2003 Mississippi Visual and Performing Arts Framework DANCE

(1)

DANCE

“I want all of my students and all of

my dancers to be aware of the

poignancy of life at that moment.

I would like to feel that I had,

in some way,

given them the gift of themselves.”

Martha Graham

(2)

DANCE

INTRODUCTION

DANCE, the art of human movement, is a perfect educational model for learning to be perceptive and expressing thoughts, sensations, feelings and ideas, all essential for the development of communication and a construct for learning the creative process.

Students studying dance learn an awareness that guides the logical sensory execution of movement. They learn to recognize and distinguish human energy that is turned into the performance of illusions and the language of metaphors that transform through time and space into art. The training and study of dance

enhances the scope and diversity of learning about life and the human experience. Dance creates community and is celebrated throughout the world. No matter where one goes, the phenomenon of dance is celebrated and its repertoires are a dynamic part of every culture. Dance is a form of theatre that ranges from the ecstatic and lively, to the tender and gentle telling of matters of the heart. In many cultures, dance is an expression of a life force and a description of peoples’ spirits and beliefs. Dance communicates in ways which words cannot. It can explain the inexplicable, and can awaken our social consciousness. Dance is the expression of the myths, symbols, and rituals of a culture, told through stories that can be a

narrative of life.

Building understanding through the dance experience requires learning to intelligently translate dance into meaning through the interpretation of the dances of an individual choreographer or of an entire nation. As a means to self-discovery, students learn to make their own dances, created from their most beautiful

thoughts. They become involved in various aspects of technical production and come to understand others by learning dances of their ancestors and friends in the community. The Dance section of the Mississippi Visual and Performing Arts Framework offers a program of study that is developmentally and sequentially balanced to assist with elementary, middle school, and high school dance curriculum development at the local and district level.

(4)

DANCE BENCHMARKS

Goal 1: Students will communicate ideas and feelings by creating and performing dance. Content Strand: Creating/Performing (CP)

BENCHMARKS

Grades K-4 Grades 5-8 Grades 9-12, Proficient Grades 9-12, Advanced

By the end of Grade 4, students will: By the end of Grade 8, students will: By the end of one year of study,* proficient students will:

By the end of four years of study, advanced students will:

Demonstrate movement through the application of the elements of dance

Demonstrate anatomically-correct movement skills with increasing concentration and focus on technique and terminology

Incorporate kinesthetic and sensorial understanding within performance of dance technique

Know and perceive performance of dance

Respond spontaneously through movement to various stimuli: sound, colors, textures, objects, and imagery

Demonstrate improvisational skills alone and as a group

Understand improvisation as a way to originate dances

Know and apply improvisation to performance and dance-making

Create movement solutions alone and with a partner using the elements of dance

Apply choreographic principles Understand choreographic forms and structures in dance composition

Understand and apply choreographic forms in dance-making

Identify basic productions elements of dance

Demonstrate a basic understanding of dance production

Demonstrate experimental dimensions of dance production

Apply innovative dimensions to dance productions

(5)

DANCE BENCHMARKS

Goal 2: Students will respond to, describe, analyze, interpret, and evaluate the complex characteristics of dance.

Content Strand: Critical Analysis (CA)

BENCHMARKS

Observe and discuss the similarities and differences in human movement and the elements of dance

Describe the similarities and differences in human movement, recognizing the elements of dance

Know and understand human movement, the elements of dance, and how these communicate ideas, thoughts, and feelings

Compose and evaluate dance studies utilizing abstract movement and the elements of dance

Describe dance by responding through writing, drawing, and

Interpret movements by reporting on the content of varied dance

Know and distinguish dance structures, forms, and themes in

Analyze and critique the context of dance from a variety of perspectives

(6)

DANCE BENCHMARKS

Goal 3: Students will understand the role and functions of dancers and dance in cultures, times, and places. Content Strand: History/Culture (HC)

BENCHMARKS

Observe and identify the styles of dance in various cultures and traditions throughout history

Recognize and understand diversity of dance in relation to cultural styles and traditions

Compare and contrast various dance artists, styles, cultures, and traditions and apply to dance studies

Critique historical and cultural dances

Perform dances from various cultures and traditions

Perform with emerging technical proficiency dances from various cultures and traditions

Perform with advanced technical proficiency dances from various cultures and traditions

Competently perform various styles from a broad spectrum of cultures

(7)

DANCE BENCHMARKS

Goal 4: Students will perceive, understand, and appreciate the diverse meanings and value of dance. Content Strand: Aesthetics (A)

BENCHMARKS

Appreciate dance movement through written, visual, and verbal responses

Perceive meaning of dance movement through written, visual, and verbal responses

Perceive and understand meaning of dance movement through written, visual, and verbal responses

Know and understand meaning of dance movement through written, visual and verbal responses

Appreciate the sensorial discovery of human movement

Perceive and practice the sensorial discovery of human movement

Understand the sensorial discovery of human movement

Know and value the sensorial discovery of human movement

(8)

DANCE BENCHMARKS

*the equivalent of 1 Carnegie unit Dance 8

Goal 5: Students will make valid connections among the arts, other subject areas, and everyday life. Content Strand: Connections (C)

BENCHMARKS

Grades K-4 Grades 5-8 Grades 9-12, Proficient Grades 9-12, Advanced

Recognize the connections between living and learning through dance

Understand the connections between living and learning through dance

Exhibit the connections between living and learning through dance

Promote the connections between living and learning through dance

Identify practices of healthful living Practice and understand healthful living

Demonstrate a knowledge of family and community dance

Network and produce a community dance project

Identify dance careers Know and examine dance careers Practice skills leading to dance careers

Develop skills leading to dance careers

(9)

DANCE

INTRODUCTION

Grades K-4

Children in Grades K - 4 are ready and eager to learn. The creative dance experience will trigger excitement. They will love to move! Young students are just learning concepts of space and they often are more easily organized in “herds” when moving through the space. They are not adept at controlling their body energy when moving in space. Large full movements will be quite challenging. Freezing a shape for more than a few seconds is not easy since the body’s energy is in constant flow. When children take a shape, they tend to hold it for a specified number of counts, and then collapse out of it; they have accomplished a major dance concept, stillness and movement.

The safety rules for movement experiences can be organized within the lesson. These rules include reminders of personal space and consideration of classmates’ personal space.

Children love a structured dance experience. By playing dance problem-solving games, children can be empowered with their own movement voice: Each child will acquire a solid foundation in developing creativity and making dances. Children can become all of the characters of a story in “dance-a-story

exploration/improvisation.”

Children in Kindergarten through Fourth Grade are interested in their own creativity, and enjoy the chance to share their own movement accomplishments, showing them to others.

(10)

DANCE

KINDERGARTEN

DESCRIPTION OF PROGRAM OF STUDY:

As with all disciplines, a well-rounded education in dance includes a range of educational processes. The elementary school years focus on dance as a creative movement experience that is to be incorporated into the curriculum to achieve an 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 kindergarten students in the following:

Elementary Dance

Arts Integrated in the Elementary Classroom

Content strands include Creating/Performing, Critical Analysis, History/Culture, 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 ongoing 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 at the local level.

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

(11)

DANCE

KINDERGARTEN

CONTENT STRANDS:

Creating/Performing (CP) Critical Analysis (CA)

History/Culture (HC) Aesthetics (A)

Connections (C)

COMPETENCIES and Suggested Teaching Objectives:

1. Demonstrate emerging understanding of movement skills. (CP)

a. Experience shifting body weight in various directions.

b. Experience axial movements (e.g., bend, arch, reach, twist, turn) and motor skills.

c. Distinguish right and left with body parts and movement.

d. Experience locomotor movements (e.g., roll, crawl, walk, gallop, hop, jump, leap).

2. Engage in movement problem-solving dance experiences. (CP)

a. Exhibit awareness of different components of human energy (e.g., strong, weak, soft, hard, push, pull).

b. Apply positional and level concepts while executing shapes and movement (e.g., beside, in front of).

3. Respond through movement to verbal instruction and to various stimuli. (CP)

a. Create shapes in high, middle, and low levels alone and with partners. b. Maintain personal space while traveling through space and responding to

images, sounds, and color words.

(12)

6. Recognize factors that contribute to the creation, meaning, and beauty of dance. (A)

a. Observe a higher level class while engaging in the compositional process. b. Explain what factors add to the beauty of a dance (e.g., technical skill of

dancers, choreographic and production elements).

7. Identify the connections between dance, other disciplines, and artful living. (A, C)

a. Students recognize some physical and social functions of dance. b. Cultivate audience skills and behaviors.

(13)

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 a,d b c a b a b c a

Students experience locomotor movement (walk, run, hop, jump) in various directions (forward, backward, sideways), such as traveling through the space hopping backwards.

Students demonstrate a variety of

non-locomotor/axial movements (bend, twist, stretch, swing) using nature as a model, such as trees swaying to and fro in the wind.

Students demonstrate right and left sides of the body by moving to a musical beat and responding to tempo changes.

Students exhibit awareness of different forces (hard/soft), such as using hard energy like soldiers marching, and soft energy like a falling leaf. Students create a shape in a specific level (low, middle, high) and a specific positional relationship (beside, in front of) to a real or imaginary square. Students create connecting and disconnecting shapes, such as elbow-to-knee or head-to-shoulder, on various levels and partner relationships (e.g., opposite levels), with straight and curved lines. Students demonstrate the ability to define and maintain individual space while dancing (e.g., movements do not make contact or deliberately invade other dancer’s individual space while skipping).

Students accurately follow movement directions from teacher or other students (e.g., travel sideways in low level in a fast tempo).

Students engage in an improvisation of bending and

Teacher observation of student movement choices

Teacher observation Teacher observation Teacher observation of student processing evidenced in movement Teacher observation

Student and teacher observation of movement accuracy of given criteria

Teacher observation

Teacher and student observation

(14)

Dance, Kindergarten 6 7 b a,b b a c

Students view cultural dance videos and/or cultural dance performance groups. Students describe costumes and movements presented in the cultural dances.

A small group of higher level students perform a simple square dance for the younger students. The higher level students break into groups to engage the younger students in the performance. Following the dance session, the upper level students engage the younger students in a discussion about what factors contributed to the rhythm and beauty of their dance. What makes the creation of the square dance (choreography) come alive?

Students identify differences in pedestrian

movement behavior and dance. Playing follow the leader, teacher begins by leading students,

alternating between pedestrian movement behavior and dance movements. Students take turns playing leader demonstrating the alternating movements. After attending a live dance concert, students discuss social meanings of dance and practice audience behaviors within a classroom.

Students identify different dance forms and describe various features by drawing lines suggesting the movements’ characteristic of the dance form. Using an artwork of futuristic style (e.g., paintings by Giacomo Balla) students compare the movements in their drawings to the artwork. Students respond to the questions: What is the same? What is different?

Teacher evaluation of descriptions

Teacher observation of dance and discussion

Teacher observation

(15)

DANCE

FIRST GRADE

As with all disciplines, a well-rounded education in dance includes a range of educational processes. The elementary 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 first grade students in the following:

Elementary Dance

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 ongoing instruction, not isolated units, activities, or skills.

For an explanation of the Content Strands, Competencies, and Objectives, see the General Introduction Section of the Mississippi Visual and Performing Arts

(16)

DANCE

FIRST GRADE

Connections (C)

1. Acquire a basic understanding of movement skills. (CP)

a. Isolate parts of the body.

b. Develop physical fitness components: flexibility, coordination, agility, endurance, and strength.

c. Perform basic axial and locomotor movements (e.g., walk, skip, jump, hop, roll, crawl).

2. Engage in movement problem solving experiences while demonstrating kinesthetic awareness of movement. (CP, CA, C)

a. Recognize and manipulate large muscle groups (head and neck, abdominals, torso, shoulders and arms, back, and legs).

b. Use body alone and with partners to create geometric shapes and other forms.

3. Develop a basic understanding of the elements of dance. (CP, CA)

a. Explore changes in energy to evoke dynamics (swing, percussive, vibratory) alone and with a partner.

b. Respond to a musical beat and changes in tempo while traveling through all levels of space.

c. React to textural and color images with movement.

4. Identify and describe diversity of movement choices. (CP, CA)

a. Perform different movement choices.

b. Explain use of different movement choices by other dancers.

c. Observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures).

(17)

5. Identify purposes and functions of dance in cultures, times, and places. (A, C)

a. Identify meaning of cultural dance.

b. Use historical literature as content for dance movement.

6. Cultivate an appreciation for the creation and beauty of dance. (A)

a. Use any available resources to learn a dance.

b. Experience the beauty of dance through the use of technical skills, composition, and production elements.

c. Articulate individual reactions to a dance.

7. Identify connections between dance and other disciplines. (A,C)

a. Examine science concepts inherent in human movement and dance (e.g., gravity, gravitational pull, Newton’s Laws).

(18)

Dance, First Grade

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 5 a,b,c b,c a b b a a b

Students articulate various body parts and

demonstrate non-locomotor/axial movements (bend, twist, stretch, swing, freeze) showing range in space, and isolation movements (e.g., twist upper extremities like a washing machine, with large and small movements).

Students demonstrate accurately a capacity of movement through locomotor movements (walk, run, jump, gallop, hop, crawl, roll) with intensity and increased energy (e.g., while taking turns, students execute walk, run, jump with fast and slow tempo). Students perform short movement problems emphasizing the elements of

shapes/lines/curves/circles using movements of specific large muscle groups.

Students create letters of the alphabet or geometric shapes using movements of large muscle groups by:

creating a specific design with the body or bodies

traveling them as floor patterns

using body parts to trace or carve a specific design in space.

Students perform motor skills using levels in space (low, middle, and high) in straight, curved, and circular pathways, such as crawling in middle level in a curved, spatial pattern.

Students improvise various components of human energy that are opposites (e.g., soft/hard,

light/strong, stiff/loose). Students may move like a soft marshmallow or like a piece of hard candy. Students improvise movement that is expressive of different imitative behaviors (e.g., walk like a duck, slither like a snake) and name the various actions and generated movements.

Students identify and describe imitative and expressive movement behaviors (e.g., practice social expressive/imitative gestures such as “thumbs up”, “ waving hello”, “hand shake”, “traffic controller”, “choral director”, “referee”).

Teacher observation of movement accuracy and clarity of isolations and specific articulations

Teacher observation of movement accuracy

Student descriptions and responses to peer work regarding the given criteria

Teacher and student observations of

performance clarity and accuracy of a “secret letter” (audience reads the secret letter/geometric shape)

Teacher observation of creative exploration of energy, space, and time related challenges Teacher and student observation and discussion of the true likeness to a literal source Verbal explanations of representational movement choices

Teacher analysis of student pictures of cultural dance regarding costume, gender, and formation

(19)

6 7 a,b a a b

Students name and perform a folk or traditional dance from another culture (e.g., La Raspa, Troika,

Hora).

Students observe different dance movements and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, and pathways. Students utilize movement to demonstrate concepts from other subjects such as, science, health, mathematics (e.g., students will recreate the solar system by each student representing the planets, the sun and the moon, mimicking rotation). Students give examples of how dance is like other areas of study and paralleled in life (e.g., rhythm in music and visual art, everyday movement and gestures).

Teacher observation of the quality of the movement ideas generated

Student explanations of meanings/curricular ties of chosen movement

(20)

DANCE

SECOND GRADE

As with all disciplines, a well-rounded education in dance includes a range of educational processes. The elementary 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 second grade students in the following:

Elementary Dance

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 ongoing instruction, not isolated units, activities, or skills.

(21)

DANCE

SECOND GRADE

Connections (C)

1. Acquire a basic understanding of movement skills with increasing proficiency. (CP, C)

a. Demonstrate physical fitness components: flexibility, coordination, agility, endurance, strength, control.

b. Demonstrate the ability to vary control and direct forces of human energy used in basic axial and motor skills.

c. Properly demonstrate and create locomotor movements with various

accompaniment while employing spatial concepts of direction and pathways (e.g., sideways, curved, zigzagged).

2. Exhibit movement problem-solving experiences while demonstrating kinesthetic awareness of movement. (CP, CA)

a. Use improvisation to discover movements in response to texture, sound, and color movement problems.

b. Respond through movement to a wide range of stimuli, music, books, pictures, rhymes, and/or props.

c. Explore basic actions of the body while traveling (alone and with partners) through space in a given spatial pattern or design (e.g., circle, line, square).

(22)

4. Compose and describe movement with guided criteria. (CP, CA, A)

a. Create a phrase of shapes that demonstrate a beginning, middle, and end. b. Create a sequence of movements that demonstrates how dance is different

from other movements, such as sports or common gestures.

5. Understand the purposes of dance in relation to other cultures, times, and places. (CP, CA, HC, C)

a. Perform folk and traditional dances of other countries.

b. Understand how dance is used as a form of storytelling in various cultures. c. Identify and relate the relationship of dance in society to celebrations and family

customs.

6. Perceive the meaning and beauty of dance. (CA, A)

a. Identify and name dance movement using correct dance terminology.

b. Use dance terminology to identify and describe dance components within an observed or performed dance.

7. Identify and distinguish valid connections between dance, other subject areas, and everyday life. (CA, C)

a. Explain how the arts are used in daily life.

(23)

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 a,b a,c a b c a b a

Students demonstrate accurately a combination of axial movement utilizing dance technique, bend, swing, twist, rotate, right and left sides, and upper and lower body halves (e.g., upper body swing down and up, twist upper body right and left, and swing right leg side to side).

Students demonstrate accurately a combination of locomotor movements (walk, run, gallop, jump, hop, crawl) in various pathways (forward, backward, side, diagonal, curved, and straight). Students gallop forward 4-counts, run in a circle 4-counts, jump backwards in a diagonal pathway 4-counts.

Students improvise translation of a variety of actions (e.g., weave, encircle, scoot, drip, melt, pounce, push, pull, resist) by drawing three word cards from a hat and choosing an order in which to improvise them.

Students express understanding of concepts in other subject areas, such as mathematical concepts, by transposing ideas to movement communication or explanation of given stimuli. Students combine sculpted body forms by working with a partner on various actions, creating opposites (e.g., tall/short, wide/thin). Students mold partners into shapes and connect opposite shapes.

Students recall a movement phrase (sit, jump, run) taught by the teacher and manipulate the tempo. Students create design in the body demonstrating symmetry and asymmetry, and understanding of three-dimensional shapes in space.

Student ability to analyze movement choices and to name specific axial movement and involved parts of self and others

Student analysis of movement choices and naming of locomotor and chosen pathways of self and others Teacher observation of accuracy in movement representation of action words Student justification of movement studies and verbal analysis of others

Teacher observation of movement accuracy of oppositional concepts Teacher observation Students drawings of symmetrical and asymmetrical shapes

(24)

Dance, Second Grade 5 6 7 b a b,c a b a b b

Students observe and discuss how dance is different from other forms of human movement.

Students perform folk/traditional dances from various cultures with competence and confidence (e.g., Kinder Polka, Oslo Waltz).

Students accurately answer questions about dance in a particular culture and time period (e.g., In colonial America, why and in what setting did people dance? What did the dances look like?)

Students create a dance phrase with assigned components (swing, undercurve, etc .) and identify and describe order and method of criteria presented by each group. Students write the order of the components as they are being performed. Students take an active role in a class discussion about interpretations of and reactions to dance in terms of content (ideas, meaning, and movement choices) and dance style. Students read and share their reactions about the dance presented.

Students explain feelings evoked by responding to rhythm and sounds with movement. Students use water colors to express feelings of happy, sad, etc. Students examine use of art in immediate

surroundings, home, school, TV, and social settings, and reference use of movement and sound in advertising.

Students present a movement explaining an English skill such as punctuation, capitalization, and

indenting paragraphs. Students create a movement to specify a capital letter or punctuation mark (small ball with body to represent a period) as the teacher reads a sentence.

Student ability to record reactions and reflections of discoveries in movement comparison discoveries List three cultural dances and describe the history and meaning of each Teacher evaluation of students’ answers

Performance checklists of specific movement criteria listed in the order shown

Write a reaction to another dance describing involved content

Groups develop

movement and sound to relate to a given emotion Teacher questioning and review of factual

information before and after a movement-infused lesson

(25)

DANCE

THIRD GRADE

As with all disciplines, a well-rounded education in dance includes a range of educational processes. The elementary 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 third grade students in the following:

Elementary Dance

(26)

DANCE

THIRD GRADE

Connections (C)

1. Acquire a basic understanding of movement skills with increasing proficiency. (CP, CA, C)

a. Employ proper alignment in weight transfers while performing movement. b. Demonstrate anatomical knowledge of major body parts through arranging and

creating axial movements.

c. Show a variety of combinations of basic motor skills and locomotor movement.

2. Exhibit movement problem-solving experiences while demonstrating kinesthetic awareness of movement. (CP, CA)

a. Use improvisational skills to problem solve through assembling movements of creating new movement.

b. Organize the steps to an everyday task and perform, employing elements of dance (e.g., changing time, value, range/size of movement).

c. Discuss and justify movement choices.

3. Develop and utilize elements of dance in movement. (CP, CA)

a. Create symmetrical and asymmetrical shapes alone and with partners, emphasizing positive and negative spaces.

b. Explore movement qualities of dynamics: sustain, suspend, swing, percussive, vibratory, and collapse.

c. Collaborate with a partner (sharing weight, mirroring, leading, copying) to create and explore movement possibilities.

4. Compose and describe movement with guided criteria. (CP, CA)

a. Formulate and sequence locomotor and non-locomotor movement for levels in space using directions and pathways.

b. Create a sequence with a beginning, middle, and end with or without rhythmic accompaniment.

(27)

5. Understand the purposes and functions of dance across cultures, times, and places. (CP, CA, HC, C)

a. Understand how dance is used in various cultures as a celebration of life experiences and community events.

b. Understand how dance has been used as a form of communication throughout history.

6. Perceive and understand the meaning and beauty of dance. (A)

a. Recognize components of dance forms to include costume, music, formation, movement, and gender.

b. Respond to dance by expressing an understanding of content through writing, music, drama, painting, sculpting, etc.

7. Distinguish and use valid connections between dance and other disciplines. (A, C)

a. Employ the use of the art disciplines to comment or reflect on current issues as well as historical issues.

b. Articulate similarities of the elements of the dance in relation to elements of other arts disciplines.

(28)

Dance, Third Grade

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 5 6 7 a,b a a,b,c a a a,b a a

Students demonstrate movement with a combination of axial movement utilizing dance techniques right and left side, upper-half and lower-half of the body, and combinations of body

isolations, with emphasis on body placement, control, and some balance skills.

Students create stationary and mobile geometric designs (triangles, squares, rectangles) with bodies alone and with partners.

Students present, discuss, and justify interesting solutions for creating and presenting a movement model of the circulatory system.

Students create design in the body demonstrating symmetry and asymmetry, using both straight and curved lines.

Students improvise the happenings of each stage of the water cycle and properly sequence the stages.

Students discuss the design of the circle and its common use in dances of all countries. Learn the Russian folk dance, the Troika, a running circle dance, and invite a cultural group to perform.

Students add performance components to a dance study (e.g., choosing costumes, music, formations). Conduct surveys of audience members of other dancers.

Students engage in a current event movement study with emphasis on the effects of society and its people.

Student evaluations of skill mastery by scale using video performance of technique class

Audience responses and interpretations of

movement design Student descriptions of presented work and reflections of movement representation

Teacher and personal observation (using a mirror) of accuracy in movement design Student writings and drawings of each part of the cycle with noted characteristics of each Student characterizations of a Russian dance performer describing the history, meaning, and methods of their craft Written critique of the effectiveness of

performance components

Discuss new ideas and greater emotional understanding after the completion of the process

(29)

DANCE

FOURTH GRADE

As with all disciplines, a well-rounded education in dance includes a range of educational processes. The elementary 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 fourth grade students in the following:

Elementary Dance

(30)

DANCE

FOURTH GRADE

Connections (C)

1. Demonstrate a basic understanding of movement skills. (CP, CA)

a. Employ proper alignment in weight transfers while performing and creating movement.

b. Demonstrate anatomical knowledge of major body parts through arranging and creating axial movements with and without locomotor movements in various directions and pathways.

2. Demonstrate a problem-solving experience integrating kinesthetic awareness of movement. (CP, CA)

a. Use improvisational skills to problem-solve through assembling or sequencing movement and creating new movement.

b. Discuss and justify own movement choices and evaluate movement choices presented by others.

3. Apply elements of dance to movement studies. (CP, CA)

a. Explore one or more elements of dance simultaneously: space, time, shape and energy through improvisation.

b. Collaborate with a partner (sharing weight, mirroring, leading, copying) to create and explore movement possibilities.

4. Compose, analyze, and compare movement with guided criteria. (CP, CA, A)

a. Formulate and sequence movement that includes various energies, shapes, and transitions.

b. Create a sequence with a beginning, middle, and end with or without partners or rhythmic accompaniment.

(31)

5. Understand and compare the purposes and functions of dance across cultures, times, and places. (CA, HC, C)

a. Relate to how dance is used in various cultures as a celebration of life experiences.

b. Understand how dance has been used as a form of communication throughout history.

c. Understand the role of dance in Mississippi.

6. Perceive and understand the diverse meaning, creation, and beauty of dance. (A)

a. Perform dances to communicate personal meaning. b. Develop self-awareness and confidence through dance.

7. Translate the connections between dance, other disciplines, and everyday life. (A, C)

a. Associate the use of the art disciplines to comment or reflect on current issues as well historical issues.

b. Employ use of the arts in daily life.

c. Articulate similarities of the elements of dance in relation to the elements of other arts disciplines.

(32)

Dance, Fourth Grade

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 5 6 7 a b a b a,b b a c

Students create an axial movement and a locomotor movement using the upper extremities. Combine the two, if possible, and vary the time, space, and energy through improvisation e.g. twist arms while skipping, and travel fast and slow with hard and soft energy. At any freeze, students name the axial movement, locomotor movement, specific body parts utilized, and descriptions of the elements utilized.

Students perform and explain personal movement choices that represent the line from a poem (e.g., "From now on all these planes need to be large parachutes").

Students create movement for each syllable of one’s name and improvise continual alteration of two elements at a time.

Students experience weight sharing and mirroring in depth and describe the emotions, findings, and non-verbal communication involved (e.g., students hold hands with partner and improvise push/pull and counter-balance in order to create weight-sharing shapes). Students write reflections of learning /findings through movement sessions.

In a small group, students develop a vocabulary word with movement, adding a cause and effect to form a three-part phrase. Students complete a chart showing the three parts of each phrase labeled in the correct order.

Students brainstorm three instances where dance is used as communication. Students write the three main ideas of each presented dance study and use ideas to develop a short story.

Students transpose ideas about a given subject into movement expression (e.g., recycling, smoking). Students design a picture to be used as a poster based on ideas generated from the research and development of thematic movement.

Students create a human solar system using movement and voice to share important information (dance, drama, science).

Teacher observation

Compare movement of groups assigned the same line

Teacher and student evaluation of movement clarity by syllable and correct number of elements represented Teacher evaluation of written reflections

Teacher and student evaluation of the chart

Teacher and student evaluation of short story

Teacher and student evaluation of poster

Pre and post quiz on the solar system

(33)

d Students compare and discuss use and effects of rhythm and form in visual art, music, and dance.

Teacher evaluation of students contribute to discussion

(34)

DANCE

MIDDLE SCHOOL INTRODUCTION

Through kinesthetic education, children at this age freely express themselves by dancing, and enjoy working in groups to share their ideas and dreams. The use of kinesthetic educational experiences is a valuable way to meet the individual needs of learners through employing techniques that involve multiple intelligences. Middle school students typically have high energy spurts, like growth spurts, and can be motivated through this energy to work individually on problem-solving experiences in movement.

Because they are inventive, middle school students generally love to experiment with new ways of doing things. They are exuberant in their desire to create, and enjoy forming gender friendships through dance with other students. They will also learn an appreciation of moving together as a large group or a small group in sharing their dance accomplishments. This is an opportune time to experience making connections between dance and other subject areas. They will be intrigued by making connections to dances of various cultures. They pride themselves in increasing their sophistication of historical knowledge relating to dance. Middle school students delight in benefiting from the investigation of different dance styles and sharing this learning with other students.

Students will find it fun to work toward the presentation of a large-scale dance production. Focus and concentration will be a challenge to them while continuing to grow through their learning, discussion, research, and experimentation.

(35)

DANCE

MIDDLE SCHOOL LEVEL I

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.

(36)

DANCE

MIDDLE SCHOOL LEVEL I

Connections (C)

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.

(37)

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.

(38)

Middle School Dance (Level I)

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 5 6 7 c,d a b c a,b a b

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

(39)

DANCE

MIDDLE SCHOOL LEVEL II

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 an 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 II students in the following:

Middle School Dance

Arts Integrated in the Middle School Classroom Middle School Dance Performance

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.

(40)

DANCE

MIDDLE SCHOOL LEVEL II

Connections (C)

1. Demonstrate a basic understanding of movement skills while applying anatomical knowledge. (CP,C)

a. Develop an understanding of movement initiation. b. Practice falling, recovering, folding, and reaching.

c. Demonstrate increasing anatomical and kinesthetic awareness, concentration, and focus in performing movement skills.

2. Demonstrate movement problem solving experiences integrating skills. (CA, CP)

a. Review contrast, transition, and phrasing.

b. Utilize the democratic process in a small group collaborative experience to create a composition.

c. Using improvisation as a tool, find a solution to a movement problem solving experience.

3. Translate elements of dance into improvisation and composition. (CP)

a. Demonstrate the ability to use a spatial pattern in a performance. b. Increase range of dynamics and movement qualities.

4. Compose, analyze, and appraise choreographic movement choices. (CP, CA)

a. Present an effective dance study demonstrating pedestrian and/or abstracted gestures.

b. Appraise the novelty and validity of movement. c. Describe the way movement choices affect a dance.

5. Demonstrate and appreciate dances from different cultures, times, and places. (HC)

(41)

6. Perceive and practice an appreciation for the creation, meaning, and beauty of dance. (CA,C)

a. Know how personal perspectives influence the meaning of a dance. b. Demonstrate proper audience and performing arts etiquette.

7. Know and examine connections between living and learning through dance. (C, A)

a. Know how healthful living affects a dancer’s body.

(42)

Middle School Dance (Level II)

Middle School Dance Performance (See Page 51)

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 5 6 7 c b a b b a a

Students form a circle to create a

“class-choreographed circle dance.” Go around the circle to allow each student to create a movement.

Utilize photographs of sculptural forms as an aid to a lesson in the use of space. Students will create a dance using positive and negative space. Have one student create a shape and have a second student fill in the empty space around the first shape. Students discuss use of positive and negative space.

Students design a spatial pattern on paper, notating movement qualities, timing, and level changes to be performed. Students test the design through a physical demonstration.

After the performance of student work, have a “peer-exchange and critiquing” session. The student choreographer and dancer sit down and discuss the experience from conception to production. Student keeps record of work and comments in a

portfolio/journal.

Students name some of the important moments in their lives. Create a ritual based on the discussion about this moment or rite of passage.

After students have viewed a dance, students formulate a personal perspective of the performance. Students discuss personal perspectives of the performance.

Students complete an “individual health

questionnaire” to determine their level of healthy living.

Teacher and student response to the

performance of the circle dance

Teacher observation of activity and discussion

Teacher evaluation of written design compared to the final physical demonstration Teacher/peer evaluation of portfolio/journal Teacher observation of performance Teacher observation of discussion Teacher-evaluation of the questionnaire at the beginning and end of a term

(43)

DANCE

MIDDLE SCHOOL LEVEL III

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 III students in the following:

Middle School Dance

(44)

DANCE

MIDDLE SCHOOL LEVEL III

Connections (C)

1. Demonstrate an understanding of movement skills while applying anatomical knowledge and correct terms. (CP,C)

a. Develop and demonstrate an understanding of movement initiation. b. Practice shifting weight of the body.

c. Demonstrate elevation and landing.

d. Develop movement using the following muscles: rectus abdominis, hamstrings, quadriceps, pectorals, gluteus maximus.

e. Demonstrate and recognize planes in space: vertical, horizontal, sagittal. f. Demonstrate memorization and reproduction of several continuous movement

sequences.

2. Demonstrate improvisation and choreography in movement problem solving experiences. (CA, CP)

a. Demonstrate variations of contrast, transition, and phrasing.

b. Demonstrate dance structures and forms (e.g., AB, ABA, cannon, mirroring, narrative.)

3. Manipulate elements of dance into movement. (CP, CA)

a. Create movement using time, space, energy, and shape while using correct body alignment.

b. Demonstrate ability to compare and contrast dance compositions in terms of space, time, and energy.

4. Compose and interpret choreographic movement choices. (CP, CA)

a. Effectively demonstrate the difference between pantomiming and abstracting a gesture.

(45)

5. Construct and present dances reflective of cultures, times, and places. (CP, HC)

a. Perform basic dance positions, axial and locomotor movement, and patterns from different dance disciplines (e.g., modern, ballet, cultural specific dances). b. Describe and critique dance from a specific culture.

c. Identify the movement aspects of ballet, modern, jazz, tap, and cultural dance. d. Understand and know the historical background of various types of dance. e. Competently identify dance disciplines from a variety of forms (e.g., modern, ballet, tap).

6. Perceive, practice, and advocate an appreciation for the creation, beauty and value of dance. (CA,C)

a. Discuss varying views of a dance concert.

b. Identify possible aesthetic criteria for evaluating dance such as skill of performers, originality, visual and/ or emotional impact.

c. Exhibit proper audience and performing arts etiquette.

7. Translate and apply connections between living and learning through dance. (C, A)

a. Identify dance careers.

b. Demonstrate knowledge of dances in one’s family and community.

c. Integrate science and dance by using a specific internal function of the human body and reproduce a movement phrase.

(46)

Middle School Dance (Level III)

Middle School Dance Performance (See Page 51)

Comp. Obj. Suggested Teaching Strategies Suggested Assessment 1 2 3 4 5 6 7 f b a,b b b c b

Teacher demonstrates 4 to 6 movement sequences. Allow students time to memorize and reproduce the sequences given.

Students create compositions using various themes, structures, and forms. Record and watch the video of dances created by the class. Through

discussion, evaluate the dancing. Notice what structures, themes, and forms were used.

Using everyday gestures and movements found in occupations, students create phrases using time, space, and energy.

During the dance production process, students keep a daily journal to express the differences they experience in a specific dance piece/concert (e.g., How did the music, costumes, props, lights, etc… affect the movement choices?)

Team project with history class. Choose historical time periods in a specific culture and practice dances that were popular during these time periods. (e.g. medieval time period with maypole and chain dance; roaring 20’s with the Charleston).

After a school assembly, identify positive and negative audience etiquette (e.g., Did everyone enter the performance area quietly? Did everyone applaud appropriately?)

Discuss family celebrations that have taken place, such as christenings, weddings, funerals, birthdays, holidays, and religious celebrations. Create a movement ceremony depicting one of the celebrations.

Teacher observation of performance rubric

Video of performance and teacher evaluation

Respond to the question, “How did the manipulation of the movement change the original form?” Portfolio/Journal entries and questions Teacher observation of performance Teacher-prepared quiz/test Teacher-prepared performance rubric

(47)

DANCE

MIDDLE SCHOOL LEVEL IV

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 IV students in the following:

Middle School Dance

2003 Mississippi Visual and Performing Arts Framework DANCE

DANCE

“I want all of my students and all of

my dancers to be aware of the

poignancy of life at that moment.

I would like to feel that I had,

in some way,

given them the gift of themselves.”

Martha Graham

DANCE

TABLE OF CONTENTS

DANCE

INTRODUCTION

DANCE BENCHMARKS

DANCE BENCHMARKS

DANCE BENCHMARKS

DANCE BENCHMARKS

DANCE BENCHMARKS

DANCE

INTRODUCTION

Grades K-4

DANCE

KINDERGARTEN

DANCE

KINDERGARTEN

DANCE

FIRST GRADE

DANCE

FIRST GRADE

DANCE

SECOND GRADE

DANCE

SECOND GRADE

DANCE

THIRD GRADE

DANCE

THIRD GRADE

DANCE

FOURTH GRADE

DANCE

FOURTH GRADE

DANCE

MIDDLE SCHOOL INTRODUCTION

DANCE

MIDDLE SCHOOL LEVEL I

DANCE

MIDDLE SCHOOL LEVEL I

DANCE

MIDDLE SCHOOL LEVEL II

DANCE

MIDDLE SCHOOL LEVEL II

DANCE

MIDDLE SCHOOL LEVEL III

DANCE

MIDDLE SCHOOL LEVEL III

DANCE

MIDDLE SCHOOL LEVEL IV