DESCRIPTION OF PROGRAM OF STUDY:
As with all disciplines, a well-rounded education in dance includes a range of educational processes. The middle school years focus on dance as a creative movement experience that is to be incorporated into the curriculum to achieve increased learner outcomes by employing enriching techniques that demand the involved responses of multiple intelligences, especially that of the kinesthetic. This program of study is to be used by the Dance Specialist and or Classroom Teacher in developing dance curriculum for middle school level I students in the following:
Middle School Dance
Arts Integrated in the Middle School Classroom
The five major strands of study in the dance discipline are: Creating/Performing, Critical Analysis, Culture/History, Aesthetics, and Connections. The competencies are printed in bold face type and are required to be taught. The competencies may relate to one or more of the content strands and may be combined and taught with other competencies throughout the school year. Competencies are not listed in order of importance and may be taught in any order that is determined suitable by the school or district. Competencies provide a general guideline of on-going instruction, not isolated units, activities, or skills.
The suggested teaching objectives are optional. Objectives indicate concepts that enable the fulfillment of competencies, describe competencies in further detail, or show progress of concepts within benchmark grade clusters. School districts may adopt the suggested teaching objectives or may write their own objectives that meet or exceed those suggested, based upon needs of the students in their district.
For an explanation of the Content Strands, Competencies, and Objectives, see the General Introduction Section of the Mississippi Visual and Performing Arts
Framework. The Framework General Introduction, Literature Connections, Technology Connections, Resources, and Glossary are available on line at the Mississippi
Department of Education web site: http://www.mde.k12.ms.us.
DANCE
MIDDLE SCHOOL LEVEL I
CONTENT STRANDS:
Creating/Performing (CP) Critical Analysis (CA)
History/Culture (HC) Aesthetics (A)
Connections (C)
COMPETENCIES and Suggested Teaching Objectives:
1. Demonstrate a basic understanding of movement skills while applying anatomical knowledge. (CP, C)
a. Exhibit balance for an increasing duration of time.
b. Identify planes in space (e.g.,vertical, horizontal, sagittal).
c. Recognize and name the following muscles: rectus abdominis, hamstrings, quadriceps, pectorals, gluteus maximus.
d. Recognize and name the following bones: femur, pelvic girdle, sternum, spine, ribs, patella, clavicle, scapula.
2. Demonstrate movement problem solving experiences integrating basic movement skills. (CA, CP)
a. Resolve composition problems through the democratic process.
b. Demonstrate rearrangements of movement sequences.
c. Use improvisation as a tool for problem-solving.
3. Translate elements of dance into improvisation and composition. (CP) a. Create a rhythmic pattern from the auditory experience into the kinesthetic
experience.
b. Memorize and repeat movement experiences.
c. Create a dance using a given spatial design.
4. Compose, analyze, and appraise choreographic movement choices. (CA) a. Demonstrate and explain how sound, music, spoken text, and costume affect
movement choices and the meaning of dance.
b. Design multiple solutions to a given movement problem.
c. Identify ineffective movement and establish corrective measures.
5. Demonstrate and gain a better understanding of dance forms and styles. (CP, HC)
a. Perform traditional dances from diverse cultures.
b. Understand cultural influences and the purpose and function of dance styles.
6. Perceive and practice an appreciation for the creation, meaning, and beauty of dance. (A,C)
a. Create a dance that successfully communicates a topic of personal significance.
b. Attend a concert, theater, or dance presentation.
c. Discuss and demonstrate audience and performing arts etiquette for the classroom.
7. Build connections between living and learning through dance. (C)
a. To prevent injury, apply the correct usage of the body to everyday movement.
b. Know how dance movements enhance healthy living.
c. Create a movement study based on a literary connection.
d. Create a shape composition using sculptures as a theme.
Middle School Dance (Level I)
Teachers prepare a “Bones and Muscles” packet that students can use to draw the specified bones and muscles. Students find those muscles and bones on their own body.
Divide the class into small groups. Each student group selects their own 16-count rhythm phrase and creates movement for the phrase (e.g., using your favorite Disney video character, select a rhythm phrase and perform movement using that character’s qualities).
Teacher divides the class into small groups. Each group chooses a book that all students have read.
They create movement phrases based on words, dialogue, and emotions displayed in the book.
Students select a partner and perform movement skills for their partner. Each partner will identify ineffective movement skills and assist the partner with corrections (e.g. pointed toes, posture alignment).
Working in groups, students identify the beliefs, customs, traditions, arts, and achievements of a culture. Using the cultural information, students create a dance that will convey a personal perspective on a specific culture.
Students research a social issue in their community and give a presentation in class on their personal views.
In a large group format, students will list the physical and mental benefits of dance training.
Verbal test where students have to physically engage those muscles to verbal commands
Teacher observation and class discussion
Teacher observation and prepared rubric based on criteria of the project
Student self -evaluation form
Performance rubric established at the time of assignment by students and teacher
Student, peer, and teacher evaluation
Teacher -evaluation based on compiled list