Curriculum Title: Digital Learning/Critical Media Literacy Grade Level: 9-12 Subject/Topic Areas: Digital Reading, Lyric Lab, Hip Hop, Choreography
Key Words: Social Cause, Civil Rights, Social Issue, Diversity
Curricular Context 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, choreographed by teacher and student. 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 hip hop 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.
Common Core State Standards: CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text. CCSS.ELA-LITERACY.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Big Idea / Concept: Young people can make a change and have a voice in our world while learning how to use media, images, and text to inspire movement phrases.
Enduring Understanding(s):
The goals and ideals of social movements are spread to the public using a variety of methods, each intending for a specific audience.
Social movement’s impact society in many ways and people will view them as positive or negative depending on their ideology.
There are many ways to make your voice heard as a young person to make change.
People of color and certain lifestyles are viewed by the authorities as a danger.
What Essential Question(s) will be considered?:
How do people attempt to influence others to support their social movement?
Are social movements positive or negative for a society? Why might people have different answers?
How can a social movement change a society?
Why is their police brutality?
Is there freedom and justice for all?
What is the out roar truly about in this social issue?
How can I make a difference in what I believe?
Appropriate technologies and tools: School Loop, Smart Phone, 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 they have a voice in the world and the five key questions of Media Literacy. SKILLS = Power verbs Students will be able to: Evaluate critically and with high technical accuracy, the movements and concepts presented in class. SWBAT compose and design a project displaying knowledge of lyrics and images. SWBAT access, analyze, and evaluate information for research and presentation purposes. DISPOSITIONS = attitude Building students’ beliefs and values toward: Being positive, optimistic, and productive as a group member. Build positive relationships with affective attitude to complete group work and present a complete final product.
ASSESSMENT: What evidence is used to show that students understand? Formative: Observation, discussion Summative: (APD) Images of social movement, choreography for dance. (D1)Final annotated google docs and debate
Objectives from 6 Facets + Misconceptions: From the curriculum, students will be able to: ENGAGE
EXPLAIN: Students will be able to recognize and identify social movements in history that have impacted our society. INTERPRET: Students will be able to interpret the song lyrics and connect to social movement. GAIN PERSPECTIVE: Students will be able to imagine and discuss how change has occurred through young people through history. APPLY: Students will be able to demonstrate knowledge of social movements. GAIN SELF KNOWLEDGE: Students will be able to design and connect with lyrics the plight of young ethnic people in our country. EMPATHIZE: Students will be able to walk in the life of a physical therapist/sports medicine & rehab professional.
OVERCOME THE NAÏVE VIEW OF: (Misconceptions)
I’m young, I can’t do anything to change the world.
Non-violent action is not action.
Grown ups don’t listen.
People that don’t have money don’t have a say in our country.