Grade 8 Course at a Glance 2020-2021

Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) Unit 1 4 lessons P21 Life and Career Skills: • In this unit, students will • How do my personal Summative Assessments: Etiquette and Adapt to varied roles, job identify proper virtual decisions and choices • Students will demonstrate Class responsibilities, schedules and dance classroom impact my classmates? proficiency in Expectations *Infused contexts etiquette. • Why is dance etiquette classroom etiquette throughout all throughout Work effectively in a climate of • Students expectations and necessary in the units. the course* ambiguity and changing daily class practices will development of the priorities be explained for a structure of a class? Formative Assessments should include: Incorporate feedback proficient learning • Discussions on dance etiquette effectively experience. Deal positively with praise, setbacks, and criticism Know when it is appropriate to listen and when to speak Unit 2 4 lessons MFA Dance Standards: • In this unit, students will • Who am I as a dancer? Summative Assessments: Personal Re9A: Create, analyze, and identify and analyze • Goal Setting for the Year Development: apply criteria for making various body types and • How do the choices I Decision aesthetic judgments in dance. how that impacts one’s make affect those around Formative Assessments should include: Making image and perception of me? • Class discussions Pr5D: Display knowledge and who they are as a dancer. • Exit Tickets execution of performance • Students will identify • How do I make good • Personal reflections competencies in dance stressors in their life and decisions to keep myself address decision making. healthy? Literacy Develop original movement that is driven by an intent or stimuli. Unit 3 4 lessons MFA Dance Standards: In this unit, students will • How do I want others to Summative Assessments: Personal Cr1A: Use movement explore relationships and perceive me as a dancer? • Role Model Assessment Development: vocabulary and a positive dance role Presentation Building terminology to create and model. • Why are positive • Self-Development Portrait Relationships articulate work with artistic • Students will explore relationships with my Solo and Self intent. personal approach classmates important as it Development challenges and create a relates to dance? Formative Assessments should include: Cr2A: Use fundamentals of self-development portrait • Class discussions composition to create dance in that identifies themselves • Why is staying true to • Exit Tickets a variety of forms and explain through movement. ones identity important as • Teacher given feedback reasons for movement choices you develop as a dancer? • Rough draft solo presentations and organization.

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Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) Re8A: Using dance terminology, explain how artistic intent is achieved through the use of the elements of dance, technique, and intent.

Pr5D: Display knowledge and execution of performance competencies in dance Unit 4 4 lessons MFA Dance Standards: • In this unit, students will • Why is it important to Summative Assessments: Hip Hop: review the historical understand the origins of • Breakdance: 1970s vs 2000s Breakdance Cr1A: Demonstrate the ability components of break Hip Hop? Assessment Old School vs to use improvisation, perceptual dance skills. • Dance Battle Movement Task New School skills, and a variety of stimuli • Students will compare • How does old school Assessment to create and perform a dance. and contrast breakdance break dance differ from sequences from the 1970s new school break dance? Formative Assessments should include: Cr2B: Determine and apply and the 2000s. • Movement exploration artistic criteria to create dance • Create a movement and evaluate its artistic sequences based on the • What perceptions are • Movement exploration effectiveness. hip hop movements already made when popping and locking through the decades. thinking of dance bottles? • Identifying and reviewing the Literacy: • Students will examine history of break dance Provide feedback to self and and identify the • Compare and contrast (Venn others. components of a dance diagrams) old school versus battle. new school break dance

P21 Life and Career Skills: • Dance Battle rounds Deal positively with praise, documentation chart setbacks, and criticism. Unit 5 4 lessons MFA Dance Standards • In this unit, students will • How does the media Required Summative Assessments Hip Hop: identify and highlight the influence the general • Hip Hop Positive Advertisement Social Justice Re7B: Describe movement perception of hip hop public’s perception of hip characteristics of multiple dance. hop dance? Formative Assessments should include: genres, cultures, and styles as • Students will identify and • Journaling: perceptions of hip hop they relate to choreographic describe the positive and • How do advertisements dance. intent. negative perceptions of influence decision • Compare and contrast Commercial hip hop dance in today’s making? vs Mainstream Hip Hop. society.

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Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) Re9A: Create, analyze, and • Students will compare • Why are hip hop dance apply criteria for making and contrast and other dance styles aesthetic judgments in dance. commercialized and such as perceived mainstreaming hip hop. differently? Literacy: • Identify how other Provide feedback to self and cultures relate or others compare to hip hop dance.

Unit 6 8 lessons MFA Dance Standards: • In this unit, students will • Are simple, everyday Summative Assessments: Modern: review the fundamentals movements considered • Family Tree History and Pr4A: Increase movement and modern dance dancing? Why or why Assessment Technique vocabulary and using BEST vocabulary. not? and compare and contrast with • Students will review Formative Assessments should include: a variety of genres and styles. modern dance history • How is modern dance • Modern Dance vocabulary quiz researching pioneers such tied to its family tree? • Movement exploration: spirals Pr5A: Embody technical dance as but not limited to: • Movement exploration: pedestrian skills to replicate, recall, and Isadora Duncan, Loie movements execute dance . Fuller, Ted Shawn, Ruth • How have the many • Movement exploration: techniques St. Denis, Doris pioneers of modern of Modern Dance (Humphrey, Pr 5D: Display knowledge and Humphrey, Martha dance help to shape Dunham, Limon, and Horton) execution of performance Graham, Merce modern dance? • Creation of a set class warm up competencies in dance. Cunningham, Alvin • Performance based task assessment

Ailey, Katherine • How do the different Re9A: Create, analyze, and Dunham, Jose Limon, styles of modern dance apply criteria for making Talley Beatty. help to develop strength, aesthetic judgments in dance • Students will explore coordination, flexibility, different styles of modern and technique? Literacy: dance but not limited to: Develop and identify Graham, Humphrey, movement intent Limon, and Horton. Unit 7 6 lessons MFA Dance Standards • In this unit, students will • Does dance work when Summative Assessments: Modern: continue to explore performed in non- • Chance Dance Project Composition Cr1A: Demonstrate the ability modern dance technique. traditional venues and • Pedestrian Movement Pattern Study to use improvisation, perceptual • Students will be led when chance is a part of skills, and a variety of stimuli through a movement the performance? Why Formative Assessments should include: to create and perform dance. exploration emphasizing or why not? • Modern Dance vocabulary quizzes spirals. • Movement explorations check ins

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Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) Cr1B: Use movement • Students will examine • Why is giving and • Journaling on the choreographic vocabulary and dance and explore movement receiving effective process terminology to create and patterns centered on feedback critical in articulate work with artistic pedestrian movements. dance performance? intent. • Students will investigate the mechanics and Cr 2B: Determine and apply principles behind Merce • How can we refine our artistic criteria to create dance Cunningham’s technique understanding of the and evaluate its artistic called “chance dance” movements associated effectiveness. with modern dance?

Re7A: Describe and demonstrate patterns of movement and their to context and choreographic intent.

Literacy: Choreography in the style of a given choreography, genre, period. Etc.

P21 Life and Career Skills: Deal positively with praise, setbacks, and criticism. Unit 7 6 lessons MFA Dance Standards • Students will be able to • What does performance Summative Assessments: Modern: create a short movement quality mean? • Modern Short Movement Study Composition Pr5C: Collaborate with peers to study (individually or Showing determine and document small group) applying all • What are the benefits of Formative Assessments should include: strategies for enhancing the modern dance collaborating with • Rough drafts showings *END OF performance accuracy. concepts learned. others? • Peer feedback QUARTER • Students will practice • Self-feedback OR Literacy: giving effective feedback • Reflections SEMESTER Develop original movement and students will assess • What plays a major role PROJECT* that is driven by an intent or their performance connecting steps stimuli. individually. together?

• Does there always have to be a story line when Baltimore County Public Schools Office of Music and Dance Education Page 4 of 10 8/6/2020 Grade 8 Dance Course at a Glance 2020-2021

Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) performing choreography?

Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) Unit 8 4 lessons MFA Dance Standards In this unit, students will • Where do you see jazz or Summative Assessments: History of review and analyze the history musical theater dance • Jazz Dance Timeline Jazz Dance Re7B: Describe movement of jazz dance and musical being performed? characteristics of multiple theater. Formative Assessments should include: genres, cultures, and styles as • Students will be • How has jazz dance • Exit tickets based on the history of they relate to choreographic immersed in the musical evolved from its African jazz intent. theater side of jazz dance. roots to the late 20th

• Explore the components century? Re8A: Using dance of musical theater dance terminology, explain how as it relates to dance. artistic intent is achieved • through the use of the elements Students will explore • What performing arts of dance, technique, and intent. dancers and genres are visible or choreographers but not utilized in musical theater Literacy: limited to: Gene Kelly, productions? Develop and identify movement Jerome Robbins, Bob intent. Fosse, Bill Robinson, The Nicholas Brothers Unit 9 6 lessons MFA Dance Standards In this unit, students will • What other styles of Summative Assessments: Jazz Dance review all the fundamental dance is infused in jazz • Jazz Dance Combination Technique Pr4A: Increase movement technical components of jazz dance? vocabulary and using BEST dance. • How do you know the Formative Assessments should include: and compare and contrast with • Students will demonstrate difference between jazz • Daily warmups a variety of genres and styles. and approach each step dance and musical theater • Performance based task

correctly with efficiency dance? assessment Pr5D: Display knowledge and and delivery. • How does music play a execution of performance • Students will identify and competencies in dance. role in jazz or musical demonstrate intermediate theater dance? jazz steps. Literacy: Demonstrate evidence of creativity, innovation, Baltimore County Public Schools Office of Music and Dance Education Page 5 of 10 8/6/2020 Grade 8 Dance Course at a Glance 2020-2021

Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) collaboration, problem-solving, • Students will be and communication in created introduced to new jazz movement. steps. • Students will gain both and

performance skills that

will be taught through a series of dance combinations. Unit 10 4 lessons MFA Dance Standards In this unit, students will • How did Bob Fosse Summative Assessments: Jazz Dance: Cr1A: Demonstrate the ability explore musical theater change the look of jazz • Resume Builder – Mock Musical to use improvisation, perceptual looking at various dancers and dance in musical theater? Broadway audition Theater skills, and a variety of stimuli to choreographers. create and perform dance. • Students will explore • Where do you see jazz or Formative Assessments should include:

and demonstrate Bob musical theater dance • Research analysis on Bob Fosse Cr2B: Determine and apply Fosse style of jazz being performed? • Research other famous musical artistic criteria to create dance dance. theater choreographers from other and evaluate its artistic • Students will analyze cultures effectiveness. and explore the use • Where do you see jazz or of props. Literacy: musical theater dance Create a movement study, developing into the next phrase, or composition. few years?

P21 Life and Career Skills: Create new and worthwhile ideas. Unit 11 4 lessons MFA Dance Standards: In this unit, students will be • How does personal style Summative Assessments: Jazz Dance Cr1A: Demonstrate the ability able to create a movement influence choreography? • Jazz Stylized Tutorial Performance to use improvisation, perceptual study individually applying Assessment Task skills, and a variety of stimuli to their knowledge of jazz dance • Based on who you are as create and perform dance. and musical theater technique a dancer, what Formative Assessments should include: to personal style. contributions would you • Peer feedback Cr1B: Use movement • Students will develop a make to jazz dance? • Self-feedback vocabulary and dance unique step that

terminology to create and personifies their own articulate work with artistic style. intent Baltimore County Public Schools Office of Music and Dance Education Page 6 of 10 8/6/2020 Grade 8 Dance Course at a Glance 2020-2021

Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order)

Pr4A: Increase movement vocabulary and using BEST and compare and contrast with a variety of genres and styles.

Pr5D: Display knowledge and execution of performance competencies in dance.

Co10A: Connect the concepts of a variety of with personal perspectives

Literacy: Choreograph in the style of a given choreographer, genre, period, etc. Unit 12 4 lessons MFA Dance Standards In this unit, students will • How do you demonstrate Summative Assessments: Ballet: analyze the historical self-awareness and • Ballet Companies Research History Re7B: Describe movement background of ballet dance. discipline in ballet? Project include companies but characteristics of multiple • Students will analyze not limited to: National Ballet genres, cultures, and styles as important dancers of Cuba, Dance Theater of they relate to choreographic and choreographers • Why is precision Harlem, American Ballet intent. but not limited to: important in ballet? Theater

George Balanchine, Re8A: Using dance Arthur Mitchell, • What movement qualities Formative Assessments should include: terminology, explain how Robert Joffrey, are specific to ballet • Ballet history quizzes artistic intent is achieved compared to other genres through the use of the elements Twyla Tharp, Alicia • Ballet history timelines of dance? of dance, technique, and intent. Alonso. Unit 13 6 lessons MFA Dance Standards • Students will review all • How does proper Summative Assessments: Ballet: the fundamental alignment affect dance • Ballet Center Combination Technique Pr5D: Display knowledge and principles and performance? Assessment Task execution of performance connections of ballet • Ballet Petit Allegro Combination competencies in dance. dance. • How can you connect Assessment Task

• Students will identify and ballet movements demonstration several Formative Assessments should include:

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Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) intermediate barre together using correct • Vocabulary Quizzes phrases. placement? • In class movement assessment • Introduction of new vocabulary words • Students will identify and demonstrate an adagio combination in the center • Students will identify and demonstrate a petite allegro phrase in the center that includes ballet jumps.

Unit 14 4 lessons MFA Dance Standards • Students will be able to • What can a dancer do to Summative Assessments: Ballet: create a short ballet refine and reflect on • Short Ballet Combination Presentation Cr2B: Determine and apply combination (teacher their progress? artistic criteria to create dance discretion) individually, Formative Assessments should include: and evaluate its artistic with a partner, or in a • How can performance • Rough draft showing effectiveness. small group applying all quality be improved • Peer feedback

the terminology that was even with a structured • Performance based task assessment Pr5D: Display knowledge and used. execution of performance style of dance such as competencies in dance. ballet?

Literacy: Create a movement study, phrase, or composition.

P21 Life and Career Skills: Create new and worthwhile ideas. Unit 15 8 lessons MFA Dance Standards • Students will compare • How can a dancer Summative Assessments: Composition and contrast asymmetrical change a piece of • Student Choreography Final Cr2B: Determine and apply versus symmetrical choreography without Project *END OF artistic criteria to create dance movement. losing its original COURSE and evaluate its artistic • Students will explore phrase? Formative Assessments should include: PROJECT* effectiveness. various gestures • Peer feedback

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Units (in Duration Assessed sequential Big Ideas Essential Questions Assessments Standards order) Pr4A: Increase movement • Students will be able to • How does the structure • Self-reflection vocabulary and using BEST define and identify theme of a dance affect its • Teacher provided feedback and compare and contrast with and variation meaning/intent? • Rough draft showings a variety of genres and styles. compositional structure. • Gesture movement study • Students will create a • How do you evaluate a Pr5C: Collaborate with peers to criteria for creating piece of choreography? determine and document choreography and present strategies for enhancing

performance accuracy. their final presentations. • Understanding the design • How do you critique and Pr5D: Display knowledge and of a dance to develop provide effective execution of performance one’s own composition. feedback to a piece of competencies in dance. choreography?

Literacy: Create a movement study, phrase, or composition.

P21 Life and Career Skills: Create new and worthwhile ideas.

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Maryland Fine Arts Standards for Dance

Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Anchor Standard 2: Organize and develop artistic ideas and work. Anchor Standard 3: Refine and complete artistic work. Performing/Presenting: Anchor Standard 4: Analyze, interpret, and select artistic work for presentation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation Anchor Standard 6: Convey meaning through the presentation of artistic work. Responding: Anchor Standard 7: Perceive and analyze artistic work. Anchor Standard 8: Interpret intent and meaning in artistic work. Anchor Standard 9: Apply criteria to evaluate artistic work. Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

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