6 - 8 Proficient Dance Version: 2010-2011


 
Scholastic Area that Course Is Active In: Dance

Strand: Foundations - Fundamental concepts, principles, and skills


 
DMSPFD.1
Identifies and demonstrates movement elements, skills, and terminology in dance
Element: DMSPFD.1a
Participates in dance technique based warm-up exercises that hone dance skills of one or more specific dance genres
Element: DMSPFD.1b
Demonstrates dance terminology and technique of specific dance genres
Element: DMSPFD.1c
Develops projection, focus, control, strength, and coordination in performing a combination of locomotor and axial movements
Element: DMSPFD.1d
Creates, performs, and refines movement phrases integrating the elements of dance (e.g., space, time, energy, and body)
Element: DMSPFD.1e
Demonstrates the ability to smoothly transfer weight, change direction, and maintain balance in a dynamic movement context
Element: DMSPFD.1f
Refines and corrects movements and movement executions based on constructive feedback (e.g., intrinsic, oral and written corrections, video)
 

 
DMSPFD.2
Understands and models dance etiquette as a classroom participant, performer, and observer
Element: DMSPFD.2a
Demonstrates attentiveness, focus, concentration, initiative, and self-discipline when participating in the dance learning environment
Element: DMSPFD.2b
Demonstrates concentration, focus, and respects the focus of others in the performance of skills
Element: DMSPFD.2c
Exhibits self-initiative in modeling appropriate behaviors and skills as an audience member and dance observer
 

 
DMSPFD.3
Recognizes concepts of anatomy and kinesiology in movement
Element: DMSPFD.3a
Relates functions of major muscles and bones to the fundamental injury prevention principles for dance
Element: DMSPFD.3b
Applies concepts of gravity, force, acceleration, and mass in specific movement contexts
Element: DMSPFD.3c
Applies the basic principles of alignment and placement to the dynamic contexts of dance technique
Element: DMSPFD.3d
Understands the importance of the appropriate warm-up and cool-down within a dance technique class
 

 
DMSPFD.4
Understands and applies music concepts to dance
Element: DMSPFD.4a
Recognizes musical forms (e.g., ABA, fugue, canon) and their relation to dance
Element: DMSPFD.4b
Recognizes how different rhythm structures are utilizes by a variety of music idioms and cultures and how those rhythms influence dance styles (e.g., ballet, jazz, African)
Element: DMSPFD.4c
Demonstrates musicality while performing and creating dance phrases
 

Strand: Creating - Expression of ideas, experiences, feelings, and images


 
DMSPCR.1
Demonstrates an understanding of creative and choreographic principles, processes, and structures
Element: DMSPCR.1a
Explores and refines partnering skills
Element: DMSPCR.1b
Demonstrates a variety of structures, forms, and designs (e.g., AB, ABA, canon, call-response, narrative, complimentary/contrasting shapes, symmetry)
Element: DMSPCR.1c
Applies dance technique principles to the choreographic context
Element: DMSPCR.1d
Develops versatility through experimentation with various movement approaches
Element: DMSPCR.1e
Implements the use of props within the choreography
 

 
DMSPCR.2
Demonstrates an understanding of dance as a way to create and communicate meaning
Element: DMSPCR.2a
Compares and contrasts abstract and literal movement
Element: DMSPCR.2b
Implements the use of props within the choreography
Element: DMSPCR.2c
Explores how theatrical elements, such as costuming and lighting, contribute to the meaning of the dance
 

Strand: Response - Reflection, analysis, and evaluation


 
DMSPRE.1
Demonstrates critical and creative thinking in all aspects of dance
Element: DMSPRE.1a
Critiques movement qualities and choreography using the elements of dance (e.g., spatial design, variety, contrast, clear structure)
Element: DMSPRE.1b
Observes and critiques dance performances using specified criteria and appropriate dance terminology
Element: DMSPRE.1c
Develops and communicates personal interpretation of a choreographed work
Element: DMSPRE.1d
Discusses the experience of performing a choreographed work
Element: DMSPRE.1e
Describes the similarities and differences between observing live and recorded dance performance
Element: DMSPRE.1f
Engages in self-reflection as creator and performer
Element: DMSPRE.1g
Engages in self-assessment as creator and performer
 

Strand: Connections - Exchanging and relating ideas, experiences, and meanings


 
DMSPCO.1
Demonstrates and understands dance in various cultures and historical periods
Element: DMSPCO.1a
Performs folk and/or classical dances from various cultures; describes similarities and difference in steps and movement styles
Element: DMSPCO.1b
Performs folk, social, and/or theatrical dances from a broad spectrum of twentieth-century America
Element: DMSPCO.1c
Describes the role of dance in at least two different cultures or time periods
Element: DMSPCO.1d
Accesses and uses community resources (such as people, books, videos) to learn about a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance
 

 
DMSPCO.2
Demonstrates an understanding of dance as it relates to wellness
Element: DMSPCO.2a
Demonstrates personal habits of health and nutrition to enhance dance ability
Element: DMSPCO.2b
Defines and practices the elements of personal safety in dance
Element: DMSPCO.2c
Demonstrates and practices respect for one's well being and the well being of others
Element: DMSPCO.2d
Demonstrates how dance builds physical and emotional well being (e.g., positive body image, physical goals, creative goals, focus/concentration)
Element: DMSPCO.2e
Models how time-management, listening, problem-solving, and team work skills are used with others in composing and rehearsing and performing
Element: DMSPCO.2f
Identifies careers in dance and dance related fields
 

 
DMSPCO.3
Integrates the use of technology and new media
Element: DMSPCO.3a
Explores media and technology to learn about dance as an art form
Element: DMSPCO.3b
Explores an ability to use media and technology tools related to dance performance
Element: DMSPCO.3c
Explores personal interests and careers in media, technology and the arts
 

 
DMSPCO.4
Demonstrates an understanding of dance as it relates to other areas of knowledge
Element: DMSPCO.4a
Compares and contrasts dance to other art forms
Element: DMSPCO.4b
Explores commonalities of essential concepts shared between dance and other subject areas
Element: DMSPCO.4c
Identifies career possibilities in dance and dance related fields
 

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save