Dance 1A & Dance 1B Course Title
Course-wide Enduring Understandings ("Cornerstones") C1. Dancing & Performing (Physical Inquiry) • Training in proper basic dance technique is the foundation for successful and more challenging movement. • Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. • Dance exists to be shared with an audience and dancers/choreographers must have opportunities to exhibit their work, receive feedback, and revise. C2. Creating & Composing (Creative Inquiry) • Dance develops the body and mind as creative and expressive instruments. • Improvisation is important in the expression of higher level and divergent thinking and problem solving. • A choreographer's creations are based on personal life experience and prior dance/movement experiences. C3. Knowing History, Culture, & Context (Intellectual Inquiry) • Dance is a universal form of expression that is not limited by verbal language or geography. • With proper knowledge of the body's structure, dance can be a valuable form of exercise and lifelong healthy living. • Knowledge of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures • Study of the life and choreography of dance pioneers assists in the creation of original choreography. C4. Analyzing & Critiquing (Aesthetic Inquiry) • Comparing and contrasting various types of dance creates a well-rounded dance student and future patron of the arts. • The practice of attending dance performances in educational and professional realms increases a dancer's exposure to choreographers, cultures, styles, traditions, and trends. • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance.
Course-wide Essential Questions 1. How do we identify and demonstrate movement elements and skills in performing the various dance style studied? 2. How do the elements of dance combine to create and communicate meaning?
3. What connections can be made between dance and healthful living?
4. How do we apply and demonstrate critical and creative thinking skills in dance?
5. What is the significance of traditional and social dance in various cultures and historical periods? 6. What connections can be made between dance and other disciplines?
7. What are some principles, processes, and structures for creating choreography?
8. How does improvisation help to develop new movement ideas?
9. How does creating and performing in the arts differ from viewing the arts?
Dance 1A & 1B Learning Activities by Cornerstone
C1. Dancing & Performing (Physical Inquiry) • Ballet Technique and performance (D1A) • Jazz Technique and performance (D1A) • Social Dance Technique and performance (D1A) • Tap technique and performance (D1A) • Broadway technique and performance (D1A) • Hip Hop technique and performance (D1A) • Modern Technique (D1B) • Modern Choreographer Dance (D1B) • Choreography projects of classmates (D1B)
C2. Creating & Composing (Creative Inquiry) • Final Choreography Project (D1A) • Modern Choreographer Dance (D1B) • Image Dance (D1B) • Poem Dance (D1B) • Limitation Dance (D1B) • Prop Dance (D1B) • Location Dance (D1B) • Slow Music Dance (D1B) • Upbeat Music Dance (D1B)
C3. Knowing History, Culture, & Context (Intellectual Inquiry) • Health Project (D1A) • Dance Style Research Project (D1A) • Blog Assignments (D1A) • Modern Dance Choreographer Research Project (D1B)
C4. Analyzing & Critiquing (Aesthetic Inquiry) • Blog Assignments, response to videos and activities (D1A & D1B) • Self and Group Evaluations (D1A and D1B) • Critical Reviews of Performances (D1A and D1B)
Dance 1A & Dance 1B - Learning Activities by Unit (and cornerstone)
Dance 1A Unit 1: Ballet (C1, C3, C4) • Ballet Technique and performance Unit 2: Jazz (C1, C3, C4) • Jazz Technique and performance Unit 3: Health (C3, C4) • Health Project • Self and Group Evaluations Unit 4: Social & Theatrical Styles (C1, C3, C4) • Social Dance Technique and performance • Tap technique and performance • Broadway technique and performance • Hip Hop technique and performance Unit 5: Creating & Critiquing Choreography (C1, C2, C4) • Final Choreography Project • Self and Group Evaluations Unit 6: History & Analysis (C3 & C4) • Dance Style Research Project • Blog Assignments (for each style of dance studied) • Critical Reviews of Performances
Dance 1B Unit 1: Modern Dance History & Technique (C1, C2, C3, C4) • Modern Technique • Modern Choreographer Dance • Modern Dance Choreographer Research Project Unit 2: Choreography Practice (C1, C2, C4) • Choreography projects of classmates • Image Dance • Poem Dance • Limitation Dance • Prop Dance • Location Dance • Slow Music Dance • Upbeat Music Dance Unit 3: Critical Analysis (C4) • Blog Assignments, response to videos and activities • Self and Group Evaluations • Critical Reviews of Performances
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Unit 1: Ballet (C1, C3, C4)
• Training in proper basic dance technique is the foundation for successful and more challenging movement. • Using the common vocabulary of dance terms assists dancers in Enduring communicating with each other and with choreographers. Understandings Knowledge of dance history leads to a lifelong appreciation and “Students will • understand that…” active interest in the arts, while providing context for the study of styles of dance from various eras and cultures • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance. • How do we identify and demonstrate movement elements and skills in performing the various dance style studied? • How do we apply and demonstrate critical and creative thinking Essential Questions skills in dance? “Students will • What is the significance of traditional and social dance in various explore…” cultures and historical periods? • What connections can be made between dance and other disciplines? • The historical and cultural roots of ballet - classical to contemporary • The names and work of some major dancers and choreographers Knowledge including, but not limited to: Louis XIV, Pierre Beauchamp, George Expectations Balanchine, Rudolf Nureyev, Margot Fonteyn, Mikhail “Students will Baryshnikov, Twyla Tharp know…” • Recognize famous works including, but not limited to: Swan Lake, Les Sylphides, The Nutcracker, Apollo • The vocabulary for basic ballet technique and exercises • Execute basic ballet technique and exercises including, but not limited to: positions of the feet, positions of the arms, plié, tendu, dégagé, rond de jambe, relevé, développé, grand battement, Skill Expectations changement, chassé, entrechat, jeté, glissade, sauté, arabesque, pas “Students will be de bourrée, coupé, passé, piqué, pirouette able to…” • Learn and execute short movement phrases and a brief piece of choreography • Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing • In class performance of barre exercises (rubric) • In class performance of progressions (rubric) Assessments • In class performance of Ballet combination (rubric) • Ballet blog assignments
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Unit 2: Jazz (C1, C3, C4) • Training in proper basic dance technique is the foundation for successful and more challenging movement. • Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. Enduring Understandings • Knowledge of dance history leads to a lifelong “Students will appreciation and active interest in the arts, while understand that…” providing context for the study of styles of dance from various eras and cultures • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance. • How do we identify and demonstrate movement elements and skills in performing the various dance style studied? • How do we apply and demonstrate critical and creative thinking Essential skills in dance? Questions • What is the significance of traditional and social dance in “Students will various cultures and historical periods? explore…” • What connections can be made between dance and other disciplines?
• The historical and cultural roots of jazz • The names and work of some major dancers and Knowledge Expectations choreographers including, but not limited to: Bob Fosse, Jack “Students will Cole, Gus Giordano, Chita Rivera know…” • The vocabulary for basic jazz technique and exercises
• Execute basic jazz technique and exercises including, but not limited to: jazz square, grapevine, kicks, leaps, jazz turns, chainés turns, pas de bourrée, chassé, ball change Skill Expectations • Learn and execute short movement phrases and a brief piece of “Students will be choreography able to…” • Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing
• In class performance of progressions (rubric) • In class performance of Jazz combination (rubric) Assessments • Jazz blog assignments
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Unit 3: Health (C3, C4) • With proper knowledge of the body's structure, dance can be a valuable form of exercise and lifelong healthy living. • Knowledge of dance history leads to a lifelong Enduring appreciation and active interest in the arts, while Understandings “Students will providing context for the study of styles of dance from understand that…” various eras and cultures • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance.
• What connections can be made between dance and healthful Essential living? Questions • What connections can be made between dance and other “Students will disciplines? explore…”
• Some background on the restrictions and physical demands placed on dancers that lead to the common health problems • The causes, symptoms, treatment options, connections to Knowledge dancers, connection to non-dancers and significance of several Expectations health-related topics including, but not limited to: Anorexia, “Students will Bulimia, Smoking, Drugs & Alcohol, and Common Injuries. know…” • Some options for Health and Wellness with dance and how dance can be used in therapeutic ways.
• Research their topic using Library, Internet, and primary resources • Create a slideshow presentation using GoogleDocs or Keynote Skill Expectations for the iPad “Students will be • Collaborate with a group able to…” • Present their research orally to their classmates using visual aids and a digital resource handout.
• Self & Group Evaluation • Teacher evaluation of presentation (rubric) Assessments
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Unit 4: Social & Theatrical Styles (C1, C3, C4) • Training in proper basic dance technique is the foundation for successful and more challenging movement. • Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. Enduring • Dance is a universal form of expression that is not limited by verbal Understandings language or geography. “Students will understand that…” • Knowledge of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance. • How do we identify and demonstrate movement elements and skills in performing the various dance style studied? • How do we apply and demonstrate critical and creative thinking skills in Essential dance? Questions “Students will • What is the significance of traditional and social dance in various cultures explore…” and historical periods? • What connections can be made between dance and other disciplines?
• The historical and cultural roots of Social Dance from the Waltz to Hip Hop, focusing in particular on 20th Century American dances. • The historical and cultural roots of Tap and Broadway Theatre Dancing. • The names and work of some major dancers and choreographers Knowledge including, but not limited to: Bill "Bojangles" Robinson, Fred Astaire, Expectations Gregory Hines, Savion Glover, Agnes DeMille, Michael Bennett, Jerome “Students will Robbins, DJ Kool Herc know…” • Recognize famous works including, but not limited to: Singing in the Rain, Tap, Bring in da Noise, Bring in da Funk, Oklahoma, West Side Story, A Chorus Line • The vocabulary for basic tap technique and exercises • Execute basic Social Dance technique including, but not limited to: Waltz, Charleston, Swing/Lindy Hop, Twist, Swim, Hustle, Electric Slide, Macarena Skill Expectations • Learn and execute short movement phrases and a brief piece of “Students will be choreography in Tap, Broadway, and Hip Hop styles. able to…” • Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing
• In class performances (rubric) Assessments • Blog assignments on multiple topics
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Unit 5: Creating & Critiquing Choreography (C1, C2, C4) • Dance exists to be shared with an audience and dancers/choreographers must have opportunities to exhibit their work, receive feedback, and revise. • Dance develops the body and mind as creative and expressive instruments. Enduring Understandings • A choreographer's creations are based on personal life “Students will experience and prior dance/movement experiences. understand that…” • Comparing and contrasting various types of dance creates a well-rounded dance student and future patron of the arts. • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance. • How do the elements of dance combine to create and communicate meaning? How do we apply and demonstrate critical and creative thinking Essential • Questions skills in dance? “Students will • What are some principles, processes, and structures for creating explore…” choreography? • How does creating and performing in the arts differ from viewing the arts?
• How to take what they have learned in this semester and combine that with previous dance and/or life experience to Knowledge create their own original choreography. Expectations “Students will • How to rehearse and polish their choreography in preparation know…” for performance.
• Create 3-4 original counts of 8 of choreography in the style their group has chosen • Learn the choreography of peers • Collaborate to merge each student's choreography into one Skill Expectations cohesive dance “Students will be • Use class preparation time responsibly able to…” • Perform this dance both in class and in front of an invited audience • Observe and provide feedback for the other group dances in class. • Self & Group Evaluation • In class performance Assessments • Performance for invited audience • Teacher evaluation of performance (rubric)
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Unit 6: History & Analysis (C3 & C4) • Dance is a universal form of expression that is not limited by verbal language or geography. • Knowledge of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures. Enduring • Comparing and contrasting various types of dance creates Understandings a well-rounded dance student and future patron of the “Students will understand that…” arts. • The practice of attending dance performances in educational and professional realms increases a dancer's exposure to choreographers, cultures, styles, traditions, and trends.
• How do the elements of dance combine to create and communicate meaning? Essential • What is the significance of traditional and social dance in Questions various cultures and historical periods? “Students will • What connections can be made between dance and other explore…” disciplines? • How does creating and performing in the arts differ from viewing the arts? • A basic history and origin of all styles of dance studied in class. • The more detailed origins, history, music, and costuming for a Knowledge style of dance they choose to research further. Expectations “Students will • The proper behavior for audience members attending a know…” performance. • How to watch dance with a critical eye • Respond verbally and in writing to video clips shown on the blog or in class • Research their topic using Library, Internet, and primary Skill Expectations resources “Students will be • Write a 4-6 page research paper following the guidelines able to…” provided for the paper and citing sources. • Meet deadlines for rough drafts and final due dates. • Write a 2-3 page critical review of a dance performance following the guidelines provided. • Research Paper (rubric) • Critical Review (rubric) Assessments • Blog assignments completed.
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Unit 1: Modern Dance History & Technique (C1, C2, C3, C4) • Training in proper basic dance technique is the foundation for successful and more challenging movement. • Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. • Knowledge of dance history leads to a lifelong appreciation and active interest in Enduring the arts, while providing context for the study of styles of dance from various eras Understandings and cultures “Students will A choreographer's creations are based on personal life experience and prior understand that…” • dance/movement experiences. • Study of the life and choreography of dance pioneers assists in the creation of original choreography. • Comparing and contrasting various types of dance creates a well-rounded dance student and future patron of the arts. • How do we identify and demonstrate movement elements and skills in performing the various dance style studied? • How do the elements of dance combine to create and communicate meaning? Essential • What is the significance of traditional and social dance in various cultures and Questions historical periods? “Students will • What are some principles, processes, and structures for creating choreography? explore…” • How does improvisation help to develop new movement ideas? • How does creating and performing in the arts differ from viewing the arts?
• The basic movements and vocabulary of modern dance technique • The contributions to modern dance development and history and the major dance Knowledge innovations made by: Isadora Duncan, Ruth St. Denis, Ted Shawn, Martha Graham, Expectations Doris Humphrey, Merce Cunningham, Alvin Ailey, Paul Taylor, and Twyla Tharp. “Students will • The iconic movements, poses, and/or characteristics of their assigned know…” choreographer.
• Execute basic modern dance technique and elements. • Learn and execute short movement phrases and a brief piece of choreography • Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing • Research their topic using Library, Internet, and primary resources Skill Expectations • Write a 4-6 page research paper following the guidelines provided for the paper “Students will be able to…” and citing sources. • Meet deadlines. • Create a slideshow presentation using GoogleDocs or Keynote for the iPad • Collaborate with a group to create presentation and choreograph dance. • Choreograph a dance recreating the style of their assigned choreographer. • In class performance of learned choreography and technique (rubric) Assessments • Group presentation on assigned choreographer (rubric) • Group performance of Choreographer Dance (rubric) ______DANCE 1B______Course Title
Unit 2: Choreography Practice (C1, C2, C4) • Dance exists to be shared with an audience and dancers/choreographers must have opportunities to exhibit their work, receive feedback, and revise. • Dance develops the body and mind as creative and expressive instruments. Enduring • Improvisation is important in the expression of higher level and divergent Understandings thinking and problem solving. “Students will understand that…” • A choreographer's creations are based on personal life experience and prior dance/movement experiences. • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance. • How do the elements of dance combine to create and communicate meaning? • How do we apply and demonstrate critical and creative thinking skills in Essential dance? Questions • What are some principles, processes, and structures for creating “Students will choreography? explore…” • How does improvisation help to develop new movement ideas? • How does creating and performing in the arts differ from viewing the arts?
• The Elements of Dance - Body, Action, Space, Time, Energy • The process of creating dance Knowledge Expectations • Multiple sources of inspiration “Students will • How to use their existing dance technique and life experiences to create know…” dance and communicate meaning. • How to reflect on a creation, collect feedback, and revise the work. • Create choreography pieces using various forms of creative direction and inspiration including, but not limited to: Imagery, Poetry, Physical Limitation, Props, Location, and Music Skill Expectations “Students will be • Perform that choreography in class and receive feedback able to…” • Choose one piece to refine and present in to an invited audience. • Learn and perform in the choreography projects of classmates • Provide classmates with constructive feedback about their dances. • In class performances of choreography (rubric) Assessments • Self-evaluation of choreography • Final performance of choreography for invited audience
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Unit 3: Critical Analysis (C4) • Comparing and contrasting various types of dance creates a well-rounded dance student and future patron of the arts. • The practice of attending dance performances in educational and Enduring professional realms increases a dancer's exposure to choreographers, Understandings “Students will cultures, styles, traditions, and trends. understand that…” • Evaluation and self-evaluation are critical components for improving and appreciating the aesthetics of a performance.
• How do the elements of dance combine to create and communicate meaning? Essential • How do we apply and demonstrate critical and creative thinking skills in Questions dance? “Students will • What connections can be made between dance and other disciplines? explore…” • How does creating and performing in the arts differ from viewing the arts?
• The proper behavior for audience members attending a performance. Knowledge • How to watch dance with a critical eye Expectations • The historical context for why a dance or choreographer is significant to our “Students will study know…”
• Provide classmates with constructive feedback about their dances. Skill Expectations • Respond verbally and in writing to video clips shown on the blog or in class “Students will be • Write a 2-3 page critical review of two dance performances following the able to…” guidelines provided.
• Blog Assignments Assessments • Self and Group Evaluations • Critical Reviews of Performances