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Dance II Grades 9-12

This course is an enhancement of developed ability through introduction of advanced dance, vocabulary, musicality, and aesthetics. This course will build on all content/skills/activities from Introduction to Dance and Dance I.

STANDARDS METCONTENT/SKILLS/ACTIVITIES
ABCD 
    Movement Elements in Performing Arts
1-3 1, 2 a. Demonstrate a high level of consistency and reliability in performing technical skills.
1-3, 6 2, 4 b. Perform technical skills with artistic expression, demonstrating clarity, musicality, and stylistic nuance in a broad dynamic range.
1, 2 2, 4 c. Demonstrate projection while performing dance skills.
1-3 1-4 d. Refine technique through self-evaluation and correction.
    e. Demonstrate skill in balancing, suspending, initiating, isolations, and tilts.
    Choreographic Principles, Processes, and Structure
1-5 1, 2 a. Demonstrate further development and refinement of skills to create a small group dance with coherence and aesthetic unity.
  1-5 b. Accurately describe how a choreographer manipulated and developed the basic movement content in a dance.
    Create and Communicate Meaning
 51, 3, 41, 2, 5a. Examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives.
1-44, 51-4 b. Compare and contrast how meaning is communicated in two personal choreographic works.
    Critical and Creative Thinking Skills in Dance
1, 5961, 2, 6, 8a. Discuss how skills developed in dance are applicable to a variety of careers.
1-3, 5, 71-4,6-81-43, 4, 6b. Analyze the style of a choreographer (e.g., George Balanchine, Alvin Ailey, and Laura Dean), or cultural form (e.g., bharata natyam, and classical ballet).
 1-4,6-8 1-7c. Analyze issues of ethnicity, gender, social/economic class, age, and/or physical condition in relation to dance.

STANDARDS METCONTENT/SKILLS/ACTIVITIES
ABCD 
    Demonstrate and Understand Dance
 2-6, 826a. Create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/political contexts.
 1-4, 7, 81-31-6b. Compare and contrast the role and significance of dance in two different social/historical/cultural/political contexts.
    Dance and Healthful Living
 8, 9 3, 6, 7a. Discuss challenges facing professional performers in maintaining healthful lifestyles.
    Dance and Other Disciplines
 1-41-42, 3, 5, 6a. Compare one choreographic work to one other artwork from the same culture and time period in terms of how those works reflect the artistic/cultural/historical context.
3, 4, 6  1, 6b. Create an interdisciplinary project using media technology, such as video or computer, that present dance in a new or enhanced form (e.g., video dance, video/computer-aided live performance, or animation).

DANCE ASSESSMENTS
• Critiques
• Dance Rubric
• Journaling
• Mastery of assigned literature
• Participation in class
• Reports
• Research
• Self-evaluation
• Short and long combinations
• Student generated: tests, choreography, videos
• Student audience critique
• Teacher evaluation of overall performance
• Video performance
• Written tests

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