Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Improvise movements with a variety of self-identified prompts.

Examples: music/sound, text, objects, images, notation, observed dance experiences

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select and demonstrate a movement solution for a given movement problem.

Example: Find a way to travel across the floor only on a low level.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Plan
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Revise
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Support choices for revisions based on feedback to improve a short dance study.

Examples: Peer feedback or instructor feedback.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase
Skill Examples:
  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.
Performing
Express
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Perform movement sequences in and through space with intention and focus on positive and negative space.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Perform improvised movements with or against tempos and rhythms in music or sound.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Change the degree of energy used in movement to heighten the effect of intent.

Example: Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Embody
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Replicate body shapes, movements, qualities, and movement patterns in a dance sequence with awareness of body alignment.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Change levels, directions, and pathway designs safely in a dance phrase while coordinating with a partner or other dancers.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Apply constructive instructor or peer feedback to improve dance skills in a learned group dance.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Present
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Use stage directions to identify main areas of a performance space.

Example: Travel from downstage right to upstage left.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Expand the impact of dance by adding production elements.

Examples: Costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • Production elements
Skill Examples:
  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.
Responding
Analyze
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify patterns of movement that enhance movement phrasing.

Example: Identify recurring movements in Swan Lake.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.
Skill Examples:
  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Compare and contrast a variety of dance genres.

Example: Identify similarities and differences between ballet and modern dance.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.
Skill Examples:
  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.
Interpret
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Identify specific context cues from movement that relate to the main idea of the dance using basic dance terminology.

Example: Interpret a dance as sad because all of the movements are heavy and sustained.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.
Skill Examples:
  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.
Critique
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Use basic dance terminology to identify the qualities of movement observed or performed in a specific genre, style, or cultural movement practice.

Example: Ballet uses bound movements of the torso with free movements performed by the arms and legs.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • Identify patterns of movement to improve dance phrase.
  • Compare and contrast a variety of dance genres or styles.
  • Utilize dance terminology.
  • Identify movement relating to main idea.
  • Identify qualities of movement in genre: specific, style, or cultural dance.
Skill Examples:
  • Explore and perform a variety of canons that include patterns of movement.
  • Identify recurring movements in Swan Lake.
  • Compare and contrast ballet and tap dance styles, focusing on the quality of movement in each style.
  • Compare and contrast modern dance and ballet, focusing on contract with the floor.
  • Create a dance phrase that tells a popular nursery rhyme and identify the movements using simple dance terminology.
  • Interpret a dance as sad because all of the movements are heavy and sustained.
  • View a live or recorded cultural dance and list the different qualities of movement [i.e., slash, punch, float, sink (Labon efforts)].
  • Discuss how ballet uses bound movements of the torso with free movements performed by the arms and legs.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Compare the relationships expressed in a dance to other relationships.

Examples: near/far, over/under, around/through, friends/enemies

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of dance
  • Compare dance relationships to non-dance relationships.
  • Connect dance to written and oral skills.
  • Relate dance to culture, society, and community characteristics and values.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Identify appropriate/ inappropriate touch in a dance and compare to other context such as working with friends in a school setting or with siblings at home.
  • Identify the beginning, middle, and end of compositions of dance and music.
  • Isolate and move fractional sections of the body (half, quarter, and whole).
  • Identify purposes of dance, for instance, to tell a story, build community, demonstrate a ritual, experience social interactions, or showcase movement for its own sake.
  • Identify smooth and/or sharp movement within a folk dance.
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Present research about a key aspect of a dance in oral, written, or movement form.

Example: Collect information from classmates about why they like to dance and perform a dance that includes all the feelings that were expressed.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of dance
  • Compare dance relationships to non-dance relationships.
  • Connect dance to written and oral skills.
  • Relate dance to culture, society, and community characteristics and values.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Identify appropriate/ inappropriate touch in a dance and compare to other context such as working with friends in a school setting or with siblings at home.
  • Identify the beginning, middle, and end of compositions of dance and music.
  • Isolate and move fractional sections of the body (half, quarter, and whole).
  • Identify purposes of dance, for instance, to tell a story, build community, demonstrate a ritual, experience social interactions, or showcase movement for its own sake.
  • Identify smooth and/or sharp movement within a folk dance.
Relate
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Explain how movements in a dance from a culture, society, or community communicate its characteristics and values.

Example: Explain how the hand movements in Hawaiian dance create meaning.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Elements of dance
  • Compare dance relationships to non-dance relationships.
  • Connect dance to written and oral skills.
  • Relate dance to culture, society, and community characteristics and values.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Identify appropriate/ inappropriate touch in a dance and compare to other context such as working with friends in a school setting or with siblings at home.
  • Identify the beginning, middle, and end of compositions of dance and music.
  • Isolate and move fractional sections of the body (half, quarter, and whole).
  • Identify purposes of dance, for instance, to tell a story, build community, demonstrate a ritual, experience social interactions, or showcase movement for its own sake.
  • Identify smooth and/or sharp movement within a folk dance.