Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 5
Dance
All Resources: 8
Classroom Resources: 8
1) Develop content for choreography using ideas generated from a variety of prompts.

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

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
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.

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: 1
Classroom Resources: 1
3) Expand choreographic possibilities by utilizing multiple choreographic devices.

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: 1
Classroom Resources: 1
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.

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
5) Explain artistic choices and refinement made through feedback to develop the artistic intent of a short dance study.

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: 2
Classroom Resources: 2
6) Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

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
7) Integrate static and dynamic shapes with floor and air pathways into dance phrases.

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: 2
Classroom Resources: 2
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.

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: 1
Classroom Resources: 1
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.

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: 3
Classroom Resources: 3
10) Demonstrate a series of dance phrases using fundamental dance skills.

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

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: 1
Classroom Resources: 1
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.

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
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.

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
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.

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
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.

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
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.

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: 1
Classroom Resources: 1
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.

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: 1
Classroom Resources: 1
17) Explain how the movements in a dance communicate the main idea of a dance using basic dance terminology.

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: 1
Classroom Resources: 1
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.

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
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
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
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.

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: 2
Classroom Resources: 2
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.

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.