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The Art and Depiction of Dance, Intermediate

Classroom Resource Information

Title:

The Art and Depiction of Dance, Intermediate

URL:

http://www.getty.edu/education/teachers/classroom_resources/curricula/performing_arts/lesson11.html

Content Source:

Other
J. Paul Getty Museum

Type:

Lesson/Unit Plan

Overview:

Students will observe, describe, and demonstrate axial and locomotor movements. They will depict a dancer's motion in illustrations and photography.

Content Standard(s):

Arts Education ARTS (2017) Grade: 6 Dance	6) Illustrate a dance sequence through two different mediums, including writing, symbols, or a form of media technology. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 3: Refine and complete artistic work. Process Components: Revise Essential Questions: EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning. EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work? Concepts & Vocabulary: prompts movement vocabulary artistic expression movement vocabulary choreography utilize elements of dance dance study artistic intent choreographic devices structure artistic criteria dance study concept, impact and inspiration for choreography feedback and revise notation Skill Examples: Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed. Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference. Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony). Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase. Create dances using choreographic devices, such as expansion, diminution, and reverse. Choreograph a narrative dance that shows relationships, such as friendship. Use inversion to create a dance about opposition. Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.
Arts Education ARTS (2017) Grade: 7 Media Arts	2) Design, propose, and evaluate artistic ideas, plans, prototypes, and production processes for media arts productions, considering expressive intent and resources. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Develop Essential Questions: EU: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea. EQ: How do media artists organize and develop ideas and models into process structures to achieve the desired end product? Skill Examples: List various ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use modeling and prototyping to share the idea with the class. In a group, apply self-developed criteria for intent, resources, and context to critique the entire idea to presentation process of the group's media arts product proposal. Storyboard a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support the narrative. Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product by emphasizing specific expressive elements.
Arts Education ARTS (2017) Grade: 8 Media Arts	1) Generate various ideas, goals, and solutions for original media arts products, applying focused creative processes through divergent thinking and experimentation. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Creativity Experimentation Collaborate Roles Jobs Delegation Aesthetics Beauty Design process Stylistic conventions Theme Unity Skill Examples: List unusual ideas generated through experimenting with combining standard ideas for a media arts product. Choose one idea to develop based on identified artistic goals and justify the choice. Use improvisation develop a script/ storyboard for production. In a group, apply given criteria for intent, resources, and context to critique the entire idea-to-presentation process of the group's media arts product proposal. Outline a plan for a media arts product that serves as a PSA for a community organization, choosing stylistic conventions that support unity and theme. Exchange copies of media arts products with a classmate. In the spirit of exploration and experimentation, modify and refine a product to purpose and audience for a different setting. Meet and explain choices in modifications.

Tags:

axial, illustration, locomotor, photography

License Type:

Custom Permission Type
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This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

The Art and Depiction of Dance, Intermediate