In this introduction to the art and discipline of dance movement, the student will gain enhanced physical agility and knowledge of basic dance as well as vocabulary in a variety of dance styles such as ballet, jazz, and modern.
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Movement Elements in Performing Arts | ||||
| 1-3, 5 | 1,2 | |||
| 1-5 | b. Demonstrate the following movement skills and explain the underlying principals: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing, fall and recovery. | |||
| 1-6 | 1,2, 7,8 | 1 | c. Accurately identify and demonstrate basic dance steps, as well as positions and patterns for dance from two different styles or traditions. | |
| 4,6 | d. Accurately transfer a rhythmic pattern from the aural to the kinesthetic. | |||
| 1-5 | e. Demonstrate increasing kinesthetic awareness, concentration, and focus in executing movement skills. | |||
| 4,6 | f. Accurately transfer a spatial pattern from the visual to the kinesthetic. | |||
| 1-6 | g. Demonstrate movements in straight, curved, and zigzag pathways. | |||
| 1-6 | h. Identify and clearly demonstrate a range of dynamics/movement qualities. | |||
| 1,2,5 | i. Describe the action and movement elements observed in a dance, using appropriate movement/dance vocabulary. | |||
| 1-4 | j. Demonstrate accurate memorization and reproduction of movement sequences. | |||
| 1-4 | k. Create shapes at low, middle, and high levels. | |||
| 1-8 | l. Demonstrate and understand dance in various cultures and historical periods. | |||
| Choreographic Principles, Processes, and Structure | ||||
| 1-6 | 1-3 | a. Demonstrate clearly the principles of contrast and transition. | ||
| 1-6 | 1-3 | b. Demonstrate effectively the processes of reordering and chance. | ||
| 1-5 | c. Use improvisation to discover and invent movement to solve movement problems. | |||
| 1-5 | 1 | d. Demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative. | ||
| 1-5 | 1 | e. Demonstrate the ability to work cooperatively in a small group during the choreographic process. | ||
| 1-5 | 1 | f. Demonstrate the following partner skills in a visually interesting way: creating contrasting and complementary shapes, taking and supporting weight. | ||
| 1-3 | g. Use new and traditional dance technique and choreography. | |||
| 1-8 | 2 | h. Describe accurately the role of dance in at least two different cultures or time periods. | ||
| 1-3 | 2 | i. Execute competently folk, social, theatrical, and classical dance from various cultures and historical periods. | ||
| 1,2 | j. Describe similarities and differences in steps and movement styles. | |||
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Movement Elements in Performing Arts | ||||
| 1-4 | 1,4 | 2 | ||
| 1-4 | 1,2 | 2,4,7 | b. Explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance. | |
| 1-4 | 4,6,8 | 2,4 | 1,2,7 | c. Create a dance that successfully communicates a topic of personal significance. |
| 1-8 | 4 | 1-7 | d. Consider individuals’ and/or cultures’ beliefs about dance. | |
| 1-6 | 1-8 | 1-4 | 1-7 | e. Demonstrate higher level of skill, dealing with more complex examples, and respond to works of art in increasingly sophisticated ways. |
| 3 | 1 | f. Demonstrate and/or explain how lighting and costuming can contribute to the meaning of dance. | ||
| 1 | g. Explain strategies to prevent dance injuries. | |||
| 3-6 | 5 | 6 | h. Create a project that reveals similarities and differences between the arts. | |
| 6 | 6,7 | i. Cite examples of concepts used in dance and another discipline outside the arts (e.g., balance, shape, pattern). | ||
| 1-7 | j. Focus on reading and discussions, such as “What is beauty? What is dance (what qualities)? What is the purpose of dance? How do art/dance affect you and your life? and What is the obligation of the artist to the audience?” | |||
| 1-4 | 1-7 | k. Identify possibly aesthetic criteria for evaluating dance (e.g., skills of performers, originality, visual and/or emotional impact, variety, and contrast. | ||
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Critical and Creative Thinking Skills in Dance | ||||
| 5 | a. Demonstrate appropriate audience behavior in watching dance performances. | |||
| 1-5 | b. Establish a set of aesthetic criteria and apply it in evaluating the work of others. | |||
| 4 | 5 | 1-5 | 1,2,4,6 | c. Create a movement problem and demonstrate multiple solutions; choose the most interesting solutions and discuss the reasons for that choice. |
| 1-4 | 2 | d. Compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), force and energy (such as movement qualities), and musicality (appropriateness of dance vocabulary to musical composition). | ||
| 1-5 | e. Identify possible aesthetic criteria for evaluating dance (e.g., skill of performers, originality, visual and/or emotional impact, variety, and contrast). | |||