Brief Summary of curricular context and goals that make this curriculum valid for a technology based classroom:
The curriculum for dance students will be addressed in the class and home. There will be movement components, as well as group or partner work. Assessment will measure the students’ progress throughout and at the end of the unit. Students will gain insights on dance concepts, principles, and elements in regards to modern/contemporary/lyrical dance for this curricular context.
Standard(s) Addressed: Development of Motor Skills and Technical Expertise 1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength). 1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent. 1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).
Comprehension and Analysis of Dance Elements 1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.
Development of Dance Vocabulary 1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy).
Creation/Invention of Dance Movements 2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.
Application of Choreographic Principles and Processes to Creating Dance 2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances. 2.3 Design a dance that utilizes an established dance style or genre.
Communication of Meaning in Dance 2.4 Perform original works that employ personal artistic intent and communicate effectively. 2.5 Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
Development of Partner and Group Skills 2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles). 2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
Connections and Applications Across Disciplines 5.1 Demonstrate effective use of technology for recording, analyzing, and creating dances. 5.2 Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.
Development of Life Skills and Career Competencies 5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
Big Idea / Concept:
Learning how to release and use your breath to complete and control movements.
Understanding the body and how to use and care for it.
There are many ways to take care of the body to prevent injury.
If the body is sore or injured there are certain techniques we can use to allow better healing.
What Essential Question(s) will be considered:
How can you complete a double turn without losing control? (all classes)
What does a healthy spine look like? (Dance 4)
What are benefits of somatic techniques? (Advanced Dance)
Why is the knee an essential joint? (Dance 3)
Appropriate technologies and tools:
School Loop, Smart Phone, DVD/TV, Audacity or Garage Band, Social Media (Instagram, Facebook, Vine, Twitter)
What key knowledge, skills, & dispositions will students acquire as a result of this curriculum?
KNOWLEDGE = Content
Content students will remember:
Students will remember common injuries and how to take care of them.
SKILLS = Power verbs
Students will be able to:
Evaluate and perform with high technical accuracy the movement and concepts.
SWBAT compose and design a project displaying knowledge of muscles and common injuries/care.
DISPOSITIONS = attitude
Building students’ beliefs and values toward:
Being positive, optimistic, and productive as group member.
Build positive relationships with effective attitude to complete group work and present a complete final product.
ASSESSMENT: What evidence is used to show that students understand?
Across the Floor,
Ask & Answer Sessions,
Elbow Pair Study
End of Unit Assessment (Written & Movement),
Objectives from 6 Facets + Misconceptions:
From the curriculum, students will be able to: E N G A G E
EXPLAIN: Students will be able to classify and categorize the muscle &/or the bones terminology. INTERPRET: Students will be able to perform the dance they learn using emotion and interpreting the meaning of the lyrics and movement.
GAIN PERSPECTIVE: Students will be able to imagine and discuss the life a professional dancer and a care taker.
APPLY: Students will be able to compose a song and dance about their muscles. SWBAT use their knowledge of injury care to overcome ailments or injury.
GAIN SELF KNOWLEDGE: Students will be able to determine and evaluate the amount of time and technical training a professional ballet dancer and care taker puts in to their career. EMPATHIZE: Students will be able to walk in the life of a physical therapist/sports medicine & rehab professional.
OVERCOME THE NAÏVE VIEW OF:
You don’t need to know your muscles in order to dance.
You don’t need to understand the functional anatomy of your knee, ankle, or feet to understand or know how to dance.
Students don’t need to know about past dancers of modern dance technique because they are dead and we like hip hop.
Students will never be professional dancers after high school because they are going to college or getting a job so they do not need to understand training and time for dance or care taker careers.
Students can just ask their parent, adult, or google how to take care of injury if sore or hurt in dance class so they don’t need to know anything about injury care.
Dance 1 - Lyrical/Modern Dance, Denishawn, Fall & Recover, GTK (Written & Movement Assessment), Group/Pair Work: Dance Work.