Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 1
Classroom Resources: 1
1) Experiment using a variety of prompts as inspiration to create an improvisation, movement study, or choreographed dance, and explain the relationships between the prompts and movement choices.

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

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

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

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

Example: Select two choreographic devices used within a selected choreographic structure to create a dance.

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

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

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

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 1
Classroom Resources: 1
6) Compare and contrast recognized systems to document a dance using writing, symbols, or media technology.

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

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • prompts
  • improvisation
  • choreographic devices
  • choreography
  • choreographic structure
  • artistic statement
  • choreographic devices
  • choreography
  • choreographic devices
Skill Examples:
  • Create movement based on current events, sculptures, nature, or recognized works of art.
  • Use understanding of design principles (form/design, theme, repetition, balance, contrast, emphasis, and variety) to set spatial arrangements and formations.
  • Choose the best choreographic device to express returning to the main idea at the end of a dance.
  • Select two choreographic devices used within a selected choreographic structure to create a dance.
  • Create or use an appropriate rubric for self-evaluation and reflection.
  • Use learned technique in collaboration with peers to set spatial arrangements and formations.
  • Use movement motifs to develop dance phrases. Create dances using identifiable choreographic forms, such as ABA, canon, and theme and variation.
  • Research statements from accomplished choreographers concerning their choreography to develop an artistic statement appropriate for the student choreographer (i.e., Merce Cunningham, Jiri Kylian, Martha Graham, Trisha Brown).
  • Justify the use of circular formations and connected shapes during the choreographic process to convey community.
  • Use video (or other technology) or create graphs and floor plans to inform the process when developing choreography and understand staging.
  • Demonstrate the ability to use feedback selectively to revise choreography.
  • Identify a way to document a dance by experimenting with different methods of documentation.
Performing
Express
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 1
Classroom Resources: 1
7) Perform a broad range of spatial elements with clarity of design and 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
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
8) Demonstrate musicality in performed movement through the use of kinesthetic phrasing as appropriate to choreography and artistic intent.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
9) Demonstrate a broad range of energy and dynamics in isolated and full-body movements to clarify artistic intent while performing.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Embody
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
10) Utilize correct alignment while performing technical dance skills to improve efficiency, safety, and clarity of movement in choreography.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
11) Research and develop a plan for healthful practices in dance activities and everyday life, including nutrition and injury prevention.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
12) Implement a rehearsal plan through collaboration with peers using a variety of strategies to analyze and evaluate the performance goal.

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

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & Vocabulary:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Present
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
13) Apply rules of performance etiquette during class/ rehearsal and document strengths and weaknesses to enhance the performance process.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
14) Evaluate possible designs for the production elements of a performance and select and execute the ideas that would enhance the artistic intent of the dances.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?
Concepts & Vocabulary:
  • Choreography
  • Clarity of Design
  • Musicality
  • Kinesthetic Phrasing
  • Artistic Intent
  • energy
  • dynamics
  • embody
  • alignment
  • technical dance skills
  • Healthy Practices
  • Injury Prevention
  • Performance etiquette
  • Personal goals
  • Self-Evaluation
  • Production elements
Skill Examples:
  • Demonstrate clear movement choices in different directions, facings and levels.
  • Design basic shapes of the body and sequence while connecting movement that uses spatial elements.
  • Use breath phrasing to execute a work by Martha Graham.
  • Reflect on syncopation and accents from musical jazz compositions by performing isolated bursts of energy juxtaposed with lyrical full-body movement.
  • Explore, identify and discuss energy changes that convey a feeling or meaning, then apply various changes in energy to enhance the artistic intent.
  • Identify common practices for injury prevention and maintenance.
    • (i.e., R.I.C.E.)
  • Chart or document a plan that supports personal performance goals.
  • Analyze and evaluate personal performance using performance goals, video documentation, journaling, or peer feedback.
  • Identify and discuss performance etiquette. Set attainable personal goals for dance class and assess growth at set intervals.
  • Design a costume for a dance performance.
  • Determine opening and ending lighting ideas appropriate to the artistic intent of a dance.
Responding
Analyze
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
15) Relate recurring patterns of movement to their relationship in dance in the context of artistic intent.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 1
Classroom Resources: 1
16) Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices to communicate intent.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Interpret
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 1
Classroom Resources: 1
17) Compare and discuss how the elements of dance, execution of dance movement principles, and context contribute to 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:
  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Critique
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 1
Classroom Resources: 1
18) Compare and contrast two or more dances using evaluative criteria to critique artistic expression.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • compare patterns
  • elements of dance
  • artistic expression
  • critique artistic expression
  • Evaluative Criteria
Skill Examples:
  • View a professional dance work, identify multiple patterns of movements and discuss their relationship in the context of the artistic intent.
  • Revise an existing dance phrase adding the elements of dance to enhance the phrase.
  • Working in small groups, evaluate peer choreography using the elements of dance, technique and or artistic expression as criteria. Apply constructive feedback.
  • Analyze and interpret recognized works by a variety of historical and contemporary choreographers.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 1
Classroom Resources: 1
19) Explain how the perspectives expressed by a choreographer may impact one's own interpretation.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
20) Research a question or problem that can be addressed through movement and apply information gathered by creating a group dance that answers the question posed.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.
Relate
Arts Education (2017)
Grade(s): 9 - 12
Dance: Proficient
All Resources: 0
21) Explain how the habits, ideas, and perspectives from cultures, societies, historical periods, or communities impact the artistic elements in dance.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Self-reflection
  • Choreography
  • Artistic Intent
  • Movement Problem
  • Context Cues
  • Dancy Study
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Distinguish and critique the use of the elements, foundations, skills, and techniques of dance to support the purposes of dances that one observes or performs.
  • Identify an instance of plagiarism or copyright infringement and assess its causes and effects.
  • Determine how dance impacts economic, political, and environmental choices in a community and/or society.
  • Understand that the attributes of dance are relevant to and used in other content areas and demonstrate this understanding by
    • Producing a presentation of dance that integrates other content areas.
    • Examining and critiquing a presentation of dance that integrates other content areas.
  • Research the historical/social context that brought African and Irish dance styles together to create tap dance in the nineteenth century.
  • Analyze and demonstrate how styles of dance (such as ballet, tap, and hip-hop) reflect the cultures in which they were formed.