Pitt County Schools Curriculum Guide 6th Grade Content shown in Red 8th Grade Content shown in Green
Dance Foundations 7th Grade Content shown in Blue Foundations Content shown in Purple
1st Marking Period
The guides include samples of Essential Questions, Essential Vocabulary, Learning Targets, Criteria for Success, and Resources. They should not be interpreted by teachers as all-inclusive and the only elements of instruction necessary in their classrooms.
Big Idea: Creating
Essential Questions | Essential Vocabulary | Learning Targets | Criteria for Success |
How does improvisation help to develop new movement ideas? How is improvisation used in everyday life? How might your approach to choreography be influenced by various disciplines? How can choreographic forms and structures be utilized to fulfill choreographic intent and meet aesthetic criteria? Describe how dance composition uses a variety of elements to communicate the intent of the choreographer. Describe how the organization of dance sequences can impact the communication of ideas, experiences, feeling, images, and stories. | AB ABA Accumulation Call and Response Canon Choreographic structure Choreography Create Composition Design Form Improvisation Manipulation Narrative Phrase Retrograde Rondo Sequence Theme and Variation Transition Variation | “I can use improvisation to create choreography.” (Knowledge, Reasoning, Performance/Skill, Product) |
(Teacher/Peer Observation) |
Big Idea: Performing
Essential Questions | Essential Vocabulary | Learning Targets | Criteria for Success |
How can poor audience behavior and poor performance behavior affect your performance? What affect would poor performance behavior have on clarity of movement during a performance? What affect would proper performance behavior have on a dancer’s concentration and focus? What is the relationship between focus and concentration? How can self-reflection and self-assessment impact the choreographic process? Why are peer assessments important when refining a performance? How can teacher feedback impact your choreographic process? Justify the strategies a dancer can use to generate solutions to technical or structural movement problems. Describe the process of selecting movement phrases that communicate ideas, experiences, feelings, images, and stories. Describe the process of reflection and how it impacts your performance of dance movement. | Audience Concentration Clarity Dynamics Effort Energy Ensemble Focus Performance | “I can understand, interpret, implement, analyze and critique proper audience and performance etiquette.” (Knowledge, Reasoning, Performance/Skill, Product) “I can execute concentration, focus, and clarity when performing.” (Knowledge, Reasoning, Performance/Skill, Product) “I can critique self, teacher, and peers in order to refine dance performance.” (Knowledge and Reasoning) |
(Teacher/Peer Observation)
(Teacher Observation)
(Performance Rubric) |
Big Idea: Dance Movement Skills
Essential Questions | Essential Vocabulary | Learning Targets | Criteria for Success |
How does muscular strength and stamina impact your ability to perform dance? What affect can alignment have on movement skills, aesthetic, and personal confidence? How can increased flexibility and coordination positively impact your performance? Justify how a dancer utilizes alignment to increase efficiency in movement. Justify how a dancer utilizes strength to increase efficiency in movement. Justify how a dancer utilizes range of motion to increase efficiency in movement. Justify how a dancer can apply effort qualities of time, space, weight, and flow to increase aesthetics. How does the use of breath affect your ability to perform movement? Justify how various anatomical concepts, such as balance, agility, endurance, and ease of movement, are utilized in dance movements that are vertical, off vertical, and on one leg. Describe the challenges in combining more than one element of dance when performing. How does the use of breath impact the clarity of dance movement? | Creative Movement/Modern Dance Abduction, Abstract, Adduction, Alignment, Circumduction, Effort Actions, Extension, Flexion, Gesture, Hyperextension, Kinesthetic Awareness, Locomotor Movement, Mirroring, Non-Locomotor/Axial Movement, Pantomime, Position, Rotation, Unison Ballet Demi Plié, Grand Plié, Relevé, Turnout, Tendu, Dégagé, Battement, Round de jambe, Développé, Port de bras, Passé, Arabesque, Chassé, Assemblé, Pas de Bourrée, Pirouette (en dedans/en dehors), Chaîné, Piqué, Jeté, Balancé, En’l’air, Fondu, Glissade, Grand Battement, Grand jeté, Passé, Rond de jambe, Sauté, Support leg, Turnout, Working leg | “I can identify, describe, paraphrase, demonstrate, and carry out skills necessary to be a successful dancer.” (Knowledge, Reasoning, Performance/Skill, Product) |
(Performance Rubric) |
Big Idea: Responding
Essential Questions | Essential Vocabulary | Learning Targets | Criteria for Success |
When observing dance, do all parts of the movement support or convey the same feelings, ideas, styles? How does the incorporation of dance elements support the feelings, ideas, and styles being communicated during a performance? When observing dance have all the parts been successfully woven together so that it has flow and continuity? When observing dance, describe how dance vocabulary is used to communicate movement ideas. How do personal experiences and perspectives influence how audience members interpret choreography? Justify which terminology accurately describes your movement ideas, elements, and choreographic structures. Justify the importance of considering multiple perspectives and criteria when evaluating dance. | Aesthetic Criteria Critique Convey Communicate Criteria Informance Observe/Observation Rubric | “I can identify, describe, paraphrase, demonstrate, and carry out skills necessary to be a successful dancer.” (Knowledge, Reasoning, Performance/Skill, Product) “I can observe dance and analyze movements that supports and conveys feelings, ideas, and styles.” (Knowledge and Reasoning) |
(Teacher Observation) |
Big Idea: Connecting
Essential Questions | Essential Vocabulary | Learning Targets | Criteria for Success |
What is the role of dance in society? How are other art disciplines integrated into dance, creation, and performance? What are the challenges dancers face in maintaining a healthy lifestyle? What are various dance related professions? Where are dance related professions found in society and how do they impact our world? How is dance impacted by culture, history, and geography? How has dance impacted culture, history, and geography from the emergence of the First Global Age to the present? How does dance evolve through time? How can dance pass on tradition and culture? How has dance impacted culture, history, and geography in North Carolina and the United States? Identify where dance concepts occur in other curricular areas. Justify personal strategies to improve health and well-being through dance. Compare and contrast career implications and economic considerations of dance-related professions. Justify concepts in world history and relate them to significant events ideas and movements. Explain how health and nutrition enhance dance ability. Identify and compare various dance related professions. | General Space Genre Interdisciplinary dance Integration Labanotation Levels Negative Space Pathway Pedestrian Movement Personal Space Positive Space Profession Rhythm Role Shape Space Style Technology Tempo Time Unity Warm-up | “I can identify the roles of dance in society.” (Knowledge and Reasoning) “I can implement other arts disciplines into dance, creation and performance.” (Knowledge, Reasoning, Performance/Skill, Product) “I can explain the challenges dancers face in maintaining a healthy lifestyle.” (Knowledge and Reasoning) “I can list, describe, and distinguish between various dance related professions.” (Knowledge and Reasoning) |
(Teacher Observation)
(Written Documentation and Oral Presentation)
(Teacher Observation)
(Written Documentation and Oral Presentation) |
Dance Education Essential Standards | Common Core Anchors | ITES |
B.CP.1.1 Generate abstracted movement to communicate ideas, experiences, feelings, or images. | ||
B.CP.1.2 Create dance sequences that vary the use of dance elements, use simple choreographic structures, and use choreographic principles to fulfill choreographic intent. | ||
B.CP.2.1 Use appropriate behaviors and etiquette while observing, creating, and performing dance. (Mid-Marking Period) | ||
B.DM.1.1 Use whole body movements, strength, flexibility, endurance, and proper alignment to develop dance technique. | ||
B.R.1.1 Explain how elements of movement and choreographic structures are used to communicate ideas in dance. | Reading and Writing Anchors Production and Distribution of Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | |
B.C.1.1 Use dance to explore concepts in world history and relate them to significant events, ideas, and movements from a global context. (Benchmark Assessment) | Reading and Writing Anchors Integration of Knowledge and Ideas 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | ITES Standards HS.RP.1 Design project-based products that address global problems. |
ESL Suggestions
Provide bilingual glossaries, extended time on written tests, modify written tests, graphic organizers, labeled pictures, peer buddy, picture dictionaries, study guides, video examples, and visuals. |
Resources & Materials The following resources were suggested by teachers at CRW2, but have not been reviewed and verified by district staff.
Websites:
Professional Books:
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