ALEX | Alabama Learning Exchange

All I Want to Do Is Dance, Dance, Dance!

Classroom Resource Information

Title:

All I Want to Do Is Dance, Dance, Dance!

URL:

http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson38.html

Content Source:

Other
The J. Paul Getty Museum

Type:

Lesson/Unit Plan

Overview:

Students will observe dance movements in drawings and paintings. Students will work in pairs and do simple gesture drawings of their partner in a dance pose. They will choose a sketch to make a new drawing and paint it with watercolors. They will write a persuasive essay discussing the importance of dance in schools. Students will work in groups to choreograph a short dance.

Content Standard(s):

Arts Education ARTS (2017) Grade: 3 Dance	3) Recognize choreographic devices to create simple movement patterns. Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment. 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 use elements of dance movement problem choreographic devices structure dance phrase concept and inspirations for choreography feedback and revision dance study notation dance phrase Skill Examples: Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences). Find a way to travel across the floor only using a low level. Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment). Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed. Discuss and use peer feedback or instructor feedback. Create a floor map, using different colors for different levels of movement.
Arts Education ARTS (2017) Grade: 4 Dance	1) Identify ideas for choreography generated from a variety of prompts and source materials. Examples: Music/sound, text, objects, images, notation, observed dance, or experiences. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Explore Essential Questions: EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. EQ: Where do choreographers get ideas for dances? Concepts & Vocabulary: choreography prompts movement problem elements of dance choreographic devices dance study artistic intent dance phrase Skill Examples: Use music, sound, text, objects, images, notation, observed dance, or experiences to create a dance phrase. Perform a dance phrase using three different levels. Perform a dance phrase that alters the timing of the movement. Create a trio from a solo by performing movements in a three-part canon. Create a dance based on the maid idea of "water" or "fire" and explain how the movement choices that were made express your topic. After performing short dance study, reflect on possible changes that could have been made and use peer feedback to revise movement. Draw a formation or pathway of dancers using symbols.
Arts Education ARTS (2017) Grade: 5 Dance	1) Develop content for choreography using ideas generated from a variety of prompts. Examples: Spoken word, text, poetry, images, or nature. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Explore Essential Questions: EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. EQ: Where do choreographers get ideas for dances? Concepts & Vocabulary: choreography prompts movement problems choreography elements of dance choreographic devices structure codified movement style dance study concept and inspiration for choreography dance study feedback and revise notate Skill Examples: Create movement from spoken word, text, poetry, images, or nature. Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy. Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition. Utilize ballet movement to create a story. At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result. Record changes in choreography in a dance journal.
Arts Education ARTS (2017) Grade: 3 Visual Arts	1) Elaborate on an individual or prompted imaginative idea. Examples: Create an imaginative mask showing his/her personality. Look at masks from different cultures such as Chinese, African and Native American. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Concepts & Vocabulary: Creativity Criteria Critique Design Media Mixed media Monochromatic Principles of design Rhythm Technology Visual image Skill Examples: Use a variety of materials to create a three-dimensional mask showing a student's personality. Use torn paper scraps to create rhythm in a landscape. Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes. Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes). After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom. Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks. Collaborate with others to create a work of art that addresses an interdisciplinary theme. Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork. Recognize and identify choices that give meaning to a personal work of art. Create a drawing using monochromatic colors (paint, oil pastels, etc.). Explore individual creativity using a variety of media. Understand what effects different media can have in a work of art.
Arts Education ARTS (2017) Grade: 4 Visual Arts	3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education ARTS (2017) Grade: 5 Visual Arts	1) Combine ideas to develop an innovative approach to creating art. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Concepts & Vocabulary: Cultural context Formal & conceptual vocabulary Genre Linear perspective Preserve Principles of design Movement Emphasis Relief Vanishing point Skill Examples: Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art. Have students keep journals to reflect on and combine ideas for their works of art. Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.). Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective. Create tessellations in connection with interdisciplinary subjects such as mathematics. Write a short story and illustrate the story with original drawings. Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones) Write a personal artist statement to accompany an original work of art. Draw a landscape including foreground, middle ground, and background. Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues. Create a bas-relief by carving into a clay slab.
English Language Arts ELA2021 (2021) Grade: 3	35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion. Unpacked Content Teacher Vocabulary: 35. Argument Take an action Adopt a position Introduction Logical reasoning Evidence Sources Conclusion Knowledge: 35. Students know: The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement. Evidence to support the argument must be collected from various sources. Skills: 35. Students are able to: Write an argument to convince a reader to take action or adopt a position. Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing. Gather evidence from various sources to support a claim. Understanding: 35. Students understand that: To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from various sources.
English Language Arts ELA2021 (2021) Grade: 4	37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence. Unpacked Content Teacher Vocabulary: 37. Argument Persuade Take an action Adopt a position Introduction Logical reasoning Evidence Relevant sources Linking words Knowledge: 37. Students know: The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement. Evidence to support the argument must be collected from various sources. Linking words are used to connect their claim to the corresponding evidence. Skills: 37. Students are able to: Write an argument to convince a reader to take action or adopt a position. Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing. Gather evidence from relevant sources to support a claim. Use linking words to connect their argument to the corresponding evidence. Understanding: 37. Students understand that: To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources. Linking words can help connect their argument to the evidence supporting their argument.
English Language Arts ELA2021 (2021) Grade: 5	36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion. Examples: first, as a result, therefore, in addition Unpacked Content Teacher Vocabulary: 36. Argument Persuade Take an action Adopt a position Claim Relevant evidence Sources Connectives Conclusion Knowledge: 36. Students know: The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Argumentative writing includes introducing the topic by stating an argumentative claim, logical reasoning supported by evidence, and a concluding statement. Evidence to support the argument must be collected from various sources. Connective words, like first, as a result, therefore, in addition, are used to link ideas in argumentative writing. Skills: 36. Students are able to: Write an argument to convince a reader to take action or adopt a position. Include a claim, logical reasoning supported by evidence, and a conclusion in argumentative writing. Gather evidence from relevant sources to support a claim. Use connective words to link their ideas within the writing. Understanding: 36. Students understand that: To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources. Connective words can help connect their argument to the evidence supporting their argument.

Tags:

choreograph, dance, gesture drawing, persuasive essay, sketch, watercolor

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Author:

Tiffani Stricklin

ALEX Classroom Resource

All I Want to Do Is Dance, Dance, Dance!