Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Develop choreography using a variety of prompts through relating similar or contrasting ideas.

Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.

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
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study
Skill Examples:
  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Demonstrate various codified movement vocabularies to express an artistic intent in choreography and explain the choices made using genre-specific dance terminology.

Example: Ballet - bourré to depict fairies floating in the air.

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
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study
Skill Examples:
  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.
Plan
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Create a dance study with a clear artistic intent using a variety of choreographic devices, and state the reasons for movement and device 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
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study
Skill Examples:
  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Develop artistic criteria to choreograph a dance study that communicates personal or cultural meaning and justify how the artistic criteria serve to communicate the meaning of the dance.

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
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study
Skill Examples:
  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.
Revise
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Apply feedback and self-reflection to revise a dance and explain how the changes clarify artistic intent.

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
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study
Skill Examples:
  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Research a recognized system used to document a dance sequence by using words, symbols, or media technologies.

Examples: Labanotation or Classical Ballet terminology.

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
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study
Skill Examples:
  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.
Performing
Express
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Incorporate body design from different dance genres and styles by strengthening knowledge of movement vocabulary of floor and air pattern designs.

Example: Grande Allegro.

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Use timing, accents, and variations within a phrase to vary the durational approach in dance phrasing by adding interest kinesthetically, rhythmically, or visually.

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Use the dance element of energy to describe specific movements from a variety of genres or styles, and determine what dancers must do to perform them clearly.

Examples: A jazz walk should be free and accented. A ballet waltz should be lyrical and soft.

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Embody
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Identify healthful practices and sound nutrition in dance activities and everyday life, and identify how personal choices enhance performance.

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Interpret knowledge of human anatomy to understand physical developmental stages in technical skills.

Examples: Functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/range of motion.

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Develop group performance expectations through observations and analyses by collaborating with peers to practice and refine dances.

Example: View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Present
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Maintain journal documenting changes and adaptations to movements in performance areas and apply feedback and corrections to future performances.

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Use production terminology to explain how production elements would be handled differently in unique dance performance settings and venues.

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:
  • genre
  • styles
  • movement vocabulary
  • variations
  • use of energy
  • kinesthetic understanding of multiple genres or styles of dance
  • embody
  • healthy practices
  • alignment
  • kinesthetic awareness
  • performance goals and expectations
  • performance journal
  • production terminology
Skill Examples:
  • Demonstrate proper execution of a Grande Allegro phrase.
  • Create a movement phrase (or practice a learned dance phrase) and manipulate timing to create 3 variations of the phrase using accumulation, repetition, augmentation and diminution to change the length of the phrase.
  • Identify descriptions of energy in requested movements a jazz walk should be free and accented, but ballet waltz should be lyrical and soft.
  • Maintain a food log for 4 days with each meal comparing levels of energy 30 minutes prior, also logging sleep practice. At the end of the week discuss which times energy was low and sluggish and how to make better choices to fuel life and activities.
  • Demonstrate functional alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement, weight shifts, or flexibility/ range of motion in a variety of dance genres.
  • Identify muscular and skeletal components of proper alignment in an arabesque vs first position.
  • View live and recorded professional dancers and collaboratively develop group performance expectations based on information gained from observations.
  • Document rehearsal changes and feedback in a self-assessment journal or personal rehearsal journal.
  • View a professional dance with elaborate lighting or props. As a group, discuss and determine what changes to production elements would be needed to present the piece in a different setting and still keep the artistic intent. Multiple groups could watch and present a plan for different pieces then present findings to the class.
Responding
Analyze
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Compare and contrast recurring patterns of movement and their relationships in dance.

Example: Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.

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:
  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre
Skill Examples:
  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Use genre-specific terminology to compare and contrast how the elements of dance are used in a variety of genres, styles, or cultural movement practices.

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:
  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre
Skill Examples:
  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Interpret
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Explain how the artistic expression of various dances is achieved through the elements of dance technique, context, and production elements.

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:
  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre
Skill Examples:
  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Critique
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Develop artistic criteria to critique a dance by discussing the characteristics and artistic intent from a genre, style, or cultural movement practice.
Example: Collaborate to create a rubric to identify the elements of dance used to create intent.

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:
  • Compare movement patterns' relationships to dance.
  • Genre-specific terminology
  • Cultural movement practices
  • Dance Technique
  • Production elements
  • Context Cues
  • artistic criteria
  • Artistic Intent
  • Genre
Skill Examples:
  • Compare the minimalism and repetition used in Laura Dean's Infinity in relation to Petipa's Entrance of the Shades in La Bayadere.
  • Use a Venn diagram to compare and contrast the elements of dance in two different dance styles or genres.
  • Brainstorm props, lighting design and costuming for a dance.
  • Discuss what style of dance would be best suited for a dance about war.
  • Collaborate to create a rubric to identify the elements of dance used to create intent.
  • Articulate the differences between works by different choreographers by referencing their historical or cultural contexts.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Compare and contrast the movement characteristics and qualities found in a variety of dance genres to personal unique movement characteristics and qualities.

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:
  • Aesthetics
  • Elements of Dance
  • Genres
  • Artistic Expression
  • Movement phrase
  • Dance study
  • Choreography
  • Genre
  • Style
  • Genre-Specific Terminology
  • Similarities and differences
  • Artistic Intent
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
  • Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Research the roaring twenties to create a movement study depicting the style of dance during that era.
  • Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
  • Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Research a historical dance genre or style and use knowledge gained to create a movement study that evokes the genre or style, then share the study with peers as part of a lecture demonstration that tells the story of the historical journey of the chosen genre or style.

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:
  • Aesthetics
  • Elements of Dance
  • Genres
  • Artistic Expression
  • Movement phrase
  • Dance study
  • Choreography
  • Genre
  • Style
  • Genre-Specific Terminology
  • Similarities and differences
  • Artistic Intent
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
  • Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Research the roaring twenties to create a movement study depicting the style of dance during that era.
  • Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
  • Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.
Relate
Arts Education (2017)
Grade(s): 7
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Compare and contrast dances performed in various cultures, and formulate through research personal reasons why similarities and differences developed in relation to the perspective of each social group.

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:
  • Aesthetics
  • Elements of Dance
  • Genres
  • Artistic Expression
  • Movement phrase
  • Dance study
  • Choreography
  • Genre
  • Style
  • Genre-Specific Terminology
  • Similarities and differences
  • Artistic Intent
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Watch film clips of different professional dancers performing (or watch the teacher demonstrate) different styles or genres of dance; then, compare and discuss the dancers' use of time, weight, and space in each style or genre (i.e., compare ballet and modern dance).
  • Participate in an exercise in which the students compare their normal, everyday locomotor movements to their movements when they walk in a jazzy style. Discuss how emotions are communicated by means of different movements.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Research the roaring twenties to create a movement study depicting the style of dance during that era.
  • Observe two or more dances from different localities/ communities; then, consider their purpose (to entertain, to celebrate, to build community, to worship, etc.), the influence of climate and geography, or the dance's relationship to historical events.
  • Gather examples of dances from three different localities/ communities (for example, Hawaii, the American Midwest, and Mexico); then, compare and contrast the dances and discuss the factors that influenced each dance's development.