Dance Instructional Guide

Instructional Guide 2024-2025

Middle 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 - Grade 7-8

CREATE

Students will conceptualize, generate, develop and organize artistic ideas and work. They will complete and refine dance works (Standards 7-8.D.CR.1-7) . • Standard 7-8.D.CR.1: Demonstrate openness, willingness, persistence, and respect in trying new ideas, methods and approaches in creating dance. • Standard 7-8.D.CR.2: Generate movements from a variety of stimuli to develop content for an original dance study or composition. • Standard 7-8.D.CR.3: Use accurate dance terminology to articulate and justify movement choices. • Standard 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. • Standard 7-8.D.CR.5: Define and apply artistic criteria to choreograph a dance that communicates personal or cultural meaning. • Standard 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. • Standard 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.

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 7-8.D.P.1-9) .

• Standard 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. • Standard 7-8.D.P.2: Analyze and select metric, kinetic, and breath phrasing, and apply appropriately to dance phrases that employ various timings. • Standard 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. • Standard 7-8.D.P.4: Evaluate personal healthful practices in dance activities and everyday life, including nutrition and injury prevention. • Standard 7-8.D.P.5: Apply body-mind principles to technical dance skills when performing works in a variety of dance genres and styles. • Standard 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. • Standard 7-8.D.P.7: Articulate personal performance goals, practice to reach goals, and document personal improvement over time. • Standard 7-8.DLP.8: Use appropriate etiquette practices during class, rehearsal, and performance; accept and apply feedback. • Standard 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.

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 7-8.D.R.1-4) .

• Standard 7-8.D.R.1: Describe and discuss the artistic intent of a dance.

• Standard 7-8.D.R.2: Explain how the elements of dance are used in a variety of genres, styles, or cultural movement practices.

• Standard 7-8.D.R.3: Select a dance and explain how artistic expression is achieved through using elements of dance and justify your response. • Standard 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.

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 7-8.D.CO.1-3) . • Standard 7-8.D.CO.1: Compare different dances and discuss connections to personal perspectives. • Standard 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. • Standard 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.

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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OTRs

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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

Disciplinary Literacy in the Arts Thinking and Expression in the Arts

LITERACY

Disciplinary literacy is the skill set that students need in order to make sense of the unique texts of specific areas of study. As with general literacy, disciplinary literacy focuses on supporting reading, writing, speaking, and listening in ways that reflect deep thinking in the arts. Disciplinary literacy in the arts encourages students to move beyond general reading strategies in order to make sense of unique texts found in the arts. The texts in the arts comprise written works on the specific subject area, but also include 2-D, 3-D, and digital artworks, sheet music and music performances, dramatic scripts and theatrical performances, and dance notation and performances.

INSTRUCTION, PRACTICE, AND SUPPORT

In order for students to master disciplinary literacy in their specific art form, they need focused instruction and supports. Disciplinary literacy instruction can be embedded in all four strands of the arts standards. As teachers develop learning activities and projects for their students, they should become more intentional in incorporating a disciplinary literacy focus.

DISCIPLINARY LITERACY FOCUS

QUESTIONS TO CONSIDER

IMPLEMENTATION

Discipline-specific vocabulary

What are the terms, phrases, and words specific to the content that

Use of proper terms in instruction

students need to know and use?

Direct instruction of terms and definitions

Stems and prompts to help students use vocabulary in written and verbal activities

Knowledge of artistic elements and genres

What are the building blocks of meaning in arts texts?

Introduce and use artistic elements to plan, create, or respond to works in a specific content area

How do different genres in the art form convey meaning?

Include artistic elements in instruction and assessment

Analyze the purpose and format of a variety of genres

Visual, aural, and kinesthetic representations of ideas

How do visual elements convey ideas and emotion?

Instruction on meaning and purpose behind visual, aural, or kinesthetic choices

How do aural elements convey ideas and emotion?

Practice using and responding to visual, aural, and kinesthetic choices

How do physical actions, posture, gestures, and expression convey ideas and emotion?

Format and symbols in arts specific texts

How are arts texts different from other written works?

Direct instruction on how to understand and navigate art texts

What notations, symbols, or images are used in art texts?

Compare/contrast art-specific texts with other literary forms

Use of a variety of texts and formats to support instruction

Historical and cultural contexts of arts creation

What are the historical and cultural contexts that informed the creation of artworks? What influence do historical and cultural contexts have on who is creating art, who art is created for,

Instruction on contexts that informed the creation of artworks used of examined in class

Inquiry and research into contexts of artworks students select to explore

how art is created, and what art looks and sounds like?

Analyze influence of cultural contexts on student art creation

What impact do cultural contexts have on student art creation?

Descriptors, Examples, and Question Stems for Increasing Depth of Knowledge in the Classroom Arts Depth of Knowledge FINE

Based on development of DOK by Dr. Norman Webb Wisconsin Center for Education Research and the National Institute for Science Education Flip Chart concept developed by Myra Collins Missouri Assessment Program Northeast Missouri Program Flip Chart content developed by Steve Williams Fine Arts Consultant Missouri Department of Elementary and Secondary Education

Depthof Knowledge

An overview: Steve Williams Fine Arts Consultant Missouri Department of Elementary and Secondary Education One of the requirements of NoChild Left Behind is that states develop high quality standards and rigorous tests to assess those standards. Officials at the Missouri Department of Elementary and Secondary Education chose to use an alignment method developed by Norman Webb called Depthof Knowledge (DOK) to determine whether or not our standards are being accurately and rigorously assessed by the MAP and End-Of-Course exams. Items on these tests are used to measure student mastery of the Grade Level Expectations (GLEs) and Course Level Expectations (CLES) in each assessed content area. Thus, each GLE/CLE can be assigned a DOK level, which defines the level of complexity necessary to adequately demonstrate the knowledge or skill described in the GLE/CLE.

The Depth of Knowledge indicators are broken down into four levels. All of these levels define stratified categories of cognitive processing – in other words, how students think. • At DOK 1, students are able to give rote responses to questions because they have memorized the answer. For example, listing the birth and death dates of composers or choreographers or identifying famous works of art simply entails drawing upon known information. This level is summarized as RECALL . • At DOK 2, students most often compare and contrast information, categorize items, make connections, and demonstrate conceptual knowledge. This level is summarized as CONCEPT or SKILL . • At DOK 3, students begin to make decisions about ways to solve problems. No longer is a rote response satisfactory. Students should come up with creative solutions that draw upon previous knowledge and require application of learning in a new context. This level is summarized as STRATEGIC THINKING . • At DOK 4, students analyze the results of experiments, draw upon multiple sources to formulate creative solutions, and investigate unique and challenging problems that require complex understanding. This level is summarized as EXTENDED THINKING . It was not Webb’s intent to assess the level of skill development that is so critical to arts learning. In fact, Webb categorizes any skill as DOK 2, irrespective of the difficulty of the task. Much of what students of the arts do can be adequately addressed by DOK. For example, when students write a research paper on art history or on the life of a composer, the level of complexity can be easily ascertained. However, applying DOK levels becomes tricky when a student is performing a complex dance, singing an intricate solo, performing and integrating the multiple facets of acting, or

rhythmic pattern, or ( 2 ) accurately performing that rhythm. The first task clearly requires an understanding of the concept of rhythm, but the second goes a step further by demanding performance of that rhythm, a skill that necessitates decoding of the rhythmic pattern combined with technical know ledge and the physical response related to either singing or instru mental performance. Both methods communicate understanding of the concept, but the second values the actual performance, and is in fact a better indicator of mastery. In theatre, students can write a comprehensive study of a play as a

completely valid measure of understanding (DOK 4). But if the intent is to utilize higher order thinking skills, draw upon multiple resources over time, and come up with a new and creative solution to understanding the underlying themes and messages of the work, would not an inspired performance of a monologue from the play also give the artist-performer a valid vehicle for demonstrating under standing? The goal is to value the performance or production of art as a meaningful indicator of deep understanding and thinking. The aim of encouraging students to engage in higher levels of cognitive processing can be accomplished in many ways. There is no better way to “spark” higher order thinking than through the arts. Rather than reducing the time students spend in the arts, schools should embrace the arts as a way to nurture creative problem solving skills that are so critical to success in today’s workplace. parents, and students can learn ways to use dance, visual art, music, and theatre to demon strate complex reasoning in the classroom through the performance or production of fineart. On the pages that follow, teachers, administrators,

creating original artwork. These types of performance events are at the core of arts learning, and any reduction in opportunities to engage in these critical activities diminishes the value of the arts for student learning. It is clear how to apply DOK levels to written work, even in the arts. Our challenge in the arts is to identify activities and behaviors that appropriately demonstrate higher levels of thinking through perform ance or production of fine art. For example, music students can demonstrate understanding of the concept of rhythm by either ( 1 ) writing the counting under a

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DOK Poster

Dance

A variety of dance genres (e.g., folk, ballroom/social, square, contra, ballet, modern, jazz, tap, hip hop, ethnic) can be used to develop depth of knowledge at any grade or ability level. DOK 1 Students perform basic dance movements in a variety of genres or mimic the teacher. These types of movement do not require previous dance training. They learn appropriate dance terminology including the bones and muscles of the body, basic body shapes and positions, and specific dance moves and locomotor actions. DOK 2 Students apply concepts of proper movement technique as it relates to the style of dance. Students develop body awareness (e.g., shape, space, timing, rhythm, and force). Students explore how to alter movements so kinesthetic and visual differentiation is felt and viewed. Students begin to describe the movement they are seeing, and learn to perform specific dance movements and steps in isolation. DOK 3 Students utilize more independent thinking and action to execute dance movement with proper technique and qualitative distinction (e.g., elements and qualities of movement). Improvisation is performed as an individual, with a partner, or in a group. Students are able to make assessments of self and others through value statements.

Dance is the hidden language of the soul. ~ Martha Graham

DOK 4 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.