BHS Dance Resource Guide

Brighton High School Instructional Guide 2024-2025

High School Dance

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Using the Instructional Guide

A rigorous education in the arts is incredibly important. In addition to developing the next generation of performers and artists, the arts can build skills of creativity, collaboration, analysis, synthesis, and problem-solving that will help students succeed in any endeavors they pursue. This instructional guide offers guidance to educators as they plan engaging and impactful learning experiences in their classes by providing a number of supports including standards, topic guides, and additional resources.

STANDARDS

The Fine Arts Standards for the state of Utah are broken up into four strands . These strands, Create , Perform/Present , Respond , and Connect touch on all areas of how students can plan, make, share, and think about art. Each strand is important in student development. The list of all standards for this level is included under the Resource heading. The Course at a Glance heading includes the standards broken down and unpacked into possible learning intentions and success criteria to provide examples of how the standards might be used to help focus on a number of specific skills as students complete complex projects in the arts.

COURSE AT A GLANCE

The Course at a Glance section can help educators think in terms of skills and projects for their classes. Since the standards include skills that can be developed and assessed in a number of different ways, teachers have the freedom to build unit and year-long maps that best serve the needs of the class and the students. The Course at a Glance section does not dictate a specific progression, but can help educators consider how a range of projects can touch on all standards and bring rigor and variety to the course.

Additionally, the Course at a Glance section will help teachers see how standards can be incorporated into learning intentions and success criteria. The section also breaks standards down into key skills , concepts , and vocabulary . Each topic in this section includes links to lesson plans and supports tied to that topic.

RESOURCES

Throughout the guide are links to resources to help with planning , instruction , and assessment . It is important to utilize trusted and approved resources to enhance the learning experiences of students. By employing district-approved resources into instruction, teachers can ensure compliance with educational standards and foster a safe and robust learning environment. The Resources heading includes a complete list of standards, selected effective practice strategies, information on disciplinary literacy for the arts, and suggestions for supporting rigor in the arts classroom. Use this section to help improve educational practices or begin an exploration of new ideas or strategies.

WHAT’S NEW

This year’s guide contains new resources for teachers and revisions. Among these additions, some key expansions include:

● Complete list of state standards ● Questions stems to help increase OTRs in the arts classroom ● Support document for Disciplinary Literacy for the arts

Beginning & Introductory Dance Courses at a Glance

Recording, Reflecting, Revising, & Responding

Elements of Dance, Technique, & Performance

Choreography & Improvisation

Appreciating & Interpreting Dance as Expression

Collaboration, Professionalism, & Etiquette

Healthy Practices in Dance

Topic

7/8 Standards: Create, Perform Respond, Connect

Respond 1, 2, 3, & 4 Connect 1, 2, & 3

Create 1 Perform 6 & 8

Perform 4 & 7

Create 2, 4, & 5

Create 3, 6, & 7

Perform 1, 2, 3, 5, & 9

1 Standards: Create, Perform Respond, Connect

Respond 1, 2, 3, 4, & 5 Connect 1, 2, & 3

Perform 1, 2, 3, 5, & 10

Create 2 & 4 Connect 4

Create 1 Perform 6, 8, & 9

Perform 4 & 7

Create 3, 5, 6 & 7

Understand and apply elements of time, space, energy, dynamics, and body mind principles to texture and enhance dance technique and performance. Generate and explain production elements that would intensify and heighten the artistic intent of a dance performance.

Experience, view, research, compare, and discuss dances, styles, and genres across cultural and historical contexts. Explore and apply various criteria to interpret and evaluate how dance can express problems and perspectives. Apply appropriate genre-specific terms.

Choreograph and/or improvise an original dance that expresses artistic intent. Identify personal movement preferences and strengths. Compare the choreographic process to other creative endeavors.

Appropriately utilize dance terminology and systems of recording. Articulate, justify, and document movement choices. Revise work based on artistic criteria, self-reflection, and feedback.

Develop, document, articulate, and work toward personal plans and performance goals related to dance ability, healthful practices, and/or injury prevention.

Perform as a productive and collaborative member and/or leader of a

Student Expectations

group in class, rehearsal, and performance.

Inquiry, Writing, Speaking, Listening, Viewing

Writing, Inquiry, Speaking, Listening, Reading, Viewing

Writing, Speaking, Listening, Reading, Viewing

WISR Connection(s)

Inquiry, Speaking, Viewing

Speaking, Listening, Viewing

Writing, Inquiry, Speaking, Reading

Applying Dance Terminology

Time

Cultural and Historical Context

Choreography

Goal Setting

Energy

Recording and Documentation Systems

Improvisation

Collaboration

Personal Planning and Practice

Prioritized Vocabulary and Concepts

Space

Dance Styles and Genres

Artistic Intent

Leadership

Dynamics

Healthful Practices

Self-Reflection and Feedback

Personal Movement Preferences

Rehearsal and Performance Etiquette

Problems and Perspectives

Body-Mind Principles

Injury Prevention

Revision of Work

Production Elements

Creative Process

Articulating Response

Artistic Intent

Elements of Dance, Technique, & Performance Beginning/Introductory Dance Course

DANCE 7/8 STANDARDS:

● 7–8.D.P.1: Sculpt the body in space, and design body shapes in relation to other dancers, objects and environment; use complex floor and air patterns with direct and indirect pathways. ● 7–8.D.P.2: Analyze and select metric, kinetic, and breath phrasing, and apply appropriately to dance phrases that employ various timings. ● 7–8.D.P.3: Direct energy and dynamics in technique exercises and dance performance in such a way that movement is textured and enhanced. ● 7–8.D.P.5: Apply body-mind principles to technical dance skills when performing works in a variety of dance genres and styles. ● 7–8.D.P.9: Generate production elements that would intensify and heighten the artistic intent of a dance performance; explain reasons for choices using production terminology. ● L1.D.P.1: Sculpt the body in space, and design body shapes in relation to other dancers, objects and environment; use complex floor and air patterns with direct and indirect pathways while maintaining a sense of spatial design and relationship. ● L1.D.P.2: Analyze and select metric, kinetic, and breath phrasing, and apply appropriately to dance phrases that employ various timings; use syncopation and rhythmic accents related to different tempi. ● L1.D.P.3: Direct energy and dynamics in technique exercises and dance performance in such a way that movement is textured and enhanced. ● L1.D.P.5: Apply body-mind principles to technical dance skills when performing works in a variety of dance genres and styles. ● L1.D.P.10: Generate production elements that would intensify and heighten the artistic intent of a dance performance; explain reasons for choices using production terminology. DANCE 1 STANDARDS:

STUDENT EXPECTATIONS:

Understand and apply elements of time, space, energy, dynamics, and body-mind principles to texture and enhance dance technique and performance. Generate and explain production elements that would intensify and heighten the artistic intent of a dance performance.

Examples of Learning Intention and Success Criteria

Learning Intentions : ● I am learning how to identify and implement the elements of dance so I can communicate artistic intent in both pre-choreographed dances and my own unique choreography. Success Criteria : I will know I have learned it when: ● I can define and demonstrate different elements of dance and dynamic qualities of movement. ● I can identify the use of elements of dance and dynamic qualities of movement in pre choreographed dances. ● I can create new choreography and use these dance elements and dynamics to support the artistic intent of my dance.

Example of Learning Progression

1. Learn and explore elements of dance including: a. Time ■ How to hear the downbeat of a song

■ The progression of how to count music (single, half, quarter, and eighth beats) ■ Time manipulation- playing with speed variation and stillness ■ The difference between 4/4 time and 3/4 time b. Space

■ How to use low, medium, and high levels of space ■ The difference between positive and negative space ■ How different areas of space can also influence movement.

c. Energy ■ The difference between different dynamic qualities of movement including: sustain, suspend, dollapse, percussive, vibratory, and explosive movements. 2. Discuss how dynamic and energy choices can influence the mood of the dance, which can influence audience interpretation in pre-choreographed dances. 3. Create your own dance project utilizing all explored elements and dynamics of dance. WISR CONNECTIONS:

Inquiry, Speaking, Viewing

CONCEPTS:

PRIORITY VOCABULARY:

SKILLS:

● Time ● Energy ● Space ● Dynamics

● Time ● Energy ● Space ● Dynamics

● Apply elements of time, space, energy, dynamics, and body-mind principles to texture and enhance dance technique and performance. ● Generate production elements that would intensify and heighten the artistic intent of a dance performance.

● Body-Mind Principles ● Production Elements ● Artistic Intent

● Body-Mind ● Production ● Artistic Intent

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

Council of Ontario Drama & Dance Educators: Exploring Dance Elements Lesson Kennedy Center: Elements of Dance Lesson PBS Learning Media: Movement in Dance Big Sky School: Say it Through Dance Lesson

Choreography and Improvisation Beginning/Introductory Dance Course

DANCE 7/8 STANDARDS:

● 7–8.D.CR.2: Generate movements from a variety of stimuli to develop content for an original dance study or composition. ● 7–8.D.CR.4: Collaborate to select and apply a variety of choreographic devices and dance structures to compose an original piece with clear artistic intent. ● 7–8.D.CR.5: Define and apply artistic criteria to choreograph a dance that communicates personal or cultural meaning. ● L1.D.CR.2: Explore a variety of stimuli to develop an improvisational or choreographed dance study; identify personal movement preferences and strengths. ● L1.D.CR.4: Design an original dance or study using choreographic devices and dance structures to support an artistic intent; discuss how they support the artistic intent. ● L1.D.CO.4: Compare the process used in choreography to that of other creative, academic, or scientific procedures. DANCE 1 STANDARDS: Choreograph and/or improvise an original dance that expresses artistic intent. Identify personal movement preferences and strengths. Compare and contrast the choreographic process to other creative & academic endeavors. Example of Learning Intention and Success Criteria Learning Intention: I am learning the choreographic process so I can build, create, and discuss my own original dances. Success Criteria: I’ll know I have it when, ● I can find new ways of moving through improvisation and various exercises. ● I can create an original dance study using the choreographic process and other dance STUDENT EXPECTATIONS:

structures. ● I can identify & discuss artistic intent of my own & other’s choreography.

Example of Learning Progression 1. Explore new or unique ways of moving through engaging in various improvisational exercises and activities. 2. Learn about artist motivation and intent. 3. View various dance works by various choreographers and discuss the intent of the artist in these works. 4. Utilize the improvisational techniques and the examples of dance works viewed in class to serve as tools and inspiration for creating an original dance piece that reflects a personal artistic intent through the choreographic process. WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Viewing

CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Choreography ● Improvisation ● Artistic Intent ● Personal Movement Preferences ● Creative Process

● Choreography ● Improvisation ● Artistic Intent ● Preference ● Process

● Choreograph and/or improvise an original dance that expresses artistic intent. ● Identify personal movement preferences and strengths. ● Compare the choreographic process to other creative endeavors.

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

PBS Learning Media: Dance Choreography Videos Colorado Department of Education: Speaking with our Feet Colorado Department of Education: Poetry in Motion Colorado Department of Education: Abstracting Your Inspiration Shannon Dooling Dances: Choreography Adventures Shannon Dooling Dances: Dance Improvisation Tips and Activities for Beginners

Appreciating & Interpreting Dance as Expression Beginning/Introductory Dance Course

DANCE 7/8 STANDARDS:

● 7–8.D.R.1: Describe and discuss the artistic intent of a dance. ● 7–8.D.R.2: Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices. ● 7–8.D.R.3: Select a dance and explain how artistic expression is achieved through using elements of dance and justify your response. ● 7–8.D.R.4: Use artistic criteria to determine what makes an effective performance, considering content, context, genre, style, and/or cultural movement practice. ● 7–8.D.CO.1: Compare different dances and discuss connections to personal perspectives. ● 7–8.D.CO.2: Investigate topics using a variety of research methods to create representative movement phrases; discuss how the research informed the choreographic process and deepened understanding of the topics. ● 7–8.D.CO.3: Analyze and discuss how dances from a variety of cultures, societies, historical periods, or communities reveal the ideas and perspectives of the people. ● L1.D.R.1: Select and compare different dances, and discuss their intent and artistic expression. ● L1.D.R.2: Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices. ● L1.D.R.3: Experience a variety of culturally based dance forms; demonstrate and explain how one cultural form is different from another; and create and perform a dance that reflects one’s own cultural movement practice. ● L1.D.R.4: Use artistic criteria to determine what makes an effective performance considering content, context, genre, style, and/or cultural movement practice. ● L1.D.R.5: Analyze the artistic expression of a dance, and discuss insights using evaluative criteria and genre specific dance terminology. ● L1.D.CO.1: Analyze a dance and interpret the ideas expressed by the choreographer and provide evidence to support analysis; explain how one's own personal perspectives may affect one’s interpretation. DANCE 1 STANDARDS:

● L1.D.CO.2: Identify a question or problem that could be explored through dance; conduct research using a variety of methods; create a dance that investigates the question posed; and discuss how the dance communicates new perspectives or realizations. ● L1.D.CO.3: Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate

STUDENT EXPECTATIONS:

Experience, view, research, compare, and discuss dances, styles, and genres across cultural and historical contexts. Explore and apply various criteria to interpret and evaluate how dance can express problems and perspectives. Apply appropriate genre-specific terms. Example of Learning Intention and Success Criteria Learning Intention: I am learning an understanding and appreciation of various dance styles so I can discuss, interpret, and evaluate how dance expresses problems and perspectives. Success Criteria: I’ll know I have it when, ● I can identify different dance styles and genres. ● I can use dance vocabulary to discuss how dance can express both problems and perspectives. Example of Learning Progression 1. Study and learn about a variety of dance styles and genres across cultural and historical contexts through the research process. 2. Learn genre-specific terms that apply to various dances. 3. Interpret and evaluate various dance styles and genres they learned in class utilizing the context of their culture and history 4. Apply genre-specific terms to your interpretations and evaluations of dance styles and genres. WISR CONNECTIONS:

Writing, Inquiry, Speaking, Listening, Reading, Viewing

CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Cultural and Historical Context ● Dance Styles and Genres ● Problems and Perspectives

● Cultural Context ● Historical Context ● Style ● Genre ● Perspective

● Experience, view, research, compare, and discuss dances, styles, and genres across cultural and historical contexts. ● Explore and apply various criteria to interpret and evaluate how dance can express problems and perspectives. ● Apply appropriate genre-specific terms.

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

PBS Learning Media: Expression Through Dance Council of Ontario Drama and Dance Educators: Asking Good Questions to Prompt Student Thinking Council of Ontario Drama and Dance Educators: Exploring African and Hip Hop Dance

Collaboration, Professionalism, & Etiquette Beginning/Introductory Dance Course

DANCE 7/8 STANDARDS:

● 7–8.D.CR.1: Demonstrate openness, willingness, persistence, and respect in trying new ideas, methods and approaches in creating dance. ● 7–8.D.P.6: Collaborate with peers to achieve performance accuracy, clarity, and expressiveness; discuss the choices made, the effects experienced, and methods for improvement. ● 7–8.DLP.8: Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback.

DANCE 1 STANDARDS:

● L1.D.CR.1: Demonstrate openness, willingness, persistence, respect, and cooperation in trying new ideas, methods, and approaches in creating dance. ● L1.D.P.6: Collaborate with peers to achieve performance accuracy, clarity, and expressiveness; discuss the choices made, the effects experienced, and methods for improvement. ● L1.D.P.8: Demonstrate leadership qualities when working in groups. ● L1.D.P.9: Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback.

PERFORMANCE EXPECTATIONS:

Perform as a productive and collaborative member and/or leader of a group in class, rehearsal, and performance.

Example of Learning Intention and Success Criteria

Learning Intention: I am learning to demonstrate appropriate etiquette and expectations for dance class, rehearsal, and performances so I can be a productive and collaborative member of a dance ensemble.

Success Criteria: I will know I have it when, ● I can display the communicated dance class etiquette and expectations.

● I can utilize successful communication and collaboration skills ● I can collaborate and problem solve as a member of an ensemble.

Example of Learning Progression 1. Learn about the purpose of etiquette and expectations for class, rehearsals, and performances in the professional dance industry. 2. Learn the expectations and purpose of etiquette expected in dance classes and rehearsals as well performances as needed. 3. Apply and display etiquette and expectations purposefully in order to productively and collaboratively work and rehearse with a dance ensemble during classes and rehearsals. 4. Apply and display etiquette and expectations purposefully in dance performances. WISR CONNECTIONS:

Speaking, Listening, Viewing

CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Collaboration ● Leadership ● Rehearsal and

● Collaboration ● Leadership ● Rehearsal ● Performance ● Etiquette

● Perform as a productive and

collaborative member and/or leader of a group in class, rehearsal, and performance.

Performance Etiquette

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

The Rockettes: Dance Class Rules You Should Follow Shannon Dooling Dances: Using Collaboration to Engage Middle School Students in Dance Class Union Middle School Dance: 4 P’s of Professionalism

Recording, Reflecting, Revising, & Responding Beginning/Introductory Dance Course

DANCE 7/8 STANDARDS:

● 7–8.D.CR.3: Use accurate dance terminology to articulate and justify movement choices. ● 7–8.D.CR.7: Experiment with aspects of a recognized system to document a section of a dance by using words, symbols, and/or media technologies. ● 7–8.D.CR.6: Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others; justify choices and revisions.

DANCE 1 STANDARDS:

● L1.D.CR.3: Use the elements of dance and other dance terminology to articulate and justify movement choices. ● L1.D.CR.5: Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others. ● L1.D.CR.6: Analyze and evaluate impact of choices made in the revision process. ● L1.D.CR.7: Use recognized systems to document a section of a dance via writing, symbols, or media technologies.

STUDENT EXPECTATIONS:

Appropriately utilize dance terminology and systems of recording. Articulate, justify, and document movement choices. Revise work based on artistic criteria, self-reflection, and feedback.

Example of Learning Intention and Success Criteria

Learning Intention: I am learning to give, receive, and reflect upon peer feedback so I can revise and improve my dance performance. Success Criteria: I will know I have it when, ● I can use active listening and observational skills to watch a peer’s dance. ● I can provide peers both positive and constructive feedback using a structure that leads to

improvement of their dance performance. ● I can receive and utilize peer feedback to improve my own dance performance.

Example of Learning Progression

1. Explore the concept of peer feedback and its purpose in improving skills and performances. 2. Discuss and articulate the value of constructive criticism and its role in personal growth. 3. Develop active listening and observational skills by observing details in others' work, paying attention to specific aspects such as technique, expression, or timing in a dance. 4. Learn a structure for delivering specific and actionable feedback that notes and includes both strengths and areas of growth. 5. Perform for peers and practice giving and receiving specific, actionable peer feedback in a supportive environment. 6. Reflect on the feedback received and incorporate it into their own improvement process. 7. Continue to refine your feedback skills as you actively participate in collaborative, ongoing peer feedback sessions. WISR CONNECTIONS:

Writing, Speaking, Listening, Reading, Viewing

CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Applying Dance Terminology ● Recording and

● Recording and Documentation

● Appropriately utilize dance terminology and systems of recording. ● Articulate, justify, and document movement choices. ● Revise work based on artistic criteria, self-reflection, and feedback.

● Reflection ● Feedback ● Revision ● Response

Documentation Systems

● Self-Reflection and Feedback ● Revision of Work ● Articulating Response

EXAMPLE LESSONS, ASSESSMENTS, and OTHER RESOURCES

Shannon Dooling Dances: How to Give Dance Students More Effective Feedback Brighton High School Dance: Feedback Structure

Healthy Practices in Dance Beginning/Introductory Dance Course

DANCE 7/8 STANDARDS:

● 7–8.D.P.4: Evaluate personal healthful practices in dance activities and everyday life, including nutrition and injury prevention. ● 7–8.D.P.7: Articulate personal performance goals, practice to reach goals, and document personal improvement over time.

DANCE 1 STANDARDS:

● L1.D.P.4: Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention; discuss implementation of the plan and how it supports personal performance goals. ● L1.D.P.7: Articulate personal performance goals, practice to reach goals, and document personal improvement over time.

STUDENT EXPECTATIONS:

Develop, document, articulate, and work toward personal plans and performance goals related to dance ability, healthful practices, and/or injury prevention.

Example of Learning Intention and Success Criteria

Learning Intention: I am learning to develop, document, articulate, healthy dance-related goals so I can set and work toward both personal and performance goals. Success Criteria: I’ll know I have it when, ● I can articulate and evaluate what healthful practices, including nutrition and injury prevention, look like in dance activities and everyday life. ● I can set SMART goals related to dance ability, healthful practices, and/or injury prevention. ● I can plan, work on, and document personal progress towards long term and short term goals.

Example of Learning Progression

1. Understand the significance of setting goals in dance and how it can contribute to both personal growth and performance improvement. 2. Engage in self-reflection to identify their current strengths, areas for improvement, and aspirations. 3. Formulate dance-related goals using the SMART goal framework: ○ Specific ○ Measurable ○ Achievable ○ Relevant ○ Time-Bound 4. Develop action plans to actively work toward achieving their dance goals. 5. Learn strategies for documenting and tracking their progress toward their dance goals. 6. Regularly review and reflect on their progress, evaluate their achievements, and make adjustments to their goals or action plans as needed. WISR CONNECTIONS:

Reading, Inquiry, Speaking, Reading

CONCEPTS:

PRIORITY VOCABULARY: SKILLS:

● Goal Setting ● Personal Planning and Practice ● Healthful Practices ● Injury Prevention

● Goals ● Practice ● Health ● Injury Prevention

● Develop, document, articulate, and work toward personal plans and performance goals related to dance ability, healthful practices, and/or injury prevention.

EXAMPLE LESSONS, ASSESSMENTS, & OTHER RESOURCES

Hopkins Medicine: Common Dance Injuries and Prevention Tips Grand Canyon University: Common Dance Injuries and Prevention Tips RixKix Arts: Dance Alignment and Injury Prevention BYU Arts Partnership: Why Dance Barefoot? The Whole Dancer: The Keys to Balance and Wellness in Dance Resources for Dance Teachers: How to Help Dancers Set Dance Goals

Utah Core Standards Secondary Dance - Level 1

CREATE

Students will conceptualize, generate, develop, and organize artistic ideas and work. They will complete and refine dance works (Standards L1.D.CR.1-7) . ● Standard L1.D.CR.1: Demonstrate openness, willingness, persistence, respect, and cooperation in trying new ideas, methods, and approaches in creating dance. ● Standard L1.D.CR.2: Explore a variety of stimuli to develop an improvisational or choreographed dance study; identify personal movement preferences and strengths. ● Standard L1.D.CR.3: Use the elements of dance and other dance terminology to articulate and justify movement choices. ● Standard L1.D.CR.4: Design an original dance or study using choreographic devices and dance structures to support an artistic intent; discuss how they support the artistic intent. ● Standard L1.D.CR.5: Revise choreography collaboratively or independently based on artistic criteria, self-reflection, and the feedback of others. ● Standard L1.D.CR.6: Analyze and evaluate impact of choices made in the revision process. ● Standard L1.D.CR.7: Use recognized systems to document a section of a dance via writing, symbols, or media technologies.

PERFORM

Students will analyze, interpret and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of dance works (Standards L1.D.P.1-10) . ● Standard L1.D.P.1: Sculpt the body in space, and design body shapes in relation to other dancers, objects and environment; use complex floor and air patterns with direct and indirect pathways while maintaining a sense of spatial design and relationship. ● Standard L1.D.P.2: Analyze and select metric, kinetic, and breath phrasing, and apply appropriately to dance phrases that employ various timings; use syncopation and rhythmic accents related to different tempi. ● Standard L1.D.P.3: Direct energy and dynamics in technique exercises and dance performance in such a way that movement is textured and enhanced. ● Standard L1.D.P.4: Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention; discuss implementation of the plan and how it supports personal performance goals. ● Standard L1.D.P.5: Apply body-mind principles to technical dance skills when performing works in a variety of dance genres and styles. ● Standard L1.D.P.6: Collaborate with peers to achieve performance accuracy, clarity, and expressiveness; discuss the choices made, the effects experienced, and methods for improvement. ● Standard L1.D.P.7: Articulate personal performance goals, practice to reach goals, and document personal improvement over time. ● Standard L1.D.P.8: Demonstrate leadership qualities when working in groups. ● Standard L1.D.P.9: Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback.

● Standard L1.D.P.10: Generate production elements that would intensify and heighten the artistic intent of a dance performance; explain reasons for choices using production terminology.

RESPOND

Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards L1.D.R.1-5) . ● Standard L1.D.R.1: Select and compare different dances, and discuss their intent and artistic expression. ● Standard L1.D.R.2: Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices. ● Standard L1.D.R.3: Experience a variety of culturally based dance forms; demonstrate and explain how one cultural form is different from another; and create and perform a dance that reflects one's own cultural movement practice. ● Standard L1.D.R.4: Use artistic criteria to determine what makes an effective performance considering content, context, genre, style, and/or cultural movement practice. ● Standard L1.D.R.5: Analyze the artistic expression of a dance, and discuss insights using evaluative criteria and genre-specific dance terminology. Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L1.D.CO.1-4) . ● Standard L1.D.CO.1: Analyze a dance and interpret the ideas expressed by the choreographer and provide evidence to support analysis; explain how one's own personal perspectives may affect one's interpretation. ● Standard L1.D.CO.2: Identify a question or problem that could be explored through dance; conduct CONNECT

research using a variety of methods; create a dance that investigates the question posed; and discuss how the dance communicates new perspectives or realizations. ● Standard L1.D.CO.3: Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the peoples from which the dances originate. ● Standard L1.D.CO.4: Compare the process used in choreography to that of other creative, academic, or scientific procedures.

Utah Core Standards Secondary Dance - Level 2

CREATE

Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine dance works (Standards L2.D.CR.1-7) . • Standard L2.D.CR.1: Demonstrate openness, willingness, persistence, respect, and cooperation in trying new ideas, methods and approaches in creating dance. • Standard L2.D.CR.2: Explore a variety of stimuli to develop an improvisational or choreographed dance study; analyze the process and the relationship between the stimuli and the movement as it relates to personal and contrasting movement preferences. • Standard L2.D.CR.3: Use the elements of dance and other dance terminology to articulate and justify movement choices. • Standard L2.D.CR.4: Design an original dance or study using a variety of choreographic devices and dance structures to convey artistic intent. • Standard L2.D.CR.5: Clarify the artistic intent of a dance by refining choreographic devices and dance structures using established artistic criteria, self-reflection and the feedback of others. • Standard L2.D.CR.6: Analyze and evaluate the impact of choices made in the revision process. • Standard L2.D.CR.7: Use recognized systems to document a section of a dance via writing, symbols, or media technologies.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of dance works (Standards L2.D.P.1-11) . • Standard L2.D.P.1: Dance alone and with others with spatial intention; expand partner and ensemble skills to greater ranges and skill levels; and expand partner and ensemble skills to greater ranges and skill levels. • Standard L2.D.P.2: Perform dance studies and compositions that use time, tempo and rhythm in unpredictable ways; use internal rhythms and kinetics as phrasing tools. • Standard L2.D.P.3: Vary energy and dynamics over the length of a phrase, paying close attention to its movement initiation and energy. • Standard L2.D.P.4: Apply anatomical principles and healthful practices to a range of technical dance skills for achieving fluency of movement; follow a personal plan that supports health for everyday life. • Standard L2.D.P.5: Apply body-mind principles to technical dance skills in complex choreography in a variety of dance genres and styles. • Standard L2.D.P.6: Collaborate with peers to achieve performance accuracy, clarity, and expressiveness; discuss the choices made, the methods for improvement with attention to technique and artistry informed by personal performance goals. • Standard L2.D.P.7: Reflect on personal achievements and implement performance strategies to enhance projection. • Standard L2.D.P.8: Demonstrate leadership qualities when working in groups and preparing for performances. • Standard L2.D.P.9: Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback. • Standard L2.D.P.10: Document the rehearsal and performance process using dance terminology.

• Standard L2.D.P.11: Work collaboratively to produce a dance concert on a stage or in an alternative performance venue, and describe the production elements that would support the artistic intent of the dance works.

RESPOND

Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards L2.D.R.1-5) . • Standard L2.D.R.1: Analyze dance works and provide examples of recurring patterns of movement and their relationships that create structure and meaning in dance. • Standard L2.D.R.2: Explain how the elements of dance and other choreographic principles are used in a variety of genres, styles, or cultural movement practices, and explain how their differences affect intent. • Standard L2.D.R.3: Experience a variety of culturally based dance forms, describe contrasting cultural dances, and analyze how the dance reflects the culture it represents. • Standard L2.D.R.4: Use artistic criteria to determine what makes an effective dance and performance, considering content, context, genre, style, and/ or cultural movement practices. • Standard L2.D.R.5: Compare and contrast two or more dances, using evaluative criteria to critique artistic expression and considering societal values and a range of perspectives.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experiences to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L2.D.CO.1-4) . • Standard L2.D.CO.1: Analyze dances with a variety of contents and contexts; explain how personal perspectives may affect one's interpretation.

• Standard L2.D.CO.2: Identify questions that pertain to a research topic, use established research methods to inform the creative process, create and perform a piece of choreography from the research, and discuss insights relating to knowledge gained. • Standard L2.D.CO.3: Analyze dances from several genres or styles, historical time periods, and/or cultural dance forms; discuss how dance movement characteristics, techniques and artistic criteria relate to the ideas and perspective of the peoples from which the dances originate. • Standard L2.D.CO.4: Compare the process used in choreography to that of other creative, academic, or scientific procedures.

Utah Core Standards Secondary Dance - Level 3

CREATE

Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine dance works (Standards L3.D.CR.1-7) . • Standard L3.D.CR.1: Demonstrate openness, willingness, persistence, respect, and cooperation in trying new ideas, methods and approaches in creating dance. • Standard L3.D.CR.2: Synthesize content generated from stimulus material, and take risks to discover a personal voice, challenge and question personal movement preferences and strengths to discover unexpected movement vocabulary. • Standard L3.D.CR.3: Use the elements of dance and other dance terminology to articulate and justify movement choices. • Standard L3.D.CR.4: Demonstrate fluency using a variety of devices and structures to choreograph original dances that convey artistic intent. • Standard L3.D.CR.5: Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria using self-reflection and feedback from others. • Standard L3.D.CR.6: Document choices made in the revision process and justify how the refinements support artistic intent. • Standard L3.D.CR.7: Document a dance using recognized systems of dance documentation.

PERFORM

Students will analyze, interpret, and select artistic work for performance. They will develop techniques and concepts to refine artistic work and express meaning through the presentation of dance works (Standards L3.D.P.1-11) . • Standard L3.D.P.1: Use a wide range of movement in space for artistic and expressive clarity, use inward and outward focus to clarify movement and intent, and establish and break relationships with other dancers and the audience as appropriate to the dance. • Standard L3.D.P.2: Implement time factors for artistic interest and expressive acuity; demonstrate complexity in phrasing, with and without musical accompaniment; and work with and against accompaniment or sound environments. • Standard L3.D.P.3: Express clear intent while performing movement sequences using a broad dynamic range. • Standard L3.D.P.4: Apply anatomical principles and healthful practices to a range of technical dance skills for achieving fluency of movement, and follow a personal plan that supports health for everyday life. • Standard L3.D.P.5: Apply body-mind principles to technical dance skills in complex choreography when performing solo, partnering, or in ensemble works in a variety of dance genres and styles. • Standard L3.D.P.6: Initiate, plan, and direct rehearsals, giving attention to technical details and fulfilling artistic expression; use a range of rehearsal strategies to achieve performance excellence. • Standard L3.D.P.7: Self-evaluate performances, and discuss and analyze performance ability with others. • Standard L3.D.P.8: Demonstrate leadership qualities when preparing for performances. • Standard L3.D.P.9: Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback. • Standard L3.D.P.10: Document the rehearsal and performance process with fluency using professional dance terminology.

• Standard L3.D.P.11: Work collaboratively to produce dance concerts in a variety of venues and designs, and organize the production elements that would support artistic intent.

RESPOND

Students will perceive and analyze artistic work and process. They will interpret intent and meaning and apply criteria to evaluate artistic work and process (Standards L3.D.R.1-5) . • Standard L3.D.R.1: Analyze dance works from a variety of dance genres and styles, and explain how recurring patterns of movement and their relationships create well structured and meaningful choreography. • Standard L3.D.R.2: Identify how the elements of dance and other choreographic principals are used in a variety of genres, styles, or cultural movement practices, and discuss how dance communicates aesthetic and cultural values. • Standard L3.D.R. 3: Analyze contrasting culturally based dance forms and how they express meaning; respond in a variety of creative ways. • Standard L3.D.R.4: Analyze and interpret how the elements of dance, execution of dance movement principles, and context contribute to artistic expression across different genres, styles, or cultural movement practices; define personal artistic preferences to critique dance. • Standard L3.D.R.5: Consider societal and personal values, and a range of artistic expression; discuss perspectives with peers and justify views.

CONNECT

Students will synthesize and relate knowledge from personal and collaborative experience to make and receive art. They will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding (Standards L3.D.CO.1-4) .

• Standard L3.D.CO.1: Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives; reflect on and analyze the variables that have contributed to changes in one's personal growth. • Standard L3.D.CO.2: Identify questions that pertain to a research topic, use established research methods to inform the creative process, create and perform a piece of choreography from the research, and discuss insights relating to knowledge gained and the transfer of learning from this project to other learning situations. • Standard L3.D.CO.3: Analyze dances from several genres or styles, historical time periods, and cultural dance forms; discuss how dance movement characteristics, techniques, and artistic criteria relate to the ideas and perspectives of the peoples from which the dances originate and how the analysis has expanded personal dance literacy. • Standard L3.D.CO.4: Compare one's own creative process to that of other creative, academic, or scientific procedures.

Dance Effective Practices

Skill

Canyons District Best Practices (Instructional Priorities)

What it looks like in Dance

Instructional Agility: Teacher makes appropriately paced intentional corrections and feedback constantly based upon listening and observations.

Instructional Agility: Class moves at a quick pace, active participation is maximized, teacher makes constant corrections/feedback based on observations. Learning Choreography/Composition: In dance classes, students will learn and perform choreography. Here are some examples of how this would look: ● Student performs the choreography incorrectly : Suzie, you are performing that movement on the wrong count. Camie, can you tell me what count we are supposed to hit that on? Yes, we are supposed to hit that on 5. So Suzie, what count do we do that on? Yes 5. ● Student performs choreography correctly : Excellent job, Camie. Can you show me how you can make that movement even bigger? Excellent, do it that way every time! Creative/Choreographic Process: In dance, students learn how to create their own movement vocabulary. Here are some examples of how this would look: ● Student fails to create new movement: Okay Maddie, let's get the creative juices flowing. Can you show me a shape? Good, now how can you take that shape traveling through the space? Excellent, now you have created something for your project! ● Student is successfully creating new movement (adding another level of complexity): Great job Anna, how can you do that spiral turn and take it into the air? That looks so much more interesting and adds a lot of depth to your choreography. ● Students physically demonstrate the movement to show their level of mastery. ● Students count out loud as they do the dance. ● Choral Response ● Cold calling ● Thumbs Up/Down ● Specific Peer Feedback ● Grouping based on ability, keeping choreography within ● the students’ zone of proximal development. ● Making modifications to choreography to help simplify or push students to the next level.

Instructional Agility & Feedback Cycles

Feedback: ●

Provide timely prompts that indicate when students have done something correctly or incorrectly. Give students the opportunity to use the feedback to continue their learning process. End feedback with the student performing the skill correctly and receiving positive acknowledgement. Provide timely prompts that indicate when students have done something correctly or incorrectly. Give students the opportunity to use the feedback to continue their learning process. End feedback with the student performing the skill correctly and receiving positive acknowledgement. Actively engage ALL students in learning; students are active of they are saying, writing, or doing. Pace instruction to allow for frequent student responses. Call on a wide variety of students throughout each period. Present information at various levels of difficulty. Use data to identify needs and create small groups to target specific skills. Frequently analyze current data and move students within groups depending on their changing needs Explicitly teach a skill to students by explaining, demonstrating, and modeling. Build the skill through practice and use, to gain automaticity.

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Scaffolded Instruction & Grouping

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● Examples: (Since becoming a dancer is all about skill development, AAA is done throughout rehearsal) ● Teach skills through demonstration, explanations, examples on the board, teacher modeling

Instructional Hierarchy: AAA

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● Students practice whole group, sections, or individually ● Students apply skill to choreography

Provide students with multiple opportunities to apply the skill.

DOK 3: Students provide support for reasoning, and apply complex and abstract thinking to formulate multiple responses. Students utilize more independent thinking and action to execute dance movement with proper technique and qualitative distinction (ex elements and qualities of movement). Improvisation is performed as an individual assessment of self and others through value statements. DOK 4: Students use creativity in their reasoning, planning, and real-world applications to make original choreography for informal or formal performance. Students use awareness of physical movement and aspects of dance as an art form to create and critique original choreographed dances. Movement expresses meaning of ideas, themes, and concepts. Students address how movement choices clarify expression of ideas. Students may incorporate use of music/sound, costuming, props, and lighting to support their solo or group work. Students assess and revise their work throughout the creative process to enhance the final choreography. Provide clear learning intentions for students daily. Share rubrics, examples, models prior to student work time. Assess to identify who needs further support. Formative Assessment: should be focused on observing students as they learn and providing feedback to them to assist them to progress towards outcomes. Observe students with specific criteria in mind. Feedback to students will help them to identify areas of strength and areas requiring development. Summative Assessment: is comprehensive and records the extent to which students have met the outcomes for a period of work.

Examples of DOK 3 in a Lesson: ●

DOK 3 & 4

View a dance by a famous choreographer and describe the qualities and directions used in the dance to support your interpretation. ● Choose a topic (e.g., stories, words, paintings, sounds, textures) and improvise movements to portray the theme. ● Learn a dance and then alter movements to create a new dance (ex: add a turn, air moment, twist, inversions) ● Students give and receive feedback on peers' performance and choreography. ● Student self-reflection. Examples of DOK 4 in a Lesson: ● Use movement elements, qualities of movement, and locomotor and non-locomotor movement to create an original dance. ● Research a topic to support knowledge and make movement choices. An awareness of audience and presentation is necessary. Students give reasoning behind the meaning and purpose of movement/choreography. ● Student self-reflection that requires revision, then creating beyond. Base observations on learning outcomes and on task criteria ● In day-to-day observations target several students, rather than try to provide meaningful feedback to all ● Observations and feedback can be immediate and left unrecorded ● If you are recording observations use simple lists or grids— over-assessing using complex schemas defeats the whole purpose of using assessment to optimize learning Providing meaningful feedback: Use daily outcomes/objectives to guide verbal feedback Use rubrics with specific criteria for written feedback Provide positive reinforcement of individual strengths Provide constructive comments about areas requiring further development Provide whole-class feedback that summaries your observations Provide opportunities for peer feedback Provide opportunities for student self-assessment that can form the basis of discussion and feedback Strategies for observations: ●

Teacher Clarity & Assessment