ALEX Classroom Resource

  

Improvising Within a Structure

  Classroom Resource Information  

Title:

 Improvising Within a Structure

URL:

 https://www.cde.state.co.us/standardsandinstruction/danhsfp-improvisingwithinastructure-pdf

Content Source:

 Other
Colorado Department of Education
Type: Lesson/Unit Plan

Overview:

Students will incorporate locomotor skills, concepts of space, time, and energy while learning basic improvisational skills.  In groups, students will use improvisation to choreograph a dance to perform for the class.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 9-12
Dance: Proficient
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
ARTS (2017)
Grade: 9-12
Dance: Proficient
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.
Tags: beginner, choreograph, energy, improvisation, locomotor, space, time
License Type: Custom Permission Type
See Terms: http://www.cde.state.co.us/standardsandinstruction/samplecurriculumproject
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
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  This resource provided by:  
Author: Tiffani Stricklin
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