Essential Questions. Enduring Understandings

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1 Unit 1 Perception- Dance is for Everyone Why should students care about dance? What s the difference between a thoughtful and a thoughtless artistic judgment? How can students identify and demonstrate elements and skills in dance? The point of studying dance is to foster meaning making deeper emotional response and more inventive decision making Learning dance fosters artistic appreciation, interpretation, imagination, significance and value. Students will demonstrate and perform different techniques and styles of dance, particularly ballet, jazz and modern. AR , AR A.4, AR A.2, AR A.1, AR , LA RL , LA R , LA R a, LA W.CCR.2 All students will be introduced to identify and demonstrate elements and skills in dance. An understanding of the elements and principles of dance is essential to the creative process of artistic production. Review the elements of ballet, modern, and jazz styles of dance Recognize and demonstrate kinesthetic awareness through proper body alignment Demonstrate basic modern, ballet, and jazz vocabulary Establish journal format for assessment- Journal Entry 1- Context of Learning. A set of questions guides students to briefly introduce themselves and to discuss their backgrounds and interests in dance. Questions address student goals in dance for the course. Journal Entry 2-1. Documentation of an informal performance follows student learning from beginning stages of learning a new dance with the requisite acquisition of step sequence. A written journal will help aid a true documentation of the learning process. Examine, appreciate, and learn about the different reasons for dancing with a collage activity. Establish a dance glossary and resource to use for discussion during class. Perform sequence using many different qualities of movement. Understanding and building on warm-up and processing combinations of movements, (barre, floor work, across the floor, and center) /instructor feedback

2 Unit 2 Historical/Cultural Development- What Makes Dance? What are the limitations of dance? Who/What makes the various forms of dance? Where does dance come from and how do people recognize dance? How do underlying structures unconsciously guide the creation of art works? Underlying structures in art can be found via analysis and inference. Breaking accepted norms often gives rise to new forms of artistic expression. Viewing dancers and companies from diverse backgrounds will allow students to begin to see the boundaries of choreography and movement. LA W a, LA W.CCR.4, LA W , LA SL b, AR B.1, AR , AR , AR A.1, AR A3 All students will be introduced to historical aspects in dance while understanding choreographic principles, processes and structures. The relationship of dance and culture is mutually dependent; culture affects dance and the arts reflect and preserve culture. Researching a historical or cultural aspect of dance Viewing a variety of dance companies and artists and establishing ways to recognize and evaluate Identify ways that dance reflects, records and influences history and discussion for means of critiquing. Journal Entry 3- Viewing Dance. Over the course, students will view films of several different dance forms. Journal Entry 4-2. A second informal class performance demonstrates what the student has learned about choreography and performance. Researching companies/performances and reflect of the viewing Explore movement with a partner or group and exhibit spontaneous decision-making to select movement for dance. Do a series of drawings, paintings, and writings about one dance or dancer. Understanding and building on warm-up and processing combinations of movement. Small research paper

3 Unit 3 Choreography-Finding the Dancer Within How does music influence dance and a choreographers choice? How does creating and performing dance differ from viewing dance? To what extent does the viewer properly affect and influence dance and the dancer, and to what extent is dance for the dancer? What s the difference between a thoughtful and a thoughtless artistic judgment? Dance serves multiple functions; explanation, instruction, and entertainment. Through the artist s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality of work. The artistic process can lead to unexpected or unpredictable outcomes. Music plays an important role in the decision process of choreography. AR A.3, AR A.2, AR 9-12.A , AR , AR , AR , AR A.3, LA L.CCR.4, LA SL.CCR.6, LA SL.CCR.4, LA SL a, LA W.CCR.10 An understanding of the elements and principles of dance is essential to the creative process and choreographic production. Emphasis is placed on student choreography, performance, and ongoing artistic growth. Identify and demonstrate a variety of choreographic processes. Working in groups to choreograph a dance with coherence and aesthetic unity. and discussion for means of critiquing. Journal Entry 5- Growth in Dance. Students respond to a set of questions that help them analyze their experience in dance over the course, including analyzing progress and how goals have changed since the beginning of the class. Questions prompt dancers to address the relevance of specific techniques to the presentation of specific dances. Create a duet using symmetry and/or asymmetry. Report on a selected/assigned pair of professional dancers from any form of dance. Contribute to a class-developed list of elements that are important for dance partnering. Execute a teacher-choreographed dance sequence for pairs, involving concepts of balance, spacing, variations in rhythm and focus. Articulate the manner in which significant areas for partnering are adjusted when partners change. Familiarize students with choreographic methods of creating dances from sports and game structures. Students investigate customary movements associated with sports as well as explore inventive ways to abstract sports movement. Introduction to several choreographers and learn about the meaning of their work. Analyze peer choreography. Dance compositions for poetry which will later evolve through music. Identify a variety of artistic decisions that are required to create and perform dance. Discussion and evaluation based on group showing.

4 Unit 3 Choreography-Finding the Dancer Within A scale of assessment criteria that accurately reflects the learning outcomes demonstrated by the task.

5 Unit 4 - The Finishing Touches How does creating and performing in the dance differ from viewing the arts? When is art criticism vital and when is it beside the point? Why should the student care about music influence in relation to dance? How do the underlying structures unconsciously guide the creation of dance? Creating fosters artistic appreciation, interpretation, imagination, significance and value. The point of studying dance is to encourage meaning making, deeper emotional response and more inventive decision making. Though the choreographer s thoughts and intuition drive the work, great art requires proficiency and discipline to turn notions into a quality product. LA SL.CCR.1, LA W.CCR.7, LA W.CCR.6, LA W.CCR.10, LA SL b, AR , AR A.1, AR , AR , AR A.2, AR , AR , AR A.2, AR B.2 Active participation in dance leads to a comprehensive understanding of the imaginative and creative process. The learner will understand dance as an art form with a range of opportunities for involvement. Students will understand choreographic principles, processes, and structures. Working in groups to choreograph a dance, choosing music, attire, and making judgments towards a final presentation. Demonstrate the process for how students arrive at a performance. Recognize and express different dance forms and techniques. Define and identify the choreographic principles of unity, variety, contrast, repetition, and transition. Analyze peer choreography. Observe and discuss significant contemporary dance works Identify and recognize career opportunities in the field of dance. and discussion. Journal Entry 6- Future Goals. Students articulate possible future directions-in dance and other areas relevant to dance-that may form the basis of goals to achieve dance in their daily lives. A scale of assessment criteria that accurately reflects the learning outcomes demonstrated by the task.