Dance 1A & Dance 1B Course Title. Course- wide Enduring Understandings ("Cornerstones")

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1 Dance 1A & Dance 1B Course- wide ("Cornerstones") C1. Dancing & Performing (Physical Inquiry) Training in proper basic dance technique is the foundation for successful and more challenging movement. Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. Dance exists to be shared with an audience and dancers/choreographers must have opportunities to exhibit their work, receive feedback, and revise. C2. Creating & Composing (Creative Inquiry) Dance develops the body and mind as creative and expressive instruments. Improvisation is important in the expression of higher level and divergent thinking and problem solving. A choreographer's creations are based on personal life experience and prior dance/movement experiences. C3. Knowing History, Culture, & Context (Intellectual Inquiry) Dance is a universal form of expression that is not limited by verbal language or geography. With proper knowledge of the body's structure, dance can be a valuable form of exercise and lifelong healthy living. of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures Study of the life and choreography of dance pioneers assists in the creation of original choreography. C4. Analyzing & Critiquing (Aesthetic Inquiry) Comparing and contrasting various types of dance creates a well- rounded dance student and future patron of the arts. The practice of attending dance performances in educational and professional realms increases a dancer's exposure to choreographers, cultures, styles, traditions, and trends. Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance.

2 Course-wide 1. How do we identify and demonstrate movement elements and skills in performing the various dance style studied? 2. How do the elements of dance combine to create and communicate meaning? 3. What connections can be made between dance and healthful living? 4. How do we apply and demonstrate critical and creative thinking skills in dance? 5. What is the significance of traditional and social dance in various cultures and historical periods? 6. What connections can be made between dance and other disciplines? 7. What are some principles, processes, and structures for creating choreography? 8. How does improvisation help to develop new movement ideas? 9. How does creating and performing in the arts differ from viewing the arts?

3 Dance 1A & 1B Learning Activities by Cornerstone C1. Dancing & Performing (Physical Inquiry) Ballet Technique and performance (D1A) Jazz Technique and performance (D1A) Social Dance Technique and performance (D1A) Tap technique and performance (D1A) Broadway technique and performance (D1A) Hip Hop technique and performance (D1A) Modern Technique (D1B) Modern Choreographer Dance (D1B) Choreography projects of classmates (D1B) C2. Creating & Composing (Creative Inquiry) Final Choreography Project (D1A) Modern Choreographer Dance (D1B) Image Dance (D1B) Poem Dance (D1B) Limitation Dance (D1B) Prop Dance (D1B) Location Dance (D1B) Slow Music Dance (D1B) Upbeat Music Dance (D1B) C3. Knowing History, Culture, & Context (Intellectual Inquiry) Health Project (D1A) Dance Style Research Project (D1A) Blog Assignments (D1A) Modern Dance Choreographer Research Project (D1B) C4. Analyzing & Critiquing (Aesthetic Inquiry) Blog Assignments, response to videos and activities (D1A & D1B) Self and Group Evaluations (D1A and D1B) Critical Reviews of Performances (D1A and D1B)

4 Dance 1A & Dance 1B - Learning Activities by Unit (and cornerstone) Dance 1A Unit 1: Ballet (C1, C3, C4) Ballet Technique and performance Unit 2: Jazz (C1, C3, C4) Jazz Technique and performance Unit 3: Health (C3, C4) Health Project Self and Group Evaluations Unit 4: Social & Theatrical Styles (C1, C3, C4) Social Dance Technique and performance Tap technique and performance Broadway technique and performance Hip Hop technique and performance Unit 5: Creating & Critiquing Choreography (C1, C2, C4) Final Choreography Project Self and Group Evaluations Unit 6: History & Analysis (C3 & C4) Dance Style Research Project Blog Assignments (for each style of dance studied) Critical Reviews of Performances Dance 1B Unit 1: Modern Dance History & Technique (C1, C2, C3, C4) Modern Technique Modern Choreographer Dance Modern Dance Choreographer Research Project Unit 2: Choreography Practice (C1, C2, C4) Choreography projects of classmates Image Dance Poem Dance Limitation Dance Prop Dance Location Dance Slow Music Dance Upbeat Music Dance Unit 3: Critical Analysis (C4) Blog Assignments, response to videos and activities Self and Group Evaluations Critical Reviews of Performances

5 DANCE 1A Unit 1: Ballet (C1, C3, C4) Skill be Training in proper basic dance technique is the foundation for successful and more challenging movement. Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance. How do we identify and demonstrate movement elements and skills in performing the various dance style studied? How do we apply and demonstrate critical and creative thinking skills in dance? What is the significance of traditional and social dance in various cultures and historical periods? What connections can be made between dance and other disciplines? The historical and cultural roots of ballet - classical to contemporary The names and work of some major dancers and choreographers including, but not limited to: Louis XIV, Pierre Beauchamp, George Balanchine, Rudolf Nureyev, Margot Fonteyn, Mikhail Baryshnikov, Twyla Tharp Recognize famous works including, but not limited to: Swan Lake, Les Sylphides, The Nutcracker, Apollo The vocabulary for basic ballet technique and exercises Execute basic ballet technique and exercises including, but not limited to: positions of the feet, positions of the arms, plié, tendu, dégagé, rond de jambe, relevé, développé, grand battement, changement, chassé, entrechat, jeté, glissade, sauté, arabesque, pas de bourrée, coupé, passé, piqué, pirouette Learn and execute short movement phrases and a brief piece of choreography Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing In class performance of barre exercises (rubric) In class performance of progressions (rubric) In class performance of Ballet combination (rubric) Ballet blog assignments

6 DANCE 1A Unit 2: Jazz (C1, C3, C4) Training in proper basic dance technique is the foundation for successful and more challenging movement. Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance. How do we identify and demonstrate movement elements and skills in performing the various dance style studied? How do we apply and demonstrate critical and creative thinking skills in dance? What is the significance of traditional and social dance in various cultures and historical periods? What connections can be made between dance and other disciplines? The historical and cultural roots of jazz The names and work of some major dancers and choreographers including, but not limited to: Bob Fosse, Jack Cole, Gus Giordano, Chita Rivera The vocabulary for basic jazz technique and exercises Skill be Execute basic jazz technique and exercises including, but not limited to: jazz square, grapevine, kicks, leaps, jazz turns, chainés turns, pas de bourrée, chassé, ball change Learn and execute short movement phrases and a brief piece of choreography Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing In class performance of progressions (rubric) In class performance of Jazz combination (rubric) Jazz blog assignments

7 DANCE 1A Unit 3: Health (C3, C4) With proper knowledge of the body's structure, dance can be a valuable form of exercise and lifelong healthy living. of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance. What connections can be made between dance and healthful living? What connections can be made between dance and other disciplines? Skill be Some background on the restrictions and physical demands placed on dancers that lead to the common health problems The causes, symptoms, treatment options, connections to dancers, connection to non- dancers and significance of several health- related topics including, but not limited to: Anorexia, Bulimia, Smoking, Drugs & Alcohol, and Common Injuries. Some options for Health and Wellness with dance and how dance can be used in therapeutic ways. Research their topic using Library, Internet, and primary resources Create a slideshow presentation using GoogleDocs or Keynote for the ipad Collaborate with a group Present their research orally to their classmates using visual aids and a digital resource handout. Self & Group Evaluation Teacher evaluation of presentation (rubric)

8 DANCE 1A Unit 4: Social & Theatrical Styles (C1, C3, C4) Training in proper basic dance technique is the foundation for successful and more challenging movement. Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. Dance is a universal form of expression that is not limited by verbal language or geography. of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance. How do we identify and demonstrate movement elements and skills in performing the various dance style studied? How do we apply and demonstrate critical and creative thinking skills in dance? What is the significance of traditional and social dance in various cultures and historical periods? What connections can be made between dance and other disciplines? Skill be The historical and cultural roots of Social Dance from the Waltz to Hip Hop, focusing in particular on 20th Century American dances. The historical and cultural roots of Tap and Broadway Theatre Dancing. The names and work of some major dancers and choreographers including, but not limited to: Bill "Bojangles" Robinson, Fred Astaire, Gregory Hines, Savion Glover, Agnes DeMille, Michael Bennett, Jerome Robbins, DJ Kool Herc Recognize famous works including, but not limited to: Singing in the Rain, Tap, Bring in da Noise, Bring in da Funk, Oklahoma, West Side Story, A Chorus Line The vocabulary for basic tap technique and exercises Execute basic Social Dance technique including, but not limited to: Waltz, Charleston, Swing/Lindy Hop, Twist, Swim, Hustle, Electric Slide, Macarena Learn and execute short movement phrases and a brief piece of choreography in Tap, Broadway, and Hip Hop styles. Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing In class performances (rubric) Blog assignments on multiple topics

9 DANCE 1A Unit 5: Creating & Critiquing Choreography (C1, C2, C4) Dance exists to be shared with an audience and dancers/choreographers must have opportunities to exhibit their work, receive feedback, and revise. Dance develops the body and mind as creative and expressive instruments. A choreographer's creations are based on personal life experience and prior dance/movement experiences. Comparing and contrasting various types of dance creates a well- rounded dance student and future patron of the arts. Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance. How do the elements of dance combine to create and communicate meaning? How do we apply and demonstrate critical and creative thinking skills in dance? What are some principles, processes, and structures for creating choreography? How does creating and performing in the arts differ from viewing the arts? How to take what they have learned in this semester and combine that with previous dance and/or life experience to create their own original choreography. How to rehearse and polish their choreography in preparation for performance. Skill be Create 3-4 original counts of 8 of choreography in the style their group has chosen Learn the choreography of peers Collaborate to merge each student's choreography into one cohesive dance Use class preparation time responsibly Perform this dance both in class and in front of an invited audience Observe and provide feedback for the other group dances in class. Self & Group Evaluation In class performance Performance for invited audience Teacher evaluation of performance (rubric)

10 DANCE 1A Unit 6: History & Analysis (C3 & C4) Dance is a universal form of expression that is not limited by verbal language or geography. of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures. Comparing and contrasting various types of dance creates a well- rounded dance student and future patron of the arts. The practice of attending dance performances in educational and professional realms increases a dancer's exposure to choreographers, cultures, styles, traditions, and trends. Skill be How do the elements of dance combine to create and communicate meaning? What is the significance of traditional and social dance in various cultures and historical periods? What connections can be made between dance and other disciplines? How does creating and performing in the arts differ from viewing the arts? A basic history and origin of all styles of dance studied in class. The more detailed origins, history, music, and costuming for a style of dance they choose to research further. The proper behavior for audience members attending a performance. How to watch dance with a critical eye Respond verbally and in writing to video clips shown on the blog or in class Research their topic using Library, Internet, and primary resources Write a 4-6 page research paper following the guidelines provided for the paper and citing sources. Meet deadlines for rough drafts and final due dates. Write a 2-3 page critical review of a dance performance following the guidelines provided. Research Paper (rubric) Critical Review (rubric) Blog assignments completed.

11 DANCE 1B Unit 1: Modern Dance History & Technique (C1, C2, C3, C4) Training in proper basic dance technique is the foundation for successful and more challenging movement. Using the common vocabulary of dance terms assists dancers in communicating with each other and with choreographers. of dance history leads to a lifelong appreciation and active interest in the arts, while providing context for the study of styles of dance from various eras and cultures A choreographer's creations are based on personal life experience and prior dance/movement experiences. Study of the life and choreography of dance pioneers assists in the creation of original choreography. Comparing and contrasting various types of dance creates a well- rounded dance student and future patron of the arts. How do we identify and demonstrate movement elements and skills in performing the various dance style studied? How do the elements of dance combine to create and communicate meaning? What is the significance of traditional and social dance in various cultures and historical periods? What are some principles, processes, and structures for creating choreography? How does improvisation help to develop new movement ideas? How does creating and performing in the arts differ from viewing the arts? The basic movements and vocabulary of modern dance technique The contributions to modern dance development and history and the major dance innovations made by: Isadora Duncan, Ruth St. Denis, Ted Shawn, Martha Graham, Doris Humphrey, Merce Cunningham, Alvin Ailey, Paul Taylor, and Twyla Tharp. The iconic movements, poses, and/or characteristics of their assigned choreographer. Skill be Execute basic modern dance technique and elements. Learn and execute short movement phrases and a brief piece of choreography Actively participate each day by coming to class prepared (proper clothes and shoes) and dancing Research their topic using Library, Internet, and primary resources Write a 4-6 page research paper following the guidelines provided for the paper and citing sources. Meet deadlines. Create a slideshow presentation using GoogleDocs or Keynote for the ipad Collaborate with a group to create presentation and choreograph dance. Choreograph a dance recreating the style of their assigned choreographer. In class performance of learned choreography and technique (rubric) Group presentation on assigned choreographer (rubric) Group performance of Choreographer Dance (rubric)

12 DANCE 1B Unit 2: Choreography Practice (C1, C2, C4) Dance exists to be shared with an audience and dancers/choreographers must have opportunities to exhibit their work, receive feedback, and revise. Dance develops the body and mind as creative and expressive instruments. Improvisation is important in the expression of higher level and divergent thinking and problem solving. A choreographer's creations are based on personal life experience and prior dance/movement experiences. Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance. How do the elements of dance combine to create and communicate meaning? How do we apply and demonstrate critical and creative thinking skills in dance? What are some principles, processes, and structures for creating choreography? How does improvisation help to develop new movement ideas? How does creating and performing in the arts differ from viewing the arts? Skill be The Elements of Dance - Body, Action, Space, Time, Energy The process of creating dance Multiple sources of inspiration How to use their existing dance technique and life experiences to create dance and communicate meaning. How to reflect on a creation, collect feedback, and revise the work. Create choreography pieces using various forms of creative direction and inspiration including, but not limited to: Imagery, Poetry, Physical Limitation, Props, Location, and Music Perform that choreography in class and receive feedback Choose one piece to refine and present in to an invited audience. Learn and perform in the choreography projects of classmates Provide classmates with constructive feedback about their dances. In class performances of choreography (rubric) Self- evaluation of choreography Final performance of choreography for invited audience

13 DANCE 1B Unit 3: Critical Analysis (C4) Comparing and contrasting various types of dance creates a well- rounded dance student and future patron of the arts. The practice of attending dance performances in educational and professional realms increases a dancer's exposure to choreographers, cultures, styles, traditions, and trends. Evaluation and self- evaluation are critical components for improving and appreciating the aesthetics of a performance. How do the elements of dance combine to create and communicate meaning? How do we apply and demonstrate critical and creative thinking skills in dance? What connections can be made between dance and other disciplines? How does creating and performing in the arts differ from viewing the arts? Skill be The proper behavior for audience members attending a performance. How to watch dance with a critical eye The historical context for why a dance or choreographer is significant to our study Provide classmates with constructive feedback about their dances. Respond verbally and in writing to video clips shown on the blog or in class Write a 2-3 page critical review of two dance performances following the guidelines provided. Blog Assignments Self and Group Evaluations Critical Reviews of Performances

High School Ballet III Curriculum Map School Year

High School Ballet III Curriculum Map 2011-2012 School Year First Semester Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 -Continue to refine technique from previous year -Pliés in all 5 positions with stretches