Conduct short research projects on the cultural origins of dance to support analysis, reflection, and research.

Use technology to create a presentation on the impact of dance on specific groups of people and historical events.

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.

English Language Learners Special Education At-Risk Gifted and Talented • Display labeled images of • Choose rhythm, tempo, or • Invite parents/ guardians to • Compare and contrast dance movements. theme to focus on when view and /or participate in choreography from two or • Use body movement to dancing to a particular a dance performance. more dance styles and present respond to theme / emotion piece. • Break choreography into findings to peers. in sound • Create a 4-count smaller pieces. • Develop longer movement • Restate dance steps aloud movement phrase to share • Conference with teacher phrases individually and in before performance. with peers. during the dance planning collaboration with peers. • Add a simple vocal or process. • Create a movement pattern to percussion phrase to music. respond to a spoken text with • Work with a peer to emphasis on symbolism and develop a short theme. choreography routine. Interdisciplinary Connections: ELA - NJSLS/ELA: NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA.R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.