This course is an enhancement of developed ability through introduction of advanced dance, vocabulary, musicality, and aesthetics. This course will build on all content/skills/activities from Introduction to Dance and Dance I.
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
|---|
| A | B | C | D | |
| Movement Elements in Performing Arts |
| 1-3 | | 1,2 | | a. Demonstrate a high level of consistency and reliability in performing technical skills. |
| 1-3,6 | | 2,4 | | b. Perform technical skills with artistic expression, demonstrating clarity, musicality, and stylistic nuance in a broad dynamic range. |
| 1,2 | | 2,4 | | c. Demonstrate projection while performing dance skills. |
| 1-3 | | 1-4 | | d. Refine technique through self-evaluation and correction. |
| | | | e. Demonstrate skill in balancing, suspending, initiating, isolations, and tilts. |
| Choreographic Principles, Processes, and Structure |
| 1-5 | | 1,2 | | a. Demonstrate further development and refinement of skills to create a small group dance with coherence and aesthetic unity. |
| | 1-5 | | b. Accurately describe how a choreographer manipulated and developed the basic movement content in a dance. |
| Create and Communicate Meaning |
| 5 | 1,3,4 | 1,2,5 | a. Examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives. |
| 1-4 | 4,5 | 1-4 | | b. Compare and contrast how meaning is communicated in two personal choreographic works. |
| Critical and Creative Thinking Skills in Dance |
| 1,5 | 9 | 6 | 1,2,6,8 | a. Discuss how skills developed in dance are applicable to a variety of careers. |
| 1-3, 5,7 | 1-4, 6-8 | 1-4 | 3,4,6 | b. Analyze the style of a choreographer (e.g., George Balanchine, Alvin Ailey, and Laura Dean), or cultural form (e.g., bharata natyam, and classical ballet). |
| 1-4, 6-8 | | 1-7 | c. Analyze issues of ethnicity, gender, social/economic class, age, and/or physical condition in relation to dance. |
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
|---|
| A | B | C | D | |
| Demonstrate and Understand Dance |
| 2-6,8 | 2 | 6 | a. Create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/political contexts. |
| 1-4,7,8 | 1-3 | 1-6 | b. Compare and contrast the role and significance of dance in two different social/historical/cultural/political contexts. |
| Dance and Healthful Living |
| 8,9 | | 3,6,7 | a. Discuss challenges facing professional performers in maintaining healthful lifestyles. |
| Dance and Other Disciplines |
| 1-4 | 1-4 | 2,3,5,6 | a. Compare one choreographic work to one other artwork from the same culture and time period in terms of how those works reflect the artistic/cultural/historical context. |
| 3,4,6 | | | 1,6 | b. Create an interdisciplinary project using media technology, such as video or computer, that present dance in a new or enhanced form (e.g., video dance, video/computer-aided live performance, or animation). |
DANCE ASSESSMENTS
- Critiques
- Dance Rubric
- Journaling
- Mastery of assigned literature
- Participation in class
- Reports
- Research
- Self-evaluation
- Short and long combinations
- Student generated: tests, choreography, videos
- Student audience critique
- Teacher evaluation of overall performance
- Video performance
- Written tests
