Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
1) Compare a variety of prompts and make selections to expand movement vocabulary and artistic expression.

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
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation
Skill Examples:
  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
2) Identify and practice various movement vocabularies designed to transfer ideas into choreography.

Examples: fall and recover, pop and lock, contract and release

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
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation
Skill Examples:
  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Plan
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
3) Develop a dance study that supports artistic intent through exploration of choreographic devices and explain the goal or purpose of the dance.

Example: Use inversion to create a dance about opposition.

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
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation
Skill Examples:
  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
4) Identify artistic criteria to choreograph a dance study that communicates personal or cultural meaning and evaluate why some movements are more effective than others.

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
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation
Skill Examples:
  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Revise
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
5) Use collaboratively-developed artistic criteria to revise dance compositions, and explain reasons for revisions and how choices were made related to artistic intent.

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
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation
Skill Examples:
  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
6) Illustrate a dance sequence through two different mediums, including writing, symbols, or a form of media technology.

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
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation
Skill Examples:
  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Performing
Express
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
7) Refine partner and ensemble skills in spatial design and the ability to judge distance.

Examples: Establish diverse pathways, levels, and patterns in space.

Convert inward focus to outward focus for projecting out to far space.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
8) Vary the timing and dynamics of a dance phrase by using sudden and sustained movements with accented and unaccented beats.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
9) Use energy for initiation and dynamic expression while distinguishing between bound and free-flowing movement.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Embody
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
10) Demonstrate technical dance skills to change direction, levels, body facing, pathways, elevation and landings, extensions of limbs, and movement transitions.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
11) Apply basic anatomical knowledge and spatial awareness to prepare for warm-ups and dancing.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
12) Solve movement problems within a dance collaboratively by testing options and identifying what works and does not work.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Present
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
13) Use performance etiquette to recognize performance needs, adapt movement to performance areas, and accept notes from choreographer, making post-performance corrections as needed.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
14) Use production terminology to compare and contrast possible production elements that would intensify and heighten artistic intent of the work, and explain reasons for the decisions.

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:
  • Spatial Design
  • Spatial Awareness
  • Dynamics
  • Dance phrase
  • sustained and percussive
  • Energy: bound and free-flowing
  • Embody
  • technical dance skills
  • anatomical knowledge
  • injury prevention and safety
  • problem solving
  • Performance etiquette
  • Production terminology
  • Production elements
  • Artistic intent
Skill Examples:
  • Establish diverse pathways, levels, and patterns in space.
  • Convert inward focus to outward focus in an effort to project from the stage.
  • Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
  • Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
  • Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
  • Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
  • Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
  • Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
  • Discuss and identify performance etiquette guidelines.
  • Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
  • Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
  • List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.
Responding
Analyze
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
15) Determine meaning or artistic intent from the patterns of movement in a dance work.

Example: Rippling or back and forth actions in body parts and spatial design in Alvin Ailey's Wade in the Water.

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:
  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance
Skill Examples:
  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
16) Use genre-specific terminology to explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices.

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:
  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance
Skill Examples:
  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.
Interpret
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
17) Explain how the artistic expression of a dance communicates the intent through elements of dance, technique, and context.

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:
  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance
Skill Examples:
  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.
Critique
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
18) Compare artistic intent, content, and context from dances to examine the characteristics of genre, style, or cultural movement practices.

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:
  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance
Skill Examples:
  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
19) Describe differences and similarities of movement qualities observed in specific genre.

Example: Describe the difference in the qualities of a fondue and a frappe.

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:
  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
20) Use a variety of resources to research a social topic of great interest and use the information to create a dance study that expresses a specific point of view on the topic.

Example: Inappropriate use of social media, bullying, friendships, self-esteem, body shaming, philanthropy.

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:
  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.
Relate
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
21) Demonstrate how the movement qualities of a dance communicate its cultural, historical, and/or community purpose or meaning.

Example: Research a Native American ritual dance.

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:
  • Genre-specific dance terminology
  • Movement vocabulary
  • Dance movement principles
  • Theme
  • Dance study
  • Evaluative criteria
  • Artistic intent
  • Choreography
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Learn dances from three genres; then, when the class is divided into groups, work with one's group to observe and comment on the different qualities of each dance.
  • Use the elements of dance and principles of choreography/ composition to construct, explain (using the vocabulary of dance), and perform movements.
  • Listen as the teacher plays recorded music from different genres. After learning some terminology and techniques from that genre, improvise some dance movements for each piece of music.
  • Discuss hip-hop dance and how African American music/ dance relates to the Civil Rights Movement. Choreograph a dance to commemorate the civil rights movement.
  • Observe and discuss how the technique and styles of choreographers differ (i.e., comparing Martha Graham and José Limon).
  • Differentiate between the theatrical/ artistic purpose of a post-modern dance and the archival purposes of a cultural narrative dance that has been passed down.
  • Research "coming of age" rituals and choreograph a dance to highlight universal aspects of that theme.