Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
1) Synthesize ideas from a variety of prompts to create choreography using codified and original movement.

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

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

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

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

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • choreography
  • styles
  • genres
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Use understanding of visual art design principles (form/ design, theme, repetition, balance, contrast, emphasis, variety) to set spatial arrangements and formations.
  • Create choreography and evaluate the experiences and cultural connections that shaped choreographic choices.
  • Research the evolution within a specific genre of dance (i.e., the work of choreographers Martha Graham, Doris Humphrey, and Mark Morris or choreographers Bill Robinson, Gregory Hines, and Savion Glover).
  • Interpret a choreographer's personal aesthetic criteria by observing several works by the choreographer.
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Create dances using choreographic devices, such as transposition, opposition, and accumulation.
  • Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Create a written statement describing one's inspiration, intended audience, emphasis, and choices when creating a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
  • Create or use an app to generate dance formations for staging.
  • Justify the use of a fast tempo to convey chaos or adagio movement with allegro musical accompaniment.
  • Use a recording device to video a performance at least three times from three different stage perspectives in order to evaluate the accuracy and quality of that performance.
  • Incorporate Labanotation symbols to document the use of breath in choreography in order to evaluate the use of breath.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 1
Classroom Resources: 1
6) Develop a strategy to document choreography for a specific need.

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

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

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

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
8) Experiment with unpredictable tempi and rhythms within choreographic parameters to enhance performance quality and artistic intent.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
9) Use intentional variations in energy and dynamics to clarify movement phrasing.
Examples: Vary energy throughout a movement phrase.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Embody
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
10) Apply kinesthetic awareness of other dancers within a group while executing complex spatial, rhythmic, and dynamic sequences.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
11) Implement a plan that applies principles of anatomy, nutrition, body conditioning, and injury prevention to a range of technical dance skills for achieving fluency of movement.

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

Explore and explain the metabolism rates between different food groups.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
12) Plan and execute collaborative and independent rehearsal processes with attention to technique and artistry informed by personal performance goals.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Present
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
13) Model and document leadership qualities during the performance and rehearsal process while evaluating methods and strategies to enhance performance, using dance and production terminology.

Examples: Accept notes post-performance from choreographer and apply corrections to future performances.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
14) Produce a dance concert on a stage or in an alternative performance venue and plan the production elements that fulfill the artistic intent of the dance performance.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Spatial design
  • choreography
  • tempi
  • rhythm
  • performance quality
  • artistic intent
  • energy variation
  • dynamics
  • movement phrase
  • embody
  • kinesthetic awareness
  • Body conditioning
  • Injury prevention
  • technical dance skills
  • Artistry
  • Performance goals
  • Leadership qualities
  • Rehearsal strategies
  • Production terminology
  • Alternative performance venue
  • Production elements
Skill Examples:
  • Establish unity among dancers by performing with a common focus.
  • Practice and perform a dance or phrase with others that shows effective use of varied formations, pathways, levels and direction.
  • Experiment with the tempo by speeding up and slowing down the movement (rubato) to enhance the kinesthetic phrasing within the required timing of a classical ballet adagio.
  • Manipulate or vary energy throughout a movement phrase.
  • Experiment with different energies at the beginning or end of the movement phrase and in transitions.
  • Discuss how changes can relate to the artistic intent and revise movement choices to improve or change audience interpretation.
  • Maintain awareness of other dancers in space and partnering during group dances.
  • Identify the muscles required for initiation in a grand battement.
  • Explore and explain the metabolism rates between different food groups.
  • Document ongoing personal and discussed/collaborative group performance goals. Implement a plan to meet those goals and a time period to reassess goals and revise plan.
  • Discuss what makes an "effective rehearsal." Identify effective rehearsal strategies in a rehearsal plan.
  • Accept notes post-performance from choreographer and apply corrections to future performances.
  • Research, discuss and identify production elements necessary for the artistic intent of a given dance or whole concert. Create and implement a plan based on your findings.
Responding
Analyze
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 1
Classroom Resources: 1
15) Analyze choreography and provide examples of recurring patterns of movement and relationships that create structure and generate meaning in a dance.

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

Show how ABA may indicate a cycle of life.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression
Skill Examples:
  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
16) Analyze and compare the use of movement patterns and their relationships within a dance in a variety of genres, styles, or cultural movement practices, using genre-specific terminology.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression
Skill Examples:
  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
17) Interpret how the relationships of dance, use of body, dance technique, and context enhance meaning and support choreographic intent, using genre-specific terminology.

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

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • Apply Evidence
  • genres
  • styles
  • culture movement practices
  • choreographic intent
  • Elements of Dance
  • artistic expression
Skill Examples:
  • Show motif development as a tool for creating theme and variation.
  • Show how ABA may indicate a cycle of life.
  • Select and analyze two different styles of dance and use genre specific terms to compare the movement patterns.
  • Reflect upon one's own choreographic choices and compare them with the choices of other choreographers who expressed the same theme.
  • Observe a performance of dance and analyze the ways that the elements of dance and principles of choreography were used to support a theme.
  • Analyzing the use and organization of elements, principles, skills, foundations, and technique.
  • Interpreting meaning based on personal experiences and knowledge.
  • Evaluating and justifying by using supportive evidence and aesthetic criteria.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
19) Evaluate a dance that is related to content learned in other subjects and research its context, synthesizing information learned and sharing new ideas about its impact on one's perspective.

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

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
20) Investigate a topic and collaboratively create a dance while transferring the learning from this project to other learning situations.

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

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.
Relate
Arts Education (2017)
Grade(s): 9 - 12
Dance: Accomplished
All Resources: 0
21) Analyze how cultural dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the people from which the dances originate and explain how this analysis expands one's dance literacy.

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

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Evaluative Criteria
  • Context Cues
  • Artistic Expression
  • Capstone Project
  • Choreography
  • Dance Work
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Examine dance, music, and visual arts as they progress through the eras and identify commonalities among their respective stylistic developments.
  • Articulate (verbally or in writing) how the skills gained through dance will benefit a person in the workforce.
  • Examine societal issues related to dance, such as "What is my position on censorship of the arts?" or "Which dances should be allowed at prom?" Present ideas in writing or in a presentation.
  • Compose, choreograph, produce, and create individual and collaborative performances, productions, and projects, such as musicals, operas, art shows, and live theatrical performances
  • Examine The Green Table (by German choreographer Kurt Joos) in relation to peace negotiations in the 1930s; then, present one's understanding in writing or presentation.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed; then, present one's understanding.
Creating
Explore
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
1) Explore, discover, and establish a personal voice to communicate intent in choreography.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
2) Experiment beyond personal movement preferences and strengths while choreographing to expand personal movement vocabulary.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Plan
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
3) Demonstrate fluency and personal voice utilizing choreographic devices and structures while justifying choices, and explain how they are used to intensify artistic intent.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
4) Finalize an artistic statement that communicates how and why personal, cultural, and artistic perspectives influence your choreographic process.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Revise
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
5) Determine a personal preference for a final revision of an original dance by using a process of reviewing, evaluating, revising, and refining choreography, after considering self-reflection and feedback from others.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
6) Create a portfolio that includes comprehensive documentation of original choreography and personal performance, including one or more systems and/or technologies that record movement and choreography.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • choreography
  • movement vocabulary
  • choreographic devices
  • artistic statement
  • choreography
Skill Examples:
  • Choreograph a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas.
  • Compare, contrast, and justify the use of the elements, foundations, skills, and technique of dance to support the purposes of dances that were observed or performed.
  • Produce and perform movement with powerful energy to convey emotions (i.e., using bound energy to express anger or angst).
  • Demonstrate strength, flexibility, and balance in the bends, extensions, turns, and jumps that are appropriate to the genre of dance being studied.
  • Provide evidence to support intentional choreographic choices within one's own work.
  • Compare one's own personal aesthetic choices with the aesthetic choices of a variety of professional choreographers.
  • Create and use an appropriate rubric for self-evaluation and reflection.
  • Articulate (verbally or in writing) artistic intent in relation to chosen choreographic forms and devices.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Demonstrate the ability to selectively use feedback to revise choreography through revision and performance.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and to understand staging.
Performing
Express
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
7) Manipulate, adapt, and adjust to spatial differences between performers while executing air and floor pathways so that the intended spatial design in the choreography is preserved.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
8) Demonstrate a sophisticated understanding of time and phrasing in choreography by performing complex meters, tempi, and rhythms with, without, and against music or sound accompaniment.

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

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
9) Employ both extreme and subtle differences in energy and dynamics to express complex ideas, qualities, emotions, and relationships that clarify artistic intent.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Embody
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
10) Perform with kinesthetic awareness during complex solo or ensemble work while maintaining proper technique in a specific genre, and self-evaluate performance.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
11) Modify personal practice based on findings from research on principles of anatomy, nutrition, body conditioning, and injury prevention in order to achieve fluency of movement.
Example: Research a chronic injury and implement a conditioning program to alleviate the condition.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
12) Implement a range of rehearsal strategies to initiate, plan, and direct rehearsals that obtain the technical skills and artistic expression necessary to achieve performance excellence.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Present
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
13) Collect evidence that supports personal excellence in leadership qualities and advanced performance skills from multiple individuals with professional perspectives to be included in a professional portfolio indicating college and career readiness.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
14) Design and organize production elements for dance concerts to be performed in a variety of venues by changing production elements for each venue as necessary to clarify artistic intent.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Choreography
  • Spatial Design
  • Tempi
  • Rhythms
  • Polyrhythmic
  • Energy
  • Dynamics
  • Artistic Intent
  • Embody
  • Kinesthetic awareness
  • genre
  • self-evaluation
  • rehearsal strategies
  • artistic expression
  • Research Methods
  • Leadership qualities
  • Professional Portfolio
  • Choreography
  • Production elements
Skill Examples:
  • Demonstrate spatial awareness by maintaining spatial design of a circle with equal space between dancers while performing a locomotor turn sequence with leaps and/or floor rolls.
  • Maintain the quality and metric phrasing of a waltz while performing to music that is written and performed as a march.
  • Shift the accents within a seven-count phrase to establish the appearance of a polyrhythmic structure that mixes meter within that phrase (i.e. 3/4 + 4/4; 2/4 + 2/4 + 3/4; and 5/4 + 2/4).
  • Demonstrate awareness of artistic intent and success in clearly modifying energy and dynamics (in a set phrase or composed work) to change the theme, idea or feeling.
  • Explore energy and dynamics by using improv with teacher calling out different words or phrases that dancers respond to.
  • Research a chronic injury and implement a conditioning program to alleviate the condition.
  • Demonstrate effective communication of dance vocabulary and leadership skills by teaching peers a dance of their own work. Plan choreography and artistic intent. Plan and run productive rehearsals using a variety of engaging strategies for dancers. Demonstrate ability to revise and adjust performance components utilizing a range of feedback/ assessment tools including instructor and peer feedback as well as multimedia self-assessment for dancers.
  • Collect personal references.
  • Create curriculum vitae or resume.
  • Gather personal portrait (headshot), dance photos, and video files of choreography.
  • Modify piece of work with lighting for stage space to adapt and keep artistic intent for performance outside.
Responding
Analyze
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
15) Explain how structure and meaning in choreography are developed through intentional movement and relationships in a variety of dance genres and styles.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
16) Differentiate the way dance communicates aesthetics and cultural values within a variety of genres, styles, or culture movement practices, using specific dance terminology.

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

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
17) Analyze and interpret dance elements, movement principles, and context of choreography across a variety of genres, styles, or cultural movement practices in order to interpret meaning and artistic expression.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Critique
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
18) Support the validity of multiple perspectives in a dance critique, using personal preferences, peer perspectives, and an understanding of societal and cultural values as justification.

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

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Select a specific dance structure and develop a dance that has a theme or meaning.
  • Use two different dance structures and perform the same dance phrase in the structures. Discuss which structure works best with the phrase.
  • Observe a dance based on a chosen social issue, examine, and reflect upon the elements, principles, and forms of dance in order to refine and communicate ideas. Articulate one's understanding in an essay.
  • Identify and raise aesthetic questions about dance experiences and how they deepen understandings.
  • Use a recording of a performance to reflect upon and evaluate a dance that one choreographed; then, present one's ideas in an essay, review, or presentation.
  • Compare and contrast aesthetic choices in one's own choreography in two variant dances; present ideas in an essay, review, or presentation.
  • Create a graph of multiple opinions about choreographic choices and explain how each may have value for considering revisions.
  • Maintain a journal of collected opinions from multiple sources concerning your choreographic choices.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
19) Revise choreography over time by using a sustained practice of analysis of dance elements, personal preferences, content, context, and feedback to influence changes that show evidence of personal growth.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
    • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
20) Create a capstone project that is influenced by research and explores a variety of techniques, new perspectives, or dance careers to impact original work.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
    • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.
Relate
Arts Education (2017)
Grade(s): 9 - 12
Dance: Advanced
All Resources: 0
21) Expand personal dance literacy by developing an understanding of how movement characteristics, techniques, and artistic criteria are influenced by the peoples from which dance originates.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • intentional movement
  • aesthetic
  • cultural values
  • styles
  • Elements of Dance
  • Convey meaning
  • multiple perspectives
  • personal, peer, and cultural values to justify
Skill Examples:
  • Examine and justify the impact of dance on choices throughout life, such as choices related to college, performance, and design (including technical choices).
  • Apply one's understanding of how dance-related knowledge, skills, and work habits are vital and transferable to the world of work, including careers in dance, such as by
    • Examining the safety habits, skills, standards, and expectations used in dance and needed for success in the workplace.
    • Researching careers in dance and practicing appropriate work habits and skills.
    • Implementing a plan to meet deadlines and complete work.
  • Create presentations (for senior projects, e-folios, websites, and IB and AP portfolios) that use the connections among the arts and between the arts and other disciplines, life, cultures, and work.
  • Assess how personal choices relating to plagiarism and copyright infringement impact artists and the dance profession.
  • Critique dances, such as Errand into the Maze and Rite of Spring.
  • Create a dance informed by Bob Fosse's work.
    • Dance—High School Advanced 100.
  • Examine Martha Graham's Frontier in relation to the American landscape and westward movement.
  • Evaluate the relationships between the rise of swing dance, big band music, the Harlem Renaissance, and World War II.
  • Reflect upon the impact that modern technology has had on dance as an art form by considering what one has seen on the Internet and TV.