DANCE
DANCE DANCE 6-8
Characteristics of the Young Adolescent
The period of adolescence is one marked by incredible change. Students in grades 6-8 are changing physically, socially, emotionally, and intellectually. During this time in their lives, adolescents are struggling to define themselves as individuals and in relation to others. They begin to question the role of adults in their lives, and their peers take on an ever-increasing importance. The challenges they face as they struggle to find themselves in this place between childhood and adulthood create a unique opportunity for both student and teacher.
The Learning Experience
The middle grades program is designed to act as a bridge between the elementary dance experience and the high school dance program. Yet, it can also stand alone as the first or only program that students might complete in dance.
Teachers guide students through experiences in dance which are developmentally appropriate to the changes occurring at this age and which help to build skills students need to be successful in both the dance class and in other facets of their lives. Students are more capable and confident in their own ability to create and approach problems as they experience more success in the creative process. They are able to approach a task from many angles and determine multiple solutions to that task.
Students work more frequently within a group of their peers, demonstrating skills of cooperation and getting along with others. They learn the art of compromise and the importance of being a team player.
Through exploration of dance forms and the study of their roles in societies from a global perspective, students will learn about diversity, similarities, and differences in people around the world. Students also explore diversity while working in groups with their peers.
Content Integration
Movement is a natural vehicle for making connections with other content areas. Students approach other subject matters through movement, thereby seeing how various subjects and concepts are interrelated. Students will also apply their knowledge of other content areas in creating dance. Writing and technological applications will occur as students explore the world of dance.
Presentations
Presentation of work is a natural progression in the study of dance. Students will have opportunities to demonstrate their work in many venues at the middle school level. However, the final product is never the emphasis in the dance class. Performances are simply a culmination of the process of creating dance. The use of informances to demonstrate the process for how students arrive at a performance as a result of instruction is also appropriate at this level. The dance program is process-oriented rather than product-oriented. Performing is a learning experience that helps students to define the roles of performers and audience members, teaches students to respond to and critique dance appropriately, and helps students to build confidence and pride in their work. Performances also help foster an appreciation of dance as an art form and as a form of non-verbal communication.
Program Continuity
Ideally, students have completed a K-5 program in dance before entering the middle school dance program. Because this does not always occur, teachers in varying situations will need to modify objectives depending on the amount of previous instruction students have received in dance. In addition, the content, instruction, student outcomes, and evaluation methods should increase in sophistication at each grade level, or whenever differentiation is necessary. Teachers should modify objectives appropriately to meet the instructional and development needs of each student. The middle school dance program prepares students to continue their studies at the high school level.
DANCE - Grade 6
Students continue to develop skills that have been introduced in previous grade levels. Students also expand their understanding and are able to approach dance in a more mature and complex manner. Emphasis in sixth grade is placed on personal expression. Focus areas at this level include:
- Developing increasing kinesthetic awareness
- Combining the elements of dance in composition
- Exploring many ways to create dance
- Effectively using dance to communicate
- Developing aesthetic awareness and the ability to evaluate and analyze dance
- Becoming aware of the role of dance in various cultures, societies and historical periods
- Identifying healthy practices that allow safe dance
- Understanding the interrelationships among dance and other content areas
- Developing an appreciation of dance as an art form
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Exhibit kinesthetic awareness in development of movement skills and dance techniques: alignment, balance, articulation of isolated body parts, and elevation and landing.
1.02 Utilize the element of space in dance: explore ways to transfer a spatial pattern from the visual to the kinesthetic.
1.03 Utilize the element of time in dance: explore ways to transfer a rhythmic pattern from the aural to the kinesthetic.
1.04 Describe the movement elements observed in a dance, using movement/dance vocabulary.
1.05 Demonstrate the reproduction of dance sequences from verbal, visual and/or auditory cues.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Use improvisation to discover and invent movements for creating dance sequences.
2.02 Identify ways to manipulate dance sequences through exploration.
2.03 Demonstrate the ability to work alone, with a partner, and cooperatively in a small group during the choreographic process.
2.04 Improvise, create, and perform dances based on own ideas and concepts from other sources.
2.05 Identify and utilize various compositional structures and/or forms of dance including: AB, ABA, Accumulation, and Call and Response.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Identify and select topics of personal significance and explore them through dance movement.
3.02 Identify and discuss specific elements that affect the interpretation of a dance including sound/silence, music, spoken text, lighting, set, props, and costumes.
3.03 Utilize the various processes for abstracting gestures to create dance movements.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Compare, contrast, and demonstrate multiple solutions to a given dance movement problem.
4.02 Examine the various solutions to a dance movement problem and choose the best one based on given criteria.
4.03 Analyze a dance composition in terms of more than one element of dance.
4.04 Describe the basic ways to evaluate dance from an aesthetic perspective including skill of performer, style and quality of movement, technical elements, visual or emotional impact, compositional elements (variety, contrast, unity, transition, and respect) and intent.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Demonstrate dance styles and concepts from various cultures.
5.02 Create a dance composition based on dance from various cultures.
5.03 Describe similarities and differences in dance movements from various cultures and forms.
5.04 Investigate dance genres using many resources including people in the community, videos, computer technology, and print sources.
5.05 Identify and explore various dance genres and innovators throughout historical time periods.
5.06 Describe the role of dance in at least two different cultures or time periods.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Participate in dance movement activities that explore capabilities and limitations of the body.
6.02 Discuss strategies to prevent dance injuries.
6.03 Summarize examples of healthy and unhealthy practices in dance.
6.04 Explain and demonstrate how warm-ups prepare the dancer mentally and physically for movement.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Create dance movement sequences using ideas and concepts from other content areas including English Language Arts, Mathematics, Science, and Social Studies.
7.02 Create a dance movement sequence inspired by another arts area (music, theatre arts, or visual arts).
7.03 Identify concepts used in dance and other content areas.
7.04 Use technology as a tool for exploring and creating dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Define the role of an audience and performer in dance.
8.02 Demonstrate appropriate behaviors while watching, creating, and performing dance.
8.03 Identify and explore various dance-related professions including those of dancer and choreographer.
DANCE - Grade 7
Students continue to develop skills that have been introduced in previous grade levels. Students will expand their understanding and approach dance in a more mature and complex manner. Emphasis in seventh grade is placed on students' personal expression in relationship to the world around them. Focus areas at this level include:
- Developing increasing kinesthetic awareness
- Manipulating the elements of dance in composition
- Exploring and utilizing a variety of methods for creating dance
- Effectively using dance to communicate
- Refining aesthetic awareness and the ability to critically evaluate and analyze dance
- Developing an understanding of the role of dance in various cultures, societies, and historical periods
- Identifying healthy practices that allow safe dance
- Applying the interrelationships among dance and other content areas to choreography
- Developing an appreciation of dance as an art form
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Exhibit and describe kinesthetic awareness in development of movement skills and dance techniques: initiation of movement and weight shift, fall and recovery.
1.02 Manipulate the element of space in dance: transfer a spatial pattern from the visual to the kinesthetic.
1.03 Manipulate the element of time in dance: transfer a rhythmic pattern from the aural to the kinesthetic.
1.04 Manipulate the element of energy in dance: identify and demonstrate a range of dynamics/movement qualities.
1.05 Describe the movement elements observed in a dance using movement/dance vocabulary.
1.06 Demonstrate memorization and reproduction of movement sequences from verbal, visual, and/or auditory cues.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Use improvisation to invent and combine movements for creating dance compositions.
2.02 Demonstrate and manipulate dance sequences.
2.03 Utilize partnering skills in movements and sequences.
2.04 Improvise, create, and perform dances based on own ideas and concepts from other sources.
2.05 Identify and utilize various structures and/or forms of dance including: canon, retrograde, and narrative.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Create a dance sequence that communicates a topic of personal significance.
3.02 Incorporate and utilize various elements to communicate meaning in a dance.
3.03 Create dance sequences using abstracted gestural movements.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Compare and contrast multiple solutions and validate one solution to a given movement problem.
4.02 Create a movement problem based on given criteria.
4.03 Analyze a dance composition in terms of space, time, and energy.
4.04 Identify possible aesthetic criteria for evaluating dance.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Demonstrate dance styles and concepts from various cultures.
5.02 Create a dance composition based on dance from various cultures and forms.
5.03 Compare and contrast dances from various cultures and forms.
5.04 Investigate and explain dance styles using many resources including people in the community, videos, computer technology, and print sources.
5.05 Explore and identify various dance styles and innovators throughout historical time periods.
5.06 Compare and contrast the role of dance in at least two different cultures or time periods.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Identify and explore the capabilities and limitations of the body.
6.02 Identify and explore strategies to prevent dance injuries.
6.03 Identify the effects of healthy and unhealthy practices in dance.
6.04 Create an original warm-up that prepares the dancer mentally and physically for movement.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Create dance compositions using ideas and concepts from other content areas including English Language Arts, Mathematics, Science, and Social Studies.
7.02 Create a dance composition that utilizes various arts areas (dance, music, theatre arts, visual arts).
7.03 Investigate and identify examples of concepts used in dance and another content area.
7.04 Use technology as a tool for exploring and creating dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Define the role of an audience and performer in dance.
8.02 Demonstrate appropriate behaviors while watching, creating, and performing dance.
8.03 Identify and explore various dance-related professions including those of costumer, lighting designer, and composer.
DANCE - Grade Eight
Students continue to develop skills that have been introduced in previous grade levels. Students will expand their understanding and be able to approach dance in a more mature and complex manner. Emphasis in eighth grade is placed on personal expression in relation to the world and one's place in it. Focus areas at this level include:
- Refining kinesthetic awareness
- Synthesizing the elements of dance in composition
- Exploring and effectively utilizing a variety of methods for creating dance
- Effectively using dance to communicate
- Refining aesthetic awareness and the ability to critically evaluate and analyze dance.
- Developing an increasing understanding of the role of dance in various cultures, societies, and historical periods
- Identifying and utilizing healthy practices that allow safe dance
- Applying the interrelationships among dance and other content areas to choreography
- Developing an appreciation and understanding of dance as an art form
- Exploring career possibilities in the world of dance
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Exhibit and explain kinesthetic awareness in development of movement skills and dance techniques.
1.02 Synthesize the element of space in dance: accurately transfer a spatial pattern from the visual to the kinesthetic.
1.03 Synthesize the element of time in dance: accurately transfer a rhythmic pattern from the aural to the kinesthetic.
1.04 Synthesize the element of energy: identify and clearly demonstrate a range of dynamics/movement qualities.
1.05 Describe the movement elements observed in a dance using movement/dance vocabulary.
1.06 Demonstrate accurate memorization and reproduction of dance sequences from verbal, visual and/or auditory cues.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Use improvisation to invent and combine movements for creating dance compositions.
2.02 Manipulate sequence in dance compositions.
2.03 Utilize partnering skills in dance compositions.
2.04 Improvise, create, and perform dances based on own ideas and concepts from other sources.
2.05 Utilize and manipulate various compositional structures and/or forms of dance in dance compositions.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Create, present, and explain a dance that communicates a topic of personal significance.
3.02 Incorporate and justify the use of various elements to communicate meaning in a dance.
3.03 Create and present dance compositions based on the use of abstracted gesture.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Compare and contrast multiple solutions and validate one solution to a given movement problem.
4.02 Create a movement problem based on given criteria; demonstrate and evaluate multiple solutions to that problem.
4.03 Compare and contrast two dance compositions in terms of space, time, and energy.
4.04 Identify possible aesthetic criteria for evaluating dance.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Demonstrate dance styles and concepts from various cultures.
5.02 Create dance compositions based on dance from various cultures.
5.03 Compare, contrast, and evaluate dances from various cultures and historical periods.
5.04 Investigate, explain, and evaluate dance forms using many resources including people in the community, videos, computer technology, and print sources.
5.05 Create projects that incorporate knowledge of various dance forms and innovators throughout historical time periods.
5.06 Analyze the role of dance in at least two different cultures or time periods.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Identify, explore, and explain the capabilities and limitations of the body.
6.02 Summarize strategies to prevent dance injuries.
6.03 Analyze the effects of healthy and unhealthy practices in dance.
6.04 Create an original warm-up and explain how warm-ups prepare the dancer mentally and physically for movement.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Create dance compositions integrating ideas and concepts from other content areas including English Language Arts, Mathematics, Science, and Social Studies.
7.02 Create a dance project that integrates various arts areas (dance, music, theatre arts, visual arts).
7.03 Formulate examples of concepts used in dance and other content areas.
7.04 Use technology as a tool for exploring and creating dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Define the role of an audience and performer in dance.
8.02 Demonstrate appropriate behaviors while watching, creating, and performing dance.
8.03 Identify and explore various dance related professions including those of dance critic, dance educator, and dance notator.
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