DESCRIPTION OF PROGRAM OF STUDY:
As with all disciplines, a well-rounded education in dance includes a range of educational processes. The middle school years focus on dance as a creative movement experience that is to be incorporated into the curriculum to achieve increased learner outcomes by employing enriching techniques that demand the involved responses of multiple intelligences, especially that of the kinesthetic. This program of study is to be used by the Dance Specialist and or Classroom Teacher in developing dance curriculum for middle school level III students in the following:
Middle School Dance
Arts Integrated in the Middle School Classroom Middle School Dance Performance
The five major strands of study in the dance discipline are: Creating/Performing, Critical Analysis, Culture/History, Aesthetics, and Connections. The competencies are printed in bold face type and are required to be taught. The competencies may relate to one or more of the content strands and may be combined and taught with other competencies throughout the school year. Competencies are not listed in order of importance and may be taught in any order that is determined suitable by the school or district. Competencies provide a general guideline of ongoing instruction, not isolated units, activities, or skills.
The suggested teaching objectives are optional. Objectives indicate concepts that enable the fulfillment of competencies, describe competencies in further detail, or show progress of concepts within benchmark grade clusters. School districts may adopt the suggested teaching objectives or may write their own objectives that meet or exceed those suggested, based upon needs of the students in their district.
For an explanation of the Content Strands, Competencies, and Objectives, see the General Introduction Section of the Mississippi Visual and Performing Arts
Framework. The Framework General Introduction, Literature Connections, Technology Connections, Resources, and Glossary are available on line at the Mississippi
Department of Education web site: http://www.mde.k12.ms.us.
DANCE
MIDDLE SCHOOL LEVEL III
CONTENT STRANDS:
Creating/Performing (CP) Critical Analysis (CA)
History/Culture (HC) Aesthetics (A)
Connections (C)
COMPETENCIES and Suggested Teaching Objectives:
1. Demonstrate an understanding of movement skills while applying anatomical knowledge and correct terms. (CP,C)
a. Develop and demonstrate an understanding of movement initiation.
b. Practice shifting weight of the body.
c. Demonstrate elevation and landing.
d. Develop movement using the following muscles: rectus abdominis, hamstrings, quadriceps, pectorals, gluteus maximus.
e. Demonstrate and recognize planes in space: vertical, horizontal, sagittal.
f. Demonstrate memorization and reproduction of several continuous movement sequences.
2. Demonstrate improvisation and choreography in movement problem solving experiences. (CA, CP)
a. Demonstrate variations of contrast, transition, and phrasing.
b. Demonstrate dance structures and forms (e.g., AB, ABA, cannon, mirroring, narrative.)
3. Manipulate elements of dance into movement. (CP, CA)
a. Create movement using time, space, energy, and shape while using correct body alignment.
b. Demonstrate ability to compare and contrast dance compositions in terms of space, time, and energy.
4. Compose and interpret choreographic movement choices. (CP, CA)
a. Effectively demonstrate the difference between pantomiming and abstracting a gesture.
b. Demonstrate and explain how production elements affect movement choices.
5. Construct and present dances reflective of cultures, times, and places. (CP, HC)
a. Perform basic dance positions, axial and locomotor movement, and patterns from different dance disciplines (e.g., modern, ballet, cultural specific dances).
b. Describe and critique dance from a specific culture.
c. Identify the movement aspects of ballet, modern, jazz, tap, and cultural dance.
d. Understand and know the historical background of various types of dance.
e. Competently identify dance disciplines from a variety of forms (e.g., modern, ballet, tap).
6. Perceive, practice, and advocate an appreciation for the creation, beauty and value of dance. (CA,C)
a. Discuss varying views of a dance concert.
b. Identify possible aesthetic criteria for evaluating dance such as skill of performers, originality, visual and/ or emotional impact.
c. Exhibit proper audience and performing arts etiquette.
7. Translate and apply connections between living and learning through dance.
(C, A)
a. Identify dance careers.
b. Demonstrate knowledge of dances in one’s family and community.
c. Integrate science and dance by using a specific internal function of the human body and reproduce a movement phrase.
Middle School Dance (Level III)
Middle School Dance Performance (See Page 51)
Comp. Obj. Suggested
Teacher demonstrates 4 to 6 movement sequences.
Allow students time to memorize and reproduce the sequences given.
Students create compositions using various themes, structures, and forms. Record and watch the video of dances created by the class. Through
discussion, evaluate the dancing. Notice what structures, themes, and forms were used.
Using everyday gestures and movements found in occupations, students create phrases using time, space, and energy.
During the dance production process, students keep a daily journal to express the differences they experience in a specific dance piece/concert (e.g., How did the music, costumes, props, lights, etc…
affect the movement choices?)
Team project with history class. Choose historical time periods in a specific culture and practice dances that were popular during these time periods.
(e.g. medieval time period with maypole and chain dance; roaring 20’s with the Charleston).
After a school assembly, identify positive and negative audience etiquette (e.g., Did everyone enter the performance area quietly? Did everyone applaud appropriately?)
Discuss family celebrations that have taken place, such as christenings, weddings, funerals, birthdays, holidays, and religious celebrations. Create a movement ceremony depicting one of the celebrations.
Teacher observation of performance rubric
Video of performance and teacher evaluation
Respond to the question,
“How did the manipulation of the movement change the original form?”