Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or 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:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Find a solution to a movement problem by manipulating the elements of dance.

Examples: Perform a dance phrase using three different levels.

Perform a dance phrase that alters the timing of the movement.

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:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Plan
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Expand movement possibilities by utilizing choreographic devices.

Example: Create a trio from a solo by performing movements in a three-part canon.

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:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Create a dance study that expresses and communicates a main idea and discuss the reasons for 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:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Revise
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study.

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:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

Example: Draw a formation or pathway of dancers using symbols.

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:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Performing
Express
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Make static and dynamic shapes using a focus on positive and negative space.

Example: Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).

Create a sculpture by filling in the negative space created by a partner.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Recognize and respond to changes in time as they occur in dance and music.

Example: Use a variety of percussive instruments and sounds to respond to even and uneven rhythms.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Analyze and describe the qualities of movement and phrases created by the use of energy and dynamic changes.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Embody
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate fundamental dance skills and movement qualities when replicating and recalling directed patterns and sequences of movements.

Examples: Alignment, coordination, balance, core support, and kinesthetic awareness.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Explain effective ways to extend movement range, increase body strength, and develop endurance.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Coordinate performance timing with other dancers by utilizing cues from each other and responding to production elements.

Examples: Enter stage after eight counts of music, or wait until lights go up for bow.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Present
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Plan how to establish a formal performance space from an informal setting.

Examples: Gym, studio, or park.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance.

Example: View a dance under different lighting and select the most effective lighting design.

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:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Responding
Analyze
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify patterns of movement that illustrate style or intent in dance works.

Example: View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.

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 illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Explain how dance styles differ within a genre or within a cultural movement practice.

Examples: Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.

Explain the differences between East African dance and West African 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 illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Interpret
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Explain how specific context cues from movement relate to the main idea of the dance, using basic dance terminology.

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 illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Critique
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Explain why movement choices from dances of specific genres, styles, or cultures are appropriate in a specific dance.

Example: Explain why facial expressions are essential in Indian Classical dance.

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 illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Relate the main idea or content in a dance to other experiences and explain how the main idea of a dance is similar to or different from one's own experiences, relationships, ideas, or perspectives.

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:
  • Connect ideas in dance to personal experiences.
  • Elements of Dance
  • Improvisation
  • Choreography
  • Communicate for a specific purpose.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Utilize the similarities between the writing process and the choreographic process to create a dance.
  • Attend a presentation (in the community or at a school assembly) that includes dance, and then explain the role of dance in the production.
  • Perform a dance influenced by the Selma Civil Rights March to communicate one's understanding of Alabama state history.
  • Demonstrate how dance impacts choices made in the community.
  • Compare and contrast an American contra dance and a Middle Eastern circle dance.
  • Explain the origins and development of ballet in Europe.
  • Explain the use of strong and delicate energy in work-related activities, such as carpentry or the culinary arts.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Select key aspects about a topic and choreograph movements that communicate the information.

Example: Research the water cycle using multiple sources of references and create movement that models the phases.

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:
  • Connect ideas in dance to personal experiences.
  • Elements of Dance
  • Improvisation
  • Choreography
  • Communicate for a specific purpose.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Utilize the similarities between the writing process and the choreographic process to create a dance.
  • Attend a presentation (in the community or at a school assembly) that includes dance, and then explain the role of dance in the production.
  • Perform a dance influenced by the Selma Civil Rights March to communicate one's understanding of Alabama state history.
  • Demonstrate how dance impacts choices made in the community.
  • Compare and contrast an American contra dance and a Middle Eastern circle dance.
  • Explain the origins and development of ballet in Europe.
  • Explain the use of strong and delicate energy in work-related activities, such as carpentry or the culinary arts.
Relate
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Explain how and why a dance originates from a culture, society, historical period, or community.

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:
  • Connect ideas in dance to personal experiences.
  • Elements of Dance
  • Improvisation
  • Choreography
  • Communicate for a specific purpose.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Utilize the similarities between the writing process and the choreographic process to create a dance.
  • Attend a presentation (in the community or at a school assembly) that includes dance, and then explain the role of dance in the production.
  • Perform a dance influenced by the Selma Civil Rights March to communicate one's understanding of Alabama state history.
  • Demonstrate how dance impacts choices made in the community.
  • Compare and contrast an American contra dance and a Middle Eastern circle dance.
  • Explain the origins and development of ballet in Europe.
  • Explain the use of strong and delicate energy in work-related activities, such as carpentry or the culinary arts.