Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Differentiate between basic locomotor and non-locomotor movements.

Examples: Running, twisting, skipping, falling.

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:
  • locomotor
  • non-locomotor
  • non-locomotor vs locomo"tor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation
Skill Examples:
  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) React to stimuli by creating movement that changes at least one of the elements of dance.

Example: Identify elements of movement that are personally difficult to perform and discuss in a journal how this impacts movement choice in choreography.

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:
  • locomotor
  • non-locomotor
  • non-locomotor vs locomotor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation
Skill Examples:
  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Plan
Arts Education (2017)
Grade(s): K
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Perform an improvisational dance that has a beginning, middle, and end.

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:
  • locomotor
  • non-locomotor
  • non-locomotor vs locomotor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation
Skill Examples:
  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Arts Education (2017)
Grade(s): K
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Illustrate an idea, feeling, or image through improvised movement.

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:
  • locomotor
  • non-locomotor
  • non-locomotor vs locomotor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation
Skill Examples:
  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Revise
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Use suggestions from peers or instructors to change movement through structured improvisational activities.

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:
  • locomotor
  • non-locomotor
  • non-locomotor vs locomotor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation
Skill Examples:
  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Illustrate a dance movement by drawing a picture or using a symbol.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • locomotor
  • non-locomotor
  • non-locomotor vs locomotor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation
Skill Examples:
  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Performing
Express
Arts Education (2017)
Grade(s): K
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate movement and stillness using the basic elements of space, including line, shape, levels, and size.

Examples: Join with others to make a circle, then work with others to change it to a square.

Create a curved shape on a low level.

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:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate tempo changes with movements that match music or sound stimuli.

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:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Identify and apply different qualities to movements.

Example: Heavy/light, smooth/sharp, sustained/sudden.

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:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Embody
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate body patterning movements and body shapes.

Example: Same side and cross-body locomotor and non-locomotor movements.

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:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Move safely in general space and start/stop on cue during activities, group formations, and creative explorations while maintaining personal space.

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:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Move body parts in relation to other body parts and repeat/recall movements upon request.

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:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Present
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Dance for and with others in designated space.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Select a prop to inspire movement.

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:
  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop
Skill Examples:
  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.
Responding
Analyze
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify a movement that repeats in a dance.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Recurring movement
  • Dance terminology
  • Movement choices
Skill Examples:
  • Identity recurring movements in an observed dance phrase (i.e., chaîne turns, step touch, marching, waving arms, and/or shoulder rolls). Demonstrate short and simple movement phrase that students can copy (i.e., step hop, step hop, chasse, chasse, step clap, step clap).
  • Perform simple social dance that students can copy (i.e., electric slide, chicken dance).
  • Perform simple dance movements and allow students to identify movements (i.e., plie, contraction, flexed foot, chasse, tendu).
  • Select a movement and explain what the movement may mean (i.e., jumping to show joy, slow walks to show exhaustion, hiding behind hands to show fear).
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Repeat, recall and respond to observed or performed dance movements.

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:
  • Recurring movement
  • Dance terminology
  • Movement choices
Skill Examples:
  • Identity recurring movements in an observed dance phrase (i.e., chaîne turns, step touch, marching, waving arms, and/or shoulder rolls). Demonstrate short and simple movement phrase that students can copy (i.e., step hop, step hop, chasse, chasse, step clap, step clap).
  • Perform simple social dance that students can copy (i.e., electric slide, chicken dance).
  • Perform simple dance movements and allow students to identify movements (i.e., plie, contraction, flexed foot, chasse, tendu).
  • Select a movement and explain what the movement may mean (i.e., jumping to show joy, slow walks to show exhaustion, hiding behind hands to show fear).
Interpret
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Observe movement and describe it using simple dance terminology.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Recurring movement
  • Dance terminology
  • Movement choices
Skill Examples:
  • Identity recurring movements in an observed dance phrase (i.e., chaîne turns, step touch, marching, waving arms, and/or shoulder rolls). Demonstrate short and simple movement phrase that students can copy (i.e., step hop, step hop, chasse, chasse, step clap, step clap).
  • Perform simple social dance that students can copy (i.e., electric slide, chicken dance).
  • Perform simple dance movements and allow students to identify movements (i.e., plie, contraction, flexed foot, chasse, tendu).
  • Select a movement and explain what the movement may mean (i.e., jumping to show joy, slow walks to show exhaustion, hiding behind hands to show fear).
Critique
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Select and demonstrate a movement in a dance and explain why it was chosen.

Example: Select a movement and explain what the movement may mean.

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:
  • Recurring movement
  • Dance terminology
  • Movement choices
Skill Examples:
  • Identity recurring movements in an observed dance phrase (i.e., chaîne turns, step touch, marching, waving arms, and/or shoulder rolls). Demonstrate short and simple movement phrase that students can copy (i.e., step hop, step hop, chasse, chasse, step clap, step clap).
  • Perform simple social dance that students can copy (i.e., electric slide, chicken dance).
  • Perform simple dance movements and allow students to identify movements (i.e., plie, contraction, flexed foot, chasse, tendu).
  • Select a movement and explain what the movement may mean (i.e., jumping to show joy, slow walks to show exhaustion, hiding behind hands to show fear).
Connecting
Synthesize
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Identify an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.

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:
  • Relate personal experience to dance.
  • Integrate other art disciplines in dance.
  • Elements of Dance
  • Dance Literacy
Skill Examples:
  • Recognize how dancers interact with each other and their emotions when they dance together.
  • Utilize texture in a painting to inspire movement quality.
  • Describe the levels created by peers in an improvisation or dance phrase.
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Express something of interest within a work of art (visual, music, theatre, etc.) through movement.

Example: Use texture in a painting to inspire movement quality.

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:
  • Relate personal experience to dance.
  • Integrate other art disciplines in dance.
  • Elements of Dance
  • Dance Literacy
Skill Examples:
  • Recognize how dancers interact with each other and their emotions when they dance together.
  • Utilize texture in a painting to inspire movement quality.
  • Describe the levels created by peers in an improvisation or dance phrase.
Relate
Arts Education (2017)
Grade(s): K
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Identify the elements of dance in movement.

Example: Describe the levels created by peers in an improvisation or dance phrase.

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:
  • Relate personal experience to dance.
  • Integrate other art disciplines in dance.
  • Elements of Dance
  • Dance Literacy
Skill Examples:
  • Recognize how dancers interact with each other and their emotions when they dance together.
  • Utilize texture in a painting to inspire movement quality.
  • Describe the levels created by peers in an improvisation or dance phrase.
Creating
Explore
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Experiment with changing a movement, utilizing the elements of dance.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Plan
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Describe movement choices within a dance that create a beginning, middle, and end.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Select movements that express an idea or emotion or follow a musical phrase.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Revise
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Respond to feedback from an improvisation or dance phrase using multiple movement choices.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Record several different types of movements by drawing a picture or using a symbol.

Example:

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Performing
Express
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Create movement and stillness using changing elements of space.

Example: Change body shapes, levels, and facings.

Move in straight, curved, and zigzag pathways.

Move with others to form straight lines and circles.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate the element of time by moving to quick, moderate, or slow music or sound.

Example: Recognize steady beat and move to varying tempi of steady beat.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Identify and demonstrate movement qualities.

Example: Bouncy, floppy, melting, or growing.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Embody
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate a range of locomotor and non-locomotor movement concentrating on direction.

Examples: Skipping in a circle or reaching on a diagonal.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Identify and explore personal space and general space within movement.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Modify movements through spatial arrangements.

Examples: Modify an existing formation by utilizing more dance pathways.

Modify an existing dance phrase to utilize the space differently.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Present
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform a dance for others in a space where audience and performers occupy different areas.

Examples: Perform a dance in theatre-in-the-round format.

Perform a dance in a non-traditional setting such as a football field.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Utilize a variety of props to enhance a dance.

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:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Responding
Analyze
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify a movement or movement phrase that repeats to make a pattern within a dance.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill Examples:
  • View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation).
  • Observe an example of a simple canon.
  • Tap: flap, toe heel, shuffle, dig step
  • Ballet: plié, tendu, rond de jambe, chaîne
  • African Dance: hand waves, step touch, hops
  • View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation).
  • Improvise movement to specific music to evoke specific emotion
  • Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Observe and describe dance movements from a specific genre or culture.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill Examples:
  • View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation).
  • Observe an example of a simple canon.
  • Tap: flap, toe heel, shuffle, dig step
  • Ballet: plié, tendu, rond de jambe, chaîne
  • African Dance: hand waves, step touch, hops
  • View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation).
  • Improvise movement to specific music to evoke specific emotion
  • Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).
Interpret
Arts Education (2017)
Grade(s): 1
Dance
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Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Use dance terminology to describe an observed movement and explain how the movement captures a specific idea.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill Examples:
  • View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation).
  • Observe an example of a simple canon.
  • Tap: flap, toe heel, shuffle, dig step
  • Ballet: plié, tendu, rond de jambe, chaîne
  • African Dance: hand waves, step touch, hops
  • View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation).
  • Improvise movement to specific music to evoke specific emotion
  • Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).
Critique
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Identify the movements in a dance that communicate an experience and relate the movements to a familiar experience.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 1
Dance
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Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Select and demonstrate several movements in a dance and explain why they were chosen.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill Examples:
  • View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation).
  • Observe an example of a simple canon.
  • Tap: flap, toe heel, shuffle, dig step
  • Ballet: plié, tendu, rond de jambe, chaîne
  • African Dance: hand waves, step touch, hops
  • View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation).
  • Improvise movement to specific music to evoke specific emotion
  • Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Identify ideas for dance movements that demonstrate the big ideas of an illustrated story.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.
Relate
Arts Education (2017)
Grade(s): 1
Dance
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Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Observe and perform a dance from a familiar culture that utilizes multiple elements of dance.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.
Creating
Explore
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Respond to movement with a variety of prompts and suggest additional sources for movement ideas.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
  • for choreography
  • dance phrase
  • improvisation
  • notation
Skill Examples:
  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
  • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Connect a variety of moments while manipulating the elements of dance through locomotor and non-locomotor movements.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
  • for choreography
  • dance phrase
  • improvisation
  • notation
Skill Examples:
  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
  • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.
Plan
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Create a dance phrase with a main idea that has a clear beginning, middle, and end.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
  • for choreography
  • dance phrase
  • improvisation
  • notation
Skill Examples:
  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
  • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 2
Learning Activities: 2
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Select movements that express an idea or emotion or follow a musical phrase and explain reasons for movement choices.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
  • for choreography
  • dance phrase
  • improvisation
  • notation
Skill Examples:
  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
  • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.
Revise
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Improvise to create short memorized dance phrases using material discovered through guided improvisation and guided feedback.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
  • for choreography
  • dance phrase
  • improvisation
  • notation
Skill Examples:
  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
  • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Record body shapes from several different types of movement by drawing a picture or using a symbol.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
  • for choreography
  • dance phrase
  • improvisation
  • notation
Skill Examples:
  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
  • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.
Performing
Express
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Demonstrate clear directional movement that changes body shape, facings, or pathway in space.

Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.

Differentiate between circling and turning as two separate ways of continuous directional change.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate movement on the accented beat in duple and triple meter.

Examples: Waltz, triplet, walking, or marching.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Select specific adverbs and adjectives and apply them to movements.

Example: Bouncy leap or floppy fall.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Embody
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate a range of locomotor and non-locomotor movements that alternate between personal space and general space.

Example: Skipping across the floor followed by skipping in place.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Self-adjust and modify movements with an awareness of personal space and general space.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Present
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform a dance in a space where the audience and performers occupy different areas while focusing on projecting to the audience.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Utilize limited production elements.

Examples: Multimedia equipment, scenery, costumes, or lighting.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements
Skill Examples:
  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
  • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Responding
Analyze
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Recognize dance movements that develop a pattern.

Example: Identify a movement that repeats within a phrase

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Create recurring movement.
  • Perform dance movements from a culture or genre and describe movement.
  • Identify meaning utilizing simple dance terminology.
  • Identify and explain movement to convey a theme or concept.
Skill Examples:
  • Students create a call and response hand clapping rhythm and allow students to identify the pattern.
  • Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
  • View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
  • Sauté to show surprise, melt to show sadness, leap to show happiness.
  • Identify the characters and describe the story in a narrative dance.
  • Draw a picture and write a caption in response to a live or recorded performance of dance.
  • Create short sentence that tell a story and have students improvise movement to describe the sentence.
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Create recurring movement.
  • Perform dance movements from a culture or genre and describe movement.
  • Identify meaning utilizing simple dance terminology.
  • Identify and explain movement to convey a theme or concept.
Skill Examples:
  • Students create a call and response hand clapping rhythm and allow students to identify the pattern.
  • Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
  • View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
  • Sauté to show surprise, melt to show sadness, leap to show happiness.
  • Identify the characters and describe the story in a narrative dance.
  • Draw a picture and write a caption in response to a live or recorded performance of dance.
  • Create short sentence that tell a story and have students improvise movement to describe the sentence.
Interpret
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Use context cues from movement to identify meaning and intent in a dance, using simple dance terminology.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Create recurring movement.
  • Perform dance movements from a culture or genre and describe movement.
  • Identify meaning utilizing simple dance terminology.
  • Identify and explain movement to convey a theme or concept.
Skill Examples:
  • Students create a call and response hand clapping rhythm and allow students to identify the pattern.
  • Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
  • View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
  • Sauté to show surprise, melt to show sadness, leap to show happiness.
  • Identify the characters and describe the story in a narrative dance.
  • Draw a picture and write a caption in response to a live or recorded performance of dance.
  • Create short sentence that tell a story and have students improvise movement to describe the sentence.
Critique
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Select and demonstrate several movements in a dance and explain why the movements work to convey a theme or concept.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Create recurring movement.
  • Perform dance movements from a culture or genre and describe movement.
  • Identify meaning utilizing simple dance terminology.
  • Identify and explain movement to convey a theme or concept.
Skill Examples:
  • Students create a call and response hand clapping rhythm and allow students to identify the pattern.
  • Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
  • View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
  • Sauté to show surprise, melt to show sadness, leap to show happiness.
  • Identify the characters and describe the story in a narrative dance.
  • Draw a picture and write a caption in response to a live or recorded performance of dance.
  • Create short sentence that tell a story and have students improvise movement to describe the sentence.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Describe a dance that expresses personal meaning and explain how certain movements express this personal meaning.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of dance
  • Communicate personal meaning.
  • Respond to a dance work.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Describe a dance-related event in the community.
  • Observe a dance performance and describe one's response.
  • Perform a folk dance to communicate tradition.
  • Use the elements of dance to convey addition and subtraction.
  • Present to the class a summarization of "The Nutcracker."
  • Identify the cultural or historical origin of a dance.
  • Perform dances from a variety of cultures and time period.
  • Share one's reflections after attending a performance in the community.
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Respond with movements to an inquiry-based set of questions based on an observed dance work.

Example: "Can you show with movement the emotions the dancers portrayed?"

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of dance
  • Communicate personal meaning.
  • Respond to a dance work.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Describe a dance-related event in the community.
  • Observe a dance performance and describe one's response.
  • Perform a folk dance to communicate tradition.
  • Use the elements of dance to convey addition and subtraction.
  • Present to the class a summarization of "The Nutcracker."
  • Identify the cultural or historical origin of a dance.
  • Perform dances from a variety of cultures and time period.
  • Share one's reflections after attending a performance in the community.
Relate
Arts Education (2017)
Grade(s): 2
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Observe and perform a dance from a culture and relate the movement to the people or environment from which the dance was created and performed.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Elements of dance
  • Communicate personal meaning.
  • Respond to a dance work.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Describe a dance-related event in the community.
  • Observe a dance performance and describe one's response.
  • Perform a folk dance to communicate tradition.
  • Use the elements of dance to convey addition and subtraction.
  • Present to the class a summarization of "The Nutcracker."
  • Identify the cultural or historical origin of a dance.
  • Perform dances from a variety of cultures and time period.
  • Share one's reflections after attending a performance in the community.
Creating
Explore
Arts Education (2017)
Grade(s): 3
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Improvise movements with a variety of self-identified prompts.

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

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

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

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

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

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

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

Examples: Peer feedback or instructor feedback.

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

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

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

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

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

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

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

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

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

Example: Travel from downstage right to upstage left.

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

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

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

Example: Identify recurring movements in Swan Lake.

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

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

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

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

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

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

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

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

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

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

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

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

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Elements of dance
  • Compare dance relationships to non-dance relationships.
  • Connect dance to written and oral skills.
  • Relate dance to culture, society, and community characteristics and values.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Identify appropriate/ inappropriate touch in a dance and compare to other context such as working with friends in a school setting or with siblings at home.
  • Identify the beginning, middle, and end of compositions of dance and music.
  • Isolate and move fractional sections of the body (half, quarter, and whole).
  • Identify purposes of dance, for instance, to tell a story, build community, demonstrate a ritual, experience social interactions, or showcase movement for its own sake.
  • Identify smooth and/or sharp movement within a folk dance.
Creating
Explore
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Find a solution to a movement problem by manipulating the elements of dance.

Examples: Perform a dance phrase using three different levels.

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Plan
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Expand movement possibilities by utilizing choreographic devices.

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Create a dance study that expresses and communicates a main idea and discuss the reasons for the movement choices.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Revise
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Revise movement based on peer feedback and self-reflection to improve communication of artistic intent in a short dance study.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problem
  • elements of dance
  • choreographic devices
  • dance study
  • artistic intent
  • dance phrase
Skill Examples:
  • Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase.
  • Perform a dance phrase using three different levels.
  • Perform a dance phrase that alters the timing of the movement.
  • Create a trio from a solo by performing movements in a three-part canon.
  • Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic.
  • After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement.
  • Draw a formation or pathway of dancers using symbols.
Performing
Express
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Make static and dynamic shapes using a focus on positive and negative space.

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

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

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

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

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

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

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

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Explain effective ways to extend movement range, increase body strength, and develop endurance.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Coordinate performance timing with other dancers by utilizing cues from each other and responding to production elements.

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

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Present
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Plan how to establish a formal performance space from an informal setting.

Examples: Gym, studio, or park.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance.

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

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent
Skill Examples:
  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.
Responding
Analyze
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify patterns of movement that illustrate style or intent in dance works.

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

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify patterns of movement illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Explain how dance styles differ within a genre or within a cultural movement practice.

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

Explain the differences between East African dance and West African dance.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify patterns of movement illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Interpret
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Explain how specific context cues from movement relate to the main idea of the dance, using basic dance terminology.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Identify patterns of movement illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Critique
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Explain why movement choices from dances of specific genres, styles, or cultures are appropriate in a specific dance.

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

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • Identify patterns of movement illustrating style or intent.
  • Genre
  • Style
  • Cultural Movement Practices
Skill Examples:
  • View a recorded dance work and identify patterns of movement and hypothesis the choreographer's intent.
  • View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.
  • Compare the different modern dance techniques such as Martha Graham and Isadora Duncan.
  • List the differences ballet adagio and ballet allegro.
  • List the differences in two styles of hip-hop dance.
  • Select a section of a popular children's book, create a short dance phrase that tells the story of the section and explain how the movements helps the audience understand the story.
  • Explain why facial expressions are essential in Indian Classical dance.
  • Discuss how in some African dance movements relate to physical labor.
  • Explore and discuss ballet pantomime gestures.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Relate the main idea or content in a dance to other experiences and explain how the main idea of a dance is similar to or different from one's own experiences, relationships, ideas, or perspectives.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Connect ideas in dance to personal experiences.
  • Elements of Dance
  • Improvisation
  • Choreography
  • Communicate for a specific purpose.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Utilize the similarities between the writing process and the choreographic process to create a dance.
  • Attend a presentation (in the community or at a school assembly) that includes dance, and then explain the role of dance in the production.
  • Perform a dance influenced by the Selma Civil Rights March to communicate one's understanding of Alabama state history.
  • Demonstrate how dance impacts choices made in the community.
  • Compare and contrast an American contra dance and a Middle Eastern circle dance.
  • Explain the origins and development of ballet in Europe.
  • Explain the use of strong and delicate energy in work-related activities, such as carpentry or the culinary arts.
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Select key aspects about a topic and choreograph movements that communicate the information.

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

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Connect ideas in dance to personal experiences.
  • Elements of Dance
  • Improvisation
  • Choreography
  • Communicate for a specific purpose.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Utilize the similarities between the writing process and the choreographic process to create a dance.
  • Attend a presentation (in the community or at a school assembly) that includes dance, and then explain the role of dance in the production.
  • Perform a dance influenced by the Selma Civil Rights March to communicate one's understanding of Alabama state history.
  • Demonstrate how dance impacts choices made in the community.
  • Compare and contrast an American contra dance and a Middle Eastern circle dance.
  • Explain the origins and development of ballet in Europe.
  • Explain the use of strong and delicate energy in work-related activities, such as carpentry or the culinary arts.
Relate
Arts Education (2017)
Grade(s): 4
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Explain how and why a dance originates from a culture, society, historical period, or community.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Connect ideas in dance to personal experiences.
  • Elements of Dance
  • Improvisation
  • Choreography
  • Communicate for a specific purpose.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Utilize the similarities between the writing process and the choreographic process to create a dance.
  • Attend a presentation (in the community or at a school assembly) that includes dance, and then explain the role of dance in the production.
  • Perform a dance influenced by the Selma Civil Rights March to communicate one's understanding of Alabama state history.
  • Demonstrate how dance impacts choices made in the community.
  • Compare and contrast an American contra dance and a Middle Eastern circle dance.
  • Explain the origins and development of ballet in Europe.
  • Explain the use of strong and delicate energy in work-related activities, such as carpentry or the culinary arts.
Creating
Explore
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Develop content for choreography using ideas generated from a variety of prompts.

Examples: Spoken word, text, poetry, images, or nature.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate
Skill Examples:
  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Create a solution to multiple movement problems to develop content for choreography by using the elements of dance.

Example: Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate
Skill Examples:
  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.
Plan
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Expand choreographic possibilities by utilizing multiple choreographic devices.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate
Skill Examples:
  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Select a codified movement vocabulary or preferred dance style to develop a dance study to communicate a main idea.

Example: Utilize ballet movement to create a story.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate
Skill Examples:
  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.
Revise
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Explain artistic choices and refinement made through feedback to develop the artistic intent of a short dance study.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate
Skill Examples:
  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate
Skill Examples:
  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.
Performing
Express
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Integrate static and dynamic shapes with floor and air pathways into dance phrases.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Perform movement phrases that show the ability to respond to changes in time generated from various rhythms.

Example: Rhythms from internal and external sources.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Explore bound and free-flowing movement motivated from both core initiation (torso) and peripheral initiation (distal) while analyzing the relationship between initiation and energy.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Embody
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate a series of dance phrases using fundamental dance skills.

Examples: Step touch, pivot turn, three-step turn, and clap.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Employ safe practices before, during, and after dancing.

Examples: Discuss ways to promote muscular strength, endurance, injury prevention.

Promote healthful eating and good nutrition as proper food for the body.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Develop performance goals through collaboration with peer ensemble members to repeat sequences, synchronize actions, and refine spatial relationships in order to improve performance qualities.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Present
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Modify a dance for an alternate performance venue by altering space and movement.

Example: Perform a dance in two different locations, such as an auditorium and outdoor venue.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Manipulate a variety of production elements to heighten the artistic intent and audience experience.

Example: Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements
Skill Examples:
  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.
Responding
Analyze
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Describe and demonstrate recurring patterns of movement and their relationship in a dance.

Examples: Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.

Jose Limon's There is a Time with its recurring circles in relation to the cycles of time; the opening of Revelations with its individual movements in relation to individualism.

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:
  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Skill Examples:
  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Compare and contrast the qualities of style used in a dance from one's own personal cultural practice to a style from a different cultural movement practice.

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:
  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Skill Examples:
  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Interpret
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Explain how the movements in a dance communicate the main idea of a dance using basic dance terminology.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Skill Examples:
  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Critique
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Define qualities of dance that make a dance artistic and meaningful and relate them to the elements of dance in genres, styles, or cultural movement practices.

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:
  • Describe/ demonstrate recurring movement phrases and discuss why they are used in dance.
  • Identify qualities of movement that enhance the artistic intent of a dance in a specific style or cultural practice.
  • Use dance terminology to describe how certain movements help tell a story in a dance.
  • Create criteria that makes a dance artistic and meaningful. Relate the criteria to the elements of dance.
Skill Examples:
  • Discuss how the motion of rowing a boat could be used in a dance about boats or traveling by water.
  • Perform a dance phrase exemplifying a mother rocking her baby multiple times in a dance to communicate a nurturing environment.
  • View Jose Limon's There is a Time with its recurring circles in a relation to the cycles of time.
  • Use a Venn diagram to compare and contrast a dance that the students are familiar with and a dance that are not familiar (i.e., cupid shuffle and the African Highlife).
  • Watch a clip from the ballet Sleeping Beauty and discuss what movements are performed that tell the audience she falls asleep.
  • Discuss as a class what qualities make a good dance, create a class rubric and use the rubric to evaluate a professional dance work.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Compare emotions and ideas evoked by two dances with contrasting themes and describe how the themes and movements relate to points of view and experiences.

Examples: "America" from West Side Story, "Singing in the Rain" from Singing in the Rain
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:
  • Dance to communicate purpose
  • Theme
  • Dance Terminology
  • Common skills and processes among the arts disciplines.
  • Dance Terminology
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
  • Differentiate between various dance styles and genres of the Western theatrical tradition.
  • Demonstrate how various disciplines can be used to present an idea.
  • Explore social injustice by creating and performing a dance about Martin Luther King, Jr.
  • or Harriet Tubman.
  • Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
  • Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
  • Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
  • Apply dance-related skills, such as alignment and body awareness, while giving a presentation.
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Compare research on how other art forms have expressed a topic or concept, and how the topic or concept might be expressed through dance.

Example: Examine Van Gogh's Starry Night to create a dance piece.

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:
  • Dance to communicate purpose
  • Theme
  • Dance Terminology
  • Common skills and processes among the arts disciplines.
  • Dance Terminology
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
  • Differentiate between various dance styles and genres of the Western theatrical tradition.
  • Demonstrate how various disciplines can be used to present an idea.
  • Explore social injustice by creating and performing a dance about Martin Luther King, Jr.
  • or Harriet Tubman.
  • Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
  • Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
  • Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
  • Apply dance-related skills, such as alignment and body awareness, while giving a presentation.
Relate
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.

Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.

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:
  • Dance to communicate purpose
  • Theme
  • Dance Terminology
  • Common skills and processes among the arts disciplines.
  • Dance Terminology
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Make the connection between how dance and physical education (healthy eating, drug-free habits, and other physical activities) impact health and learning throughout one's life.
  • Differentiate between various dance styles and genres of the Western theatrical tradition.
  • Demonstrate how various disciplines can be used to present an idea.
  • Explore social injustice by creating and performing a dance about Martin Luther King, Jr.
  • or Harriet Tubman.
  • Examine and use the skills, concepts, and vocabulary that are common to dance and to other content areas.
  • Examine elements of dance, costumes, and musical accompaniment of hip-hop for historical or cultural information.
  • Discuss capoeira and its Afro-Brazilian origin in a period of slavery.
  • Apply dance-related skills, such as alignment and body awareness, while giving a presentation.
Creating
Explore
Arts Education (2017)
Grade(s): 6
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Compare a variety of prompts and make selections to expand movement vocabulary and artistic expression.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Identify and practice various movement vocabularies designed to transfer ideas into choreography.

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

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Illustrate a dance sequence through two different mediums, including writing, symbols, or a form of media technology.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Vary the timing and dynamics of a dance phrase by using sudden and sustained movements with accented and unaccented beats.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Use energy for initiation and dynamic expression while distinguishing between bound and free-flowing movement.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate technical dance skills to change direction, levels, body facing, pathways, elevation and landings, extensions of limbs, and movement transitions.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Apply basic anatomical knowledge and spatial awareness to prepare for warm-ups and dancing.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Solve movement problems within a dance collaboratively by testing options and identifying what works and does not work.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Explain how the artistic expression of a dance communicates the intent through elements of dance, technique, and context.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Compare artistic intent, content, and context from dances to examine the characteristics of genre, style, or cultural movement practices.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 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.

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:
  • 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.
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.
Creating
Explore
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Make selections from a variety of prompts to expand movement vocabulary and artistic expression.

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:
  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation
Skill Examples:
  • Create a dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
  • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Select personal movement preferences to express an artistic intent in choreography and justify the choices made using genre-specific dance terminology.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation
Skill Examples:
  • Create a dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
  • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.
Plan
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Collaborate to select and apply a variety of choreographic devices to create an original dance study and document the process.

Example: Video, Laban, journals, or list.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation
Skill Examples:
  • Create a dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
  • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Apply artistic criteria to clarify or intensify artistic intent to a choreographed dance that communicates personal or cultural meaning.

Example: Use a rubric or checklist to modify and improve a 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:
  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation
Skill Examples:
  • Create a dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
  • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.
Revise
Arts Education (2017)
Grade(s): 8
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 collaboratively choreographed 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:
  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation
Skill Examples:
  • Create a dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
  • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Experiment with and apply a variety of recognized systems to document a section of a dance by using words, symbols, or media technologies.

Examples: Labanotation, motif writing, Classical Ballet vocabulary or Video Collaboratory.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • movement vocabulary
  • artistic expression
  • choreography
  • dance terminology
  • choreographic devices
  • dance study
  • structure
  • artistic criteria
  • artistic intent
  • feedback and revision
  • notation
Skill Examples:
  • Create a dance phrase with a specific source of inspiration (music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events).
  • Consider the different ways that a jump is used and performed in different genres of dance (i.e., ballet and jazz dance).
  • Create movements to express words or concepts supplied by the teacher (for example, generate a movement in response to the word "wave" or "jump"); then, compare one's own movement to movements made by other students to express the same word.
  • Participate in a collaborative dance-building exercise in which the students.
  • The group should first decide on a theme, then stand in a circle, and take turns offering a different movement.
  • Choreograph a dance with specific reference to one's own culture, hobby, or interest.
  • Create dances using the choreographic devices of transposition, opposition, and accumulation.
  • Create variations on a dance that one learned and explain the choices that one made when selecting the changes.
  • Create a movement study then document the process by using video, Laban, journals, or list.
  • Observe a dance sequence (created by the teacher) in which something is not quite right; respond by critiquing the sequence and making suggestions for improvements.
  • Use Labanotation to record one's own choreographed dance.
  • Document a movement phrase using basic labanotation symbols, motif writing, Classical Ballet vocabulary or Video Collaboratory.
Performing
Express
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Sculpt the body in space and design body shapes in relation to other dancers, objects, and environment, using kinetic sense during complex floor and air patterns.

Example: Mirroring.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Analyze and select metric, kinetic, or breathe phrasing and apply appropriately to dance phrases.
Examples: Perform dance phrases of different lengths that use various timing.

Use different tempos in different body parts at the same time.

Inhale on the descent of the plie and exhale on the rise.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Apply energy and dynamics to enhance technique and engage audiences.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Embody
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Utilize technical dance skills to replicate, recall, and execute spatial designs and musical or rhythmical dance phrases.

Examples: Body alignment, coordination, balance, core support, clarity of movement, weight shifts, 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:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Evaluate personal healthful practices in dance activities and everyday life, including nutrition and injury prevention.

Example: Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Identify personal performance and practice goals and document improvement over time.

Example: Create a rehearsal schedule, journal, video portfolio, or timeline.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Present
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Demonstrate and document leadership qualities when preparing for a performance.

Examples: Commitment, dependability, and responsibility.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Collaboratively design and execute production elements that will intensify and heighten the artistic intent of a dance performed on stage, in a different venue, or for a different audience.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • space
  • Kinetic sense
  • dance phrase
  • tempo
  • use of breath
  • energy
  • dynamics
  • embody
  • technical dance skills
  • spatial designs
  • healthy practices
  • injury prevention
  • performance goals
  • Nutrition
  • Self-assessment
  • leadership qualities
  • production elements
Skill Examples:
  • Explore mirroring with a partner, both locomotor and stationary.
  • Use flocking to begin a warm up; each facing change brings a new leader to demonstrate or lead the next step of the warm up.
  • Perform dance phrases of different lengths that use various timing.
  • Use different tempos in different body parts at the same time.
  • Inhale on the descent of the plie' and exhale on the rise.
  • Demonstrate kinesthetic awareness of technical skills including: body alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/ range of motion.
  • Discuss nutritional choices made in relation to energy efficiency, the effects experienced, and methods for making improvements.
  • Create and maintain a rehearsal schedule, journal, video portfolio, or timeline, noting personal areas of improvement and strategies for future improvement.
  • Demonstrate leadership qualities such as: commitment, dependability, and responsibility.
  • Discuss and identify production elements that would successfully enhance the audience's experience of the artistic intent of the dance. Implement a plan to accomplish that in a performance either for class or other venue.
Responding
Analyze
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Describe and demonstrate recurring patterns of movement and their relationship in dance in the context of artistic intent.

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:
  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.
Skill Examples:
  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Use genre-specific dance terminology to explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices to communicate intent.

Example: Sustain the developpé in an adagio to extend the classical line.

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:
  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.
Skill Examples:
  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.
Interpret
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Observe a dance and explain how artistic expression is achieved through relationships among the elements of dance, use of body, dance technique, and context, and provide evidence to support your interpretation using genre-specific dance terminology.

Example: Observe Alwin Nikolais' Noumenon and discuss how the movement, costuming, lighting, and sound score create intent for the choreography.

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:
  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.
Skill Examples:
  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.
Critique
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Determine the effectiveness of choreography by evaluating artistic criteria.

Examples: Content, context, genre, style, or cultural movement practice.

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:
  • Describe and perform recurring patterns of movement.
  • genre-specific terminology
  • elements of dance
  • genres
  • styles
  • culture movement practice
  • artistic expression relationships
  • Evaluate choreography using artistic criteria.
Skill Examples:
  • Improvise a short dance phrase that can be repeated and describe how it is related to the context of a dance and artistic intent.
  • Sustain the developpe in an adagio to extend the classical line.
  • Utilize plie to perform a hip hop skill.
  • Observe Alwin Nikolais's Noumenon and discuss how the movement, costuming, lighting, and sound score created intent for the choreography.
  • Write a critique on an observed dance work using an established outline of topics to cover.
  • Consider the use of musical form as patterns to express ideas, such as canon to express a fear that finds some relief but just keeps returning, or motif and development to express a nagging feeling that won't go away, and each time it comes back it gets worse. Patterns of movement by nature may represent ideas for the artistic intent.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Explain how personal experience and perspective impact interpretation of choreography.

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:
  • Self-reflection
  • Choreography
  • Artistic Statement
  • Dance Study
  • Explore
  • Similarities and differences
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Reflect on how dance impacts personal choices and choices made by groups.
  • Compare the attributes of different dances and discuss them in relation to one's own aesthetic criteria (personal preferences, perceptions, experiences, and cultural connections).
  • Read and discuss Martha Graham's I am a dancer to further determine personal perspective of choreography.
  • Research environments involving communities in contrast to environments of isolation.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Examine the costumes associated with dances from different periods or cultural settings and evaluate what those costumes reveal about the society, culture, or historical context.
  • Examine how dances serve a purpose and convey the ideas, values, and beliefs of the society, culture, and historical period that generated them.
  • Compare a formal, historical dance (such as the quadrille) to a contemporary form (such as hip-hop), discussing the origins and cultural context of each.
  • Discuss the relationship between social movements, clothing, and dances, paying particular attention to the way that clothing and props influence the way that one moves. For example, consider the relationship between flapper dresses (with their lack of corsets) and the dances that evolved during the 1920s.
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Research two contrasting topics and create a dance study exploring the contrasting ideas.

Example: Research environments involving communities in contrast to environments of isolation. Create movement phrases that express findings.

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:
  • Self-reflection
  • Choreography
  • Artistic Statement
  • Dance Study
  • Explore
  • Similarities and differences
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Reflect on how dance impacts personal choices and choices made by groups.
  • Compare the attributes of different dances and discuss them in relation to one's own aesthetic criteria (personal preferences, perceptions, experiences, and cultural connections).
  • Read and discuss Martha Graham's I am a dancer to further determine personal perspective of choreography.
  • Research environments involving communities in contrast to environments of isolation.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Examine the costumes associated with dances from different periods or cultural settings and evaluate what those costumes reveal about the society, culture, or historical context.
  • Examine how dances serve a purpose and convey the ideas, values, and beliefs of the society, culture, and historical period that generated them.
  • Compare a formal, historical dance (such as the quadrille) to a contemporary form (such as hip-hop), discussing the origins and cultural context of each.
  • Discuss the relationship between social movements, clothing, and dances, paying particular attention to the way that clothing and props influence the way that one moves. For example, consider the relationship between flapper dresses (with their lack of corsets) and the dances that evolved during the 1920s.
Relate
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Analyze and discuss how similarities and differences from a variety of dances from cultures, societies, historical periods or communities reveal the ideas and perspectives of the people.

Example: Compare and contrast the development of Western Classical Ballet to Eastern Classical Indian dance.

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:
  • Self-reflection
  • Choreography
  • Artistic Statement
  • Dance Study
  • Explore
  • Similarities and differences
  • Artistic Intent
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Reflect on how dance impacts personal choices and choices made by groups.
  • Compare the attributes of different dances and discuss them in relation to one's own aesthetic criteria (personal preferences, perceptions, experiences, and cultural connections).
  • Read and discuss Martha Graham's I am a dancer to further determine personal perspective of choreography.
  • Research environments involving communities in contrast to environments of isolation.
  • Research the relationship between oppressive societies and the suppression of dance.
  • Examine the costumes associated with dances from different periods or cultural settings and evaluate what those costumes reveal about the society, culture, or historical context.
  • Examine how dances serve a purpose and convey the ideas, values, and beliefs of the society, culture, and historical period that generated them.
  • Compare a formal, historical dance (such as the quadrille) to a contemporary form (such as hip-hop), discussing the origins and cultural context of each.
  • Discuss the relationship between social movements, clothing, and dances, paying particular attention to the way that clothing and props influence the way that one moves. For example, consider the relationship between flapper dresses (with their lack of corsets) and the dances that evolved during the 1920s.
Creating
Explore
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Experiment using a variety of prompts as inspiration to create an improvisation, movement study, or choreographed dance, and explain the relationships between the prompts and movement choices.

Examples: Current events, sculptures, nature, and recognized works of art.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Synthesize ideas from a variety of prompts to create choreography using codified and original movement.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Explore, discover, and establish a personal voice to communicate intent in choreography.

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
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Identify personal movement preferences, strengths, and weaknesses in order to build self-awareness as a choreographer.

Example: Choose the best choreographic device to express returning to the main idea at the end of a dance.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Develop personal movement preferences while choreographing within a variety of movement styles and genres.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Experiment beyond personal movement preferences and strengths while choreographing to expand personal movement vocabulary.

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
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Plan
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Apply choreographic devices and dance structures to the design of choreography in order to clarify artistic intent, while working independently and collaboratively with others.

Example: Select two choreographic devices used within a selected choreographic structure to create a 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:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Analyze and explain how the implementation of choreographic devices and specific dance structures in the design of an original dance composition impact artistic intent.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Demonstrate fluency and personal voice utilizing choreographic devices and structures while justifying choices, and explain how they are used to intensify artistic intent.

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
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Write an artistic statement that explains how and why an original composition was choreographed, including a discussion of the use of dance elements, choreographic devices, and dance structures.

Example: Research statements from accomplished choreographers such as Merce Cunningham, Jiri Kylian, Martha Graham, or Trisha Brown about their choreography to develop an artistic statement appropriate for the student choreographer.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Develop an artistic statement that explains how and why an original composition was choreographed, reflecting on personal, cultural, and artistic perspective.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Finalize an artistic statement that communicates how and why personal, cultural, and artistic perspectives influence your choreographic process.

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
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Revise
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Manipulate dance elements, choreographic devices, and dance structures in an original dance, incorporating feedback from others to 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:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Create multiple revisions to an original dance, based on self-reflection and feedback from instructors or peers.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Determine a personal preference for a final revision of an original dance by using a process of reviewing, evaluating, revising, and refining choreography, after considering self-reflection and feedback from others.

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
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Compare and contrast recognized systems to document a dance using writing, symbols, or media technology.

Example: Identify a way to document a dance by experimenting with different methods of documentation.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Develop a strategy to document choreography for a specific need.

Example: Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.

Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Create a portfolio that includes comprehensive documentation of original choreography and personal performance, including one or more systems and/or technologies that record movement and choreography.

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
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Performing
Express
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Perform a broad range of spatial elements with clarity of design and intent.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Create and maintain a sense of spatial design in a dance while performing alone and with others, by accurately and intentionally replicating the choreography.

Example: Establish unity among dancers by performing with a common focus.

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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Manipulate, adapt, and adjust to spatial differences between performers while executing air and floor pathways so that the intended spatial design in the choreography is preserved.

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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate musicality in performed movement through the use of kinesthetic phrasing as appropriate to choreography and artistic intent.

Examples: Use breath phrasing to execute a work by Martha Graham.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Experiment with unpredictable tempi and rhythms within choreographic parameters to enhance performance quality and artistic intent.

Example: Within the required timing of a classical ballet adagio, experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing of the performance.

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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate a sophisticated understanding of time and phrasing in choreography by performing complex meters, tempi, and rhythms with, without, and against music or sound accompaniment.

Examples: Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.

Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).

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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Demonstrate a broad range of energy and dynamics in isolated and full-body movements to clarify artistic intent while performing.

Example: Reflect syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Use intentional variations in energy and dynamics to clarify movement phrasing.
Examples: Vary energy throughout a movement phrase.

Experiment with different energies at the initiation or ending of the movement phrase and in transitions.

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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Employ both extreme and subtle differences in energy and dynamics to express complex ideas, qualities, emotions, and relationships that clarify artistic intent.

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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Embody
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Utilize correct alignment while performing technical dance skills to improve efficiency, safety, and clarity of movement in choreography.

Example: Avoid pronation while executing jumps to prevent ankle sprains.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Apply kinesthetic awareness of other dancers within a group while executing complex spatial, rhythmic, and dynamic sequences.

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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Perform with kinesthetic awareness during complex solo or ensemble work while maintaining proper technique in a specific genre, and self-evaluate 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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Research and develop a plan for healthful practices in dance activities and everyday life, including nutrition and injury prevention.

Example: Chart or document a plan and how it supports personal performance goals.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Implement a plan that applies principles of anatomy, nutrition, body conditioning, and injury prevention to a range of technical dance skills for achieving fluency of movement.

Examples: Identify the muscles required for initiation for a grande battement.

Explore and explain the metabolism rates between different food groups.

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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Modify personal practice based on findings from research on principles of anatomy, nutrition, body conditioning, and injury prevention in order to achieve fluency of movement.
Example: Research a chronic injury and implement a conditioning program to alleviate the condition.

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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Implement a rehearsal plan through collaboration with peers using a variety of strategies to analyze and evaluate the performance goal.

Examples: Performance goals, video documentation, journaling, or peer feedback.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Plan and execute collaborative and independent rehearsal processes with attention to technique and artistry informed by personal performance goals.

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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Implement a range of rehearsal strategies to initiate, plan, and direct rehearsals that obtain the technical skills and artistic expression necessary to achieve performance excellence.

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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Present
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Apply rules of performance etiquette during class/ rehearsal and document strengths and weaknesses to enhance the performance process.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Model and document leadership qualities during the performance and rehearsal process while evaluating methods and strategies to enhance performance, using dance and production terminology.

Examples: Accept notes post-performance from choreographer and apply 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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Collect evidence that supports personal excellence in leadership qualities and advanced performance skills from multiple individuals with professional perspectives to be included in a professional portfolio indicating college and career readiness.

Examples: Collect references. Create curriculum vitae or resume.
Gather personal portrait, dance photos, and video files of choreography.

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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Evaluate possible designs for the production elements of a performance and select and execute the ideas that would enhance the artistic intent of the dances.

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:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
  • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Produce a dance concert on a stage or in an alternative performance venue and plan the production elements that fulfill the artistic intent of the dance performance.

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:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Design and organize production elements for dance concerts to be performed in a variety of venues by changing production elements for each venue as necessary to clarify artistic intent.

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:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Responding
Analyze
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Relate recurring patterns of movement to their relationship in dance in the context of artistic intent.

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 patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Analyze choreography and provide examples of recurring patterns of movement and relationships that create structure and generate meaning in a dance.

Examples: Show motif development as a tool for creating theme and variation.

Show how ABA may indicate a cycle of life.

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:
  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression
Skill Examples:
  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Explain how structure and meaning in choreography are developed through intentional movement and relationships in a variety of dance genres and styles.

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:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices to communicate intent.

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 patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Analyze and compare the use of movement patterns and their relationships within a dance in a variety of genres, styles, or cultural movement practices, using genre-specific terminology.

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:
  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression
Skill Examples:
  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Differentiate the way dance communicates aesthetics and cultural values within a variety of genres, styles, or culture movement practices, using specific dance terminology.

Example: Present the evolution of costume design through a period of time in any specific genre.

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:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Compare and discuss how the elements of dance, execution of dance movement principles, and context contribute to artistic expression.

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 patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Interpret how the relationships of dance, use of body, dance technique, and context enhance meaning and support choreographic intent, using genre-specific terminology.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression
Skill Examples:
  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Analyze and interpret dance elements, movement principles, and context of choreography across a variety of genres, styles, or cultural movement practices in order to interpret meaning and artistic expression.

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:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Critique
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Compare and contrast two or more dances using evaluative criteria to critique artistic expression.

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 patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Critique the artistic expression of a dance through the use of collaboratively-developed evaluative criteria.

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:
  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression
Skill Examples:
  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Support the validity of multiple perspectives in a dance critique, using personal preferences, peer perspectives, and an understanding of societal and cultural values as justification.

Example: Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.

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:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Explain how the perspectives expressed by a choreographer may impact one's own interpretation.

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:
  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Evaluate a dance that is related to content learned in other subjects and research its context, synthesizing information learned and sharing new ideas about its impact on one's perspective.

Example: Use a knowledge of physics to explain the effects of light used in Pilobolus's Shadowland.

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:
  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Revise choreography over time by using a sustained practice of analysis of dance elements, personal preferences, content, context, and feedback to influence changes that show evidence of personal growth.

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:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
  • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Research a question or problem that can be addressed through movement and apply information gathered by creating a group dance that answers the question posed.

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:
  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Investigate a topic and collaboratively create a dance while transferring the learning from this project to other learning situations.

Example: Create a movement model of the DNA molecule and how it may mutate to develop an understanding of cancer.

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:
  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Create a capstone project that is influenced by research and explores a variety of techniques, new perspectives, or dance careers to impact original work.

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:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
  • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.
Relate
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Explain how the habits, ideas, and perspectives from cultures, societies, historical periods, or communities impact the artistic elements in dance.

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:
  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Analyze how cultural dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the people from which the dances originate and explain how this analysis expands one's dance literacy.

Example: Research the Troika and explain how the movements relate to the life of the Russian people who developed it.

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:
  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
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21) Expand personal dance literacy by developing an understanding of how movement characteristics, techniques, and artistic criteria are influenced by the peoples from which dance originates.

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:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
  • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.