Montague Township School District
Dance Curriculum Guide
Grade 6
2025-2026
Melissa Neamand
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Description
The 6-8 Dance curriculum spans two units across the full year, with students developing foundational skills in choreographic structures, movement composition, and dance analysis. In Unit 1, students recognize and work with the elements of dance—space, time, and energy—while creating original compositions and maintaining a digital or paper portfolio. Unit 2 shifts focus to the historical and cultural contexts of dance, examining how technology, social values, and geography have shaped dance forms across diverse cultures. Throughout the year, students build technical proficiency, critical viewing skills, and understanding of dance as both an art form and a reflection of culture.
Big Ideas
- The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
- Space, time, and energy are basic elements of dance.
- Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
- Technological advances have influenced the way we see dance on television and screen.
- Culture can have a social and political impact on dance.
Essential Questions
- What social relationships and roles are implied by the facings, contact, and leader/follower relationships between partners?
- How are forms of dance influenced by time, place, and people?
- What is the process for creating an original work?
- What makes an effective dance performer and performance?
- How does one critique a dance performance?
- What impact has dance had on culture and society throughout history?
Dance - Connecting
Dance - Creating
Dance - Performing
Dance - Responding
Students engage in collaborative discussions about dance works, participate in conversations analyzing diverse perspectives on choreography and performance, and integrate information from various media formats including videos and visual texts to develop understanding of dance as a cultural and historical art form.
Students create and demonstrate planned movement sequences that incorporate changes in rhythm, tempo, and musical style while analyzing and correcting errors to refine movement skills and develop physical fitness through dance activities.
Assessment throughout the year uses a mix of formative, summative, and alternative approaches. Students maintain ongoing portfolios with journal reflections, notation, videos, photographs, and research materials. Informal class performances are evaluated using observation, discussions, and student-created rubrics. Formative assessments include lesson and performance task checklists, peer evaluations, pair-shares, and self-reflection activities. Summative assessments involve documented performances and compositions analyzed for technical proficiency, form, originality, and craftsmanship. Alternative assessments such as journal entries, research projects, and slideshow presentations allow students to demonstrate understanding through diverse means.
| Unit | Formative | Summative | Benchmark | Alternative |
|---|---|---|---|---|
| 01Elements of Dance and Kinesthetic Movement | ✓ | ✓ | ✓ | ✓ |
| 02History of the Arts and Culture | ✓ | ✓ | ✓ | ✓ |
| Coverage | 2/2 | 2/2 | 2/2 | 2/2 |
| Unit | IEP | 504 | MLL | At-Risk | Gifted |
|---|---|---|---|---|---|
| 01Elements of Dance and Kinesthetic Movement | ✓ | ✓ | ✓ | ✓ | ✓ |
| 02History of the Arts and Culture | ✓ | ✓ | ✓ | ✓ | ✓ |
| Coverage | 2/2 | 2/2 | 2/2 | 2/2 | 2/2 |