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 MET | CONTENT/SKILLS/ACTIVITIES | |||
A | B | C | D | |
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 | ||||
5 | 1, 3, 4 | 1, 2, 5 | a. Examine ways that a dance creates and conveys meaning by considering the dance from a variety of perspectives. | |
1-4 | 4, 5 | 1-4 | b. Compare and contrast how meaning is communicated in two personal choreographic works. | |
Critical and Creative Thinking Skills in Dance | ||||
1, 5 | 9 | 6 | 1, 2, 6, 8 | a. Discuss how skills developed in dance are applicable to a variety of careers. |
1-3, 5, 7 | 1-4,6-8 | 1-4 | 3, 4, 6 | b. 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 | 1-7 | c. Analyze issues of ethnicity, gender, social/economic class, age, and/or physical condition in relation to dance. |
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
A | B | C | D | |
Demonstrate and Understand Dance | ||||
2-6, 8 | 2 | 6 | a. Create a time line illustrating important dance events in the twentieth century, placing them in their social/historical/cultural/political contexts. | |
1-4, 7, 8 | 1-3 | 1-6 | b. 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, 7 | a. Discuss challenges facing professional performers in maintaining healthful lifestyles. | ||
Dance and Other Disciplines | ||||
1-4 | 1-4 | 2, 3, 5, 6 | a. 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, 6 | b. 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 |