Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 8
Dance
All Resources: 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.

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
2) Select personal movement preferences to express an artistic intent in choreography and justify the choices made using genre-specific dance terminology.

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: 1
Classroom Resources: 1
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.

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
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.

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
5) Apply feedback and self-reflection to revise a collaboratively choreographed dance and explain how the changes clarify artistic intent.

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

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
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.

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
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.

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
9) Apply energy and dynamics to enhance technique and engage audiences.

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
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.

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
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.

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
12) Identify personal performance and practice goals and document improvement over time.

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

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
13) Demonstrate and document leadership qualities when preparing for a performance.

Examples: Commitment, dependability, and responsibility.

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
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.

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
15) Describe and demonstrate recurring patterns of movement and their relationship in dance in the context of artistic intent.

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
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.

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: 1
Classroom Resources: 1
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.

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
18) Determine the effectiveness of choreography by evaluating artistic criteria.

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

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
19) Explain how personal experience and perspective impact interpretation of choreography.

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
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.

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
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.

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.