OCPS MS Dance Elements

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					Teacher: Debra Beverlin, Fine Arts Resource
Course: HS Dance
Unit Name: Elements of Dance
Length of Unit: 2 Weeks   From:     To:

OBJECTIVE (S): Students will ….
Explore dance movement.
Research history of Swan Lake.
Investigate movements of feet and arms as associated with swans.
Interpret/create group dance pantomime using Swan Lake by Nancy Ellison, retold by Amy Ephron as impetus.
Critique speaking/performing following the template employing performance language

1. What are the dance elements found in Swan Lake?
2. Compare and contrast classical vs. acrobatic styles in Swan Lake.
3. How would you create unique movement using elements of dance based on a Swan Lake character?

MATERIALS: (Texts, audio-visuals, electronic tools, manipulatives, realia) Swan Lake DVD, DVD player, CD
player; Assorted Swan Lake videos, Bolshoi vs. Chinese Swan Lake (Swan Lake @ Wetten dass ?
2008-01-26); Swan Lake by Nancy Ellison; graphic organizers, encyclopedia.

ASSESSMENT: (Grading Rubric; 5 pts. per objective)
1. Can predict and discuss Swan Lake on KWL handout.
2. Records in organized manner researched movements of character using supplied materials.
3. Identifies and explains the different dance elements.
4. Creates a 64-count dance using the elements of dance for a Swan Lake character.
5. Works cooperatively within a performance group and as an audience.

COMMENTS: i.e. Display focus ?s, add format/assessment rubric, journal prompts, visual cues. Introduce Elements of
Dance: Movement, Time, Space, Energy, Body. Read Swan Lake aloud. Play music while research and planning is taking
New Vocabulary:
1 Warm up – movements or movement phrases designed to raise the core body temperature and bring the mind into focus.
2 Cool down – movements designed to allow the body to relax to normal resting tones.
3 Theme – phases are related to a topic; similar actions recur.
4 Elements of Dance – the essential parts of a dance.
5 Personal space –the space bubble occupied at includes all levels, planes, and directions both near and far from the body’s center.
6. Relationships – connection between two or more things; similarities, associations, interactions.
7. Pantomime – acting or dancing without words or music.
8. Phrase – a brief sequence of related movements that has a sense of rhythmic completion.
9. Composer – the person who writes the music.
Speaking/performing Creative Openers / Reading Organizers:
  1. What I Know I Know; What I Think I Know; What I Think I Will Learn: What is Swan Lake about?
  2. Describe 5 different kinds of elements:
  3. Draw 3 different kinds of elements of a character from Swan Lake.
In our society, dance is not the usual athletic class to take, especially if you are a boy, even though dance training helps build body
strength, muscle tone, balance, coordination, and cooperation. (Jacques d’ Amboise – ballet dancer and teacher; Savion Glover –
tap dancer and choreographer) Frogs!
                    Sunshine State Standards Dance 3-5

Skills and Techniques
Standard 1:
The student identifies and demonstrates movement elements in performing dance. (DA.A.1.2)
1. uses underlying principles of body movement (e.g., alignment, balance, imitation of movement, articulation of isolated body parts,
weight shift, elevation and landing, contraction and release, and fall and recovery).
2. knows dance steps, positions, and patterns from various dance forms or traditions (e.g., ethnic, modern, and ballet).
3. uses transitional movements to connect motions made at low, middle, and high levels, both in place and through space.
Standard 2:
The student understands choreographic principles, processes, and structures. (DA.A.2.2)
1. explores the use of basic choreographic principles (e.g., transition and dynamic change).
2. creates structured improvisations of dance movements in a variety of groupings.
3. creates a dance phrase (i.e., a brief sequence of related movements that has a sense of rhythmic completion), repeats it, and
varies it (e.g., makes changes in time, space, and force/energy).
4. works with others using partnering skills such as imitating, leading, following, and mirroring.
Creation and Communication
Standard 1:
The student understands dance is a way to create meaning. (DA.B.1.2)
1. knows the difference between pantomiming and abstracting a gesture and performs a gesture using each technique.
2. performs movement sequences to various accompaniments (e.g., sound, music, and spoken text), demonstrating their effect.
3. creates a dance that communicates experiences and ideas of personal significance.
Cultural and Historical Connections
Standard 1:
The student demonstrates and understands dance in various cultures and historical periods.
1. knows the traditions and techniques (e.g., steps and movement styles) of various dances (e.g., folk, social, and classical) in various
cultures and time periods.
2. performs folk, social, and classical dances from various cultures.
3. understands the role of dance in different cultures.
Aesthetic and Critical Analysis
Standard 1:
The student applies and demonstrates critical and creative thinking skills in dance. (DA.D.1.2)
1. understands how individual solutions to movement problems are based on personal choices.
2. understands similarities and differences among various dance compositions in terms of space, time, and force.
3. knows possible aesthetic criteria for evaluating dance (e.g., skill of performers, originality, visual and emotional impact, variety,
and contrast).
Applications to Life
Standard 1:
The student makes connections between dance and healthful living. (DA.E.1.2)
1. creates personal improvement goals in dance and uses problem-solving techniques to achieve goals.
2. knows movement strategies that involve injury prevention (e.g., strength training, flexibility, and coordination).
3. understands how a healthy lifestyle program, which involves proper nutrition, adequate sleep, and daily exercise, leads to enhanced
dance performance.
Standard 2:
The student makes connections between dance and other disciplines. (DA.E.2.2)
1. creates a movement study that illustrates a concept
                                        Language Arts Grades 3-5
Standard 1:
The student uses the reading process effectively.
1. uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and
purpose of a reading selection.
2. selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming
simple predictions, retelling, and using visual cues, to identify words and construct meaning from various texts, illustrations, graphics,
and charts.
3. uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words,
multiple meanings, antonyms, synonyms, and word relationships.
4. clarifies understanding by rereading, self correction, summarizing, checking other sources, and class or group discussion.

Standard 2:
The student constructs meaning from a wide range of
texts. (LA.A.2.2)
1. reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges
events in chronological order.
2. identifies the author’s purpose in a simple text.
3. recognizes when a text is primarily intended to persuade.
4. identifies specific personal preferences relative to fiction and nonfiction reading.
5. reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test,
and performing an authentic task.
6. recognizes the difference between fact and opinion presented in a text.
7. recognizes the use of comparison and contrast in a text.
8. selects and uses a variety of appropriate reference materials, including multiple representations of information, such as
maps, charts and photos, to gather information for research projects.

Standard 1:
The student uses writing processes effectively.
1. prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose
for writing.
2. drafts and revises writing in cursive that: focuses on the topic; has a logical organizational pattern, including a beginning, middle,
conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a sense of completeness or wholeness;
demonstrates a command of language including precision in word choice; generally has correct subject/verb agreement; generally has
correct verb and noun forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully; uses
a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and spelling.
3. produces final documents that have been edited for: correct spelling; correct use of punctuation, including commas in series, dates,
and addresses, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation;
correct usage of subject/ verb agreement, verb and noun forms, and sentence structure; and correct formatting according to
Standard 2:
The student writes to communicate ideas and information
effectively. (LA.B.2.2)
1. writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.
2. organizes information using alphabetical and numerical systems.
3. writes for a variety of occasions, audiences, and purposes.
 Boldface indicates the modifications made for ESOL, ESE, and students with a 504 documented handicap.

A       Extra time is given to complete assignments
B       Increased wait time used with questions
C       Allow classroom assignments to be completed at home
D       Divide lengthy assignments into smaller segments
E       Minimize timed activities
F       Other (specify in plan)
G       Tests are read orally
H       Allow students to answer orally
I       Important information on test is highlighted
J       Reducing the number of test items
K       Use clear, readable, and uncluttered test forms
L       Allow ample space for student response
M       Instructions with simplest language (i.e. shorter sentences and fewer words) are given
N       Retakes are given on some tests/assignments
O       Review test terms, such as compare, discuss, define, contrast
P       Provide examples or practice test items
Q       Provide various means of evaluation (i.e. projects, demonstrations, etc.)
R       Other (specify in plan)
S       Break up tasks into workable and obtainable steps
T       Simplify your speech (rate, pitch, etc.)
U       Provide outlines
V       Pre-teach difficult vocabulary and concepts
W       Use “fill in the blank” instructional technique
X       Increase the frequency of positive reinforcement
Y       Arrange for the student to have a “study buddy”
Z       Have the student repeat directions to ensure understanding
AA      Be willing to repeat expectations
BB      Use the preview/review technique
CC      Use contract, timer, etc. for self-monitoring
DD      Predictable classroom routines are followed on a regular basis
EE      Key ideas are emphasized and reinforced frequently
FF      Opportunities for cooperative learning are provided through varied grouping situations
GG      Alternative assignments are given equal credit
HH      Enrichment activities are provided for the student
II      Individual counseling is given to the student
JJ      Other (specify in plan)
KK      Use lined answer spaces on w3orksheets and tests
LL      Provide students with material that has the main ideas underlined or highlighted
MM      Provide an oral tape of text/chapter
NN      Provide framed outline of presentations
OO      Use daily, weekly, and/or monthly assignment sheets
PP      Computers and typewriters
QQ      Adapt materials to student reading level
RR      Individual worksheet copies of overhead
SS      Weekly progress reports are made by written notice/phone call to parent
TT      Other (specify in plan)
UU      Use of study carrels
VV      Seat student in close proximity to the teacher
WW      Allow alternative movement when possible
XX      Give student frequent opportunities to get up and move around
YY      Allow space for movement
ZZ      Other as specified in IEP, LEP, or 504 plan:
                          Historical Time and Music of Tchaikovsky
Written 1875-76
Premiere at the Bolshoi Theatre 1877
Russian history - Alexander II; already a free society with industrialization.

                                            Elements of Dance
   1. Movement:
          Locomotor: walk, run, leap, hop, jump, skip, slide, gallop
          Non-locomotor: bend, twist, stretch, swing
          Leading/following
   2. Time:
          Fast/medium/slow
          With music/without music
   3. Space:
          Levels: low, medium, high
          Direction: forward, backward, sideways, diagonal, turning
          Focus: straight/curved, open/closed
   4. Energy:
          Strong/light
          Sharp/smooth
   5. Body:
          Shape: the body can contort itself into different shapes (i.e. curves, angles)
          Parts: the arms, legs, head, toes, fingers can take on different focuses (i.e. relaxed, open, closed)

                           Create A Dance for Swan Lake Character
Swan Lake Character dance will be created among 3 dancers and performed without music. Use your graphic
organizers and research to help give you ideas for your individual shoe.
   1. Choose one locomotor movement (i.e. walk, run, leap, jump, hop, skip, slide, gallop) in the style of
       your character. This will be the primary movement for the dance.
   2. Begin with a frozen pose that shows all three levels (low, medium, and high) and hold 8 counts.
   3. Choose a time (slow, medium, or fast) then move, using your primary movement. (8 counts)
   4. Choose a direction (forward, backward, sideways, diagonal, or turning) then move, using your primary
       movement. (8 counts)
   5. Choose a focus (straight or curved, open or closed) then move, using your primary movement. (8counts)
   6. Choose an energy (sharp or smooth, strong or light) then move, using your primary movement. (8
   7. While performing the above movements you may move any body parts you choose that will help define
       your shoe.
   8. After the last 8 counts, return to the frozen pose you created at the beginning and hold it for 8 counts.

Total counts for the dance are 64 beats.
                              Swan Lake (KWL)
                           A Browse and Read Exercise


What I Know I Know: (answer before reading)

What I Think I Know: (answer before reading)

What I Think I Will Learn: (answer before reading)

What I know I Learned: (answer after reading)

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