Curriculum Conceptual Overview Curriculum Title: Artistic Perception for Ballet Unit Grade Level: 9-12
Subject/Topic Areas: Ballet for Dance 1-4 Key Words: Ballet Terminology List (attached), Body Image, Ectomorph, Mesomorph, Endomorph, Disordered Eating, Self Esteem, Balanchine, Nutrition Curricular ContextBrief 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 ballet for this curricular context. Standard(s) Addressed: 1.0ARTISTIC PERCEPTION Processing, analyzing, and responding to sensory information through the language and skills unique to dance.
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance.
Development of Motor Skills and Technical Expertise
1.1 Demonstrate refined physical coordination when performing movement phrases.
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.
1.3 Perform in multiple dance genres.
Comprehension of 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.5.0 CONNECTIONS, RELATIONSHIPS, APPLICATION
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.
5.4 Explain how participation in dance develops creative skills for lifelong learning and well being that are interpersonal and intrapersonal.
Big Idea / Concept: Ballet is the basis for better technique with terminology that crosses genres. Our bodies are not the same for many factors and accepting the truth that is you. Enduring Understanding(s):
Self esteem comes from within and learning to accept who you are and turning off the inner critic that puts you down.
Using the LoseIt! App and the Dietary Guidelines a healthy meal will consist of small portions, grains, vegetebales, and fruit.
3. Anorexia, Bulimia, and Binge Eating are the most common eating disorders that effect most teens and has been an epidemic in the dance community, specifically in the genre of ballet.
What Essential Question(s) will be considered: 1. What does it mean to have good self esteem? (Dance 3- Ballet Unit) 2. What does an ideal meal look like? (Dance 4- Ballet Unit) 3. Why do individuals have eating disorders? (Dance 2- Ballet Unit)
Appropriate technologies and tools: School Loop, Smartphone, LoseIt! App, Twitter/Instagram/Snapchat, Projector Display (video)
What key knowledge, skills, & dispositions will students acquire as a result of this curriculum?KNOWLEDGE = Content Content students will remember: Students will remember ballet terminology, functions of exercises done a the barre, center, and across the floor.
SKILLS = Power verbs Students will be able to: Evaluate and perform with high technical accuracy the movement and terminology.
DISPOSITIONS = attitude Building students’ beliefs and values toward: Being positive and optimistic in the role as teacher and student. Putting away self doubt and not listening to the inner critic.
ASSESSMENT: What evidence is used to show that students understand? Formative: Across the Floor, Ask & Answer Sessions, Elbow Pair Study Summative: Video Worksheet, End of Unit Assessment (Written & Movement), Journal writing
Objectives from 6 Facets + Misconceptions: From the curriculum, students will be able to: EXPLAIN: Students will be able classify and categorize the ballet terminology in terms of the barre exercise APPLY: Students will be able to lead a barre exercise after creating a specific exercise for a specific function. INTERPRET: Students will be able to discuss George Balanchine and his significance to classical ballet, body aesthetic, and the United States. EMPATHIZE: Students will be able to step in the life of a professional dancer as they learn and perform ballet works. GAIN PERSPECTIVE: Students will be able to discuss a professional ballet dancer’s life and determine what it takes to live that lifestyle. GAIN SELF KNOWLEDGE: Students will be able to determine and evaluate the amount of time and technical training a professional ballet dancer puts in to their career. OVERCOME THE NAÏVE VIEW OF: (Misconceptions)
Students do not need to know who that is because he is not American and they are not going to be professional dancers after high school.
Students do not need to learn these terms because they are hip hop or jazz dancers.
Students can just follow the person in front of them in class so they do not need to create a barre exercise.
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 career in dance.
Students will not be professional dancers and will only be in the dance studio amongst classmates