Unit 1 — Elements of Dance and Kinesthetic Movement
Description
Students recognize choreographic structures and study various styles of movement while creating and demonstrating dance compositions. The unit emphasizes the elements of dance—space, time, and energy—and how dancers use the mind-body connection to develop the body as an instrument for artistic expression. Students assess observable dance criteria through informal class performances and begin maintaining a digital or paper dance portfolio with journal reflections, research ideas, notation, videos, and photographs.
Essential Questions
- What social relationships and roles are implied by the facings, contact, and leader/follower relationships between partners?
- In what ways do my muscles need to work to accomplish this movement?
- How does social dancing affect my aerobic condition and physical strength?
- What is the process for creating an original work?
Learning Objectives
- Recognize the choreographic structures of contrast and transition, and the process of reordering or chance in dance masterworks.
- Analyze the manipulation of elements of dance used for choreographic effect.
- Create and demonstrate a solo or group dance composition which blends variety in body patterns, range of motion, varied balances, and application of major muscle groups.
- Manipulate the aspects of time, space and weight to communicate meaning in movement.
- Verbally differentiate the purposes between utilitarian and non-utilitarian dance works.
- Analyze and assess the form, function, craftsmanship and originality of dance works.
- Objectively assess observable criteria regarding content, form, technical proficiency and formal structures in self and peer generated performances.
Supplemental Resources
- Sticky notes for formative feedback during peer evaluations
- Lined journals for documenting reflection on movement experiences and choreographic choices
- Video recording technology for capturing and reviewing student performances
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.
Formative Assessments
- Lesson task checklist and performance task checklist tracking completion of movement activities
- Pair-share discussions where students analyze how varying the use of force affects movement perception
- Peer evaluation and observation of movement sequences and compositions
- Self-reflection through journal entries mapping student understanding of choreographic choices
Summative Assessment
Evaluate informal in class performances and video evidence of student performances using observation, discussions, drawings, video, and simple student-created rubrics assessing technical proficiency and choreographic structures.
Benchmark Assessment
A mid-unit performance task in which students create and perform a short solo movement sequence (8-16 counts) that demonstrates control of at least two elements of dance (space, time, or energy) and includes one clear transition or contrast. Teacher observation using a simple checklist assesses technical execution, intentional use of choreographic elements, and ability to sustain movement quality.
Alternative Assessment
Students may demonstrate understanding of choreographic structures and elements of dance through verbal description of their movement choices, teacher-guided movement exploration with simplified cues, or by analyzing and annotating video recordings of dance compositions instead of creating original work. Visual supports such as movement cards or labeled diagrams of body positions may be provided.
IEP (Individualized Education Program)
Students may benefit from visual supports such as illustrated movement vocabulary cards that connect key dance terms—space, time, energy—to observable body actions, helping bridge language and physical understanding. For journal reflections and portfolio entries, allow dictation, voice recording, or drawing as alternatives to written responses so that assessment captures choreographic thinking rather than writing ability. When demonstrating movement sequences, provide step-by-step visual or verbal cues broken into smaller parts, and offer additional processing time before students are expected to perform or respond. Peer observation tasks and self-assessments may be scaffolded with sentence frames or simplified criteria checklists aligned to the unit's observable movement goals.
Section 504
Students should be given extended time during informal performances and reflection tasks, particularly when completing portfolio entries or peer evaluation forms. Preferential placement in the performance space may support focus and participation during group movement activities and class viewings. Directions for multi-step movement tasks or assessment criteria should be provided in both oral and written form to support access.
ELL / MLL
Introduce and consistently reinforce unit-specific vocabulary—such as contrast, transition, space, time, weight, and energy—using visual anchors like labeled diagrams, movement demonstrations, and short video examples that make abstract concepts concrete and accessible. Directions for movement tasks and reflection prompts should be given in simple, clear language with visual or physical modeling before students are expected to respond independently. Where possible, encourage students to process choreographic ideas or journal reflections in their home language first before sharing in English, honoring cultural movement traditions as valid entry points into the unit's content.
At Risk (RTI)
Provide clear, accessible entry points into movement exploration by connecting the elements of dance to everyday, familiar movements before introducing formal choreographic vocabulary and structures. Offer reduced-complexity versions of composition tasks—such as focusing on one element of dance at a time—so students experience early success and build confidence before layering additional requirements. Frequent check-ins during movement activities and structured checklists can help students track their own progress and feel a sense of ownership over their choreographic choices.
Gifted & Talented
Challenge students to move beyond identifying choreographic structures by analyzing how professional dance works use space, time, and energy to convey specific cultural, emotional, or conceptual meaning, drawing cross-disciplinary connections to history, music, or visual art. Students may be invited to pursue independent choreographic research, exploring a particular dance style or masterwork in greater depth and presenting findings through an expanded portfolio with annotated notation, video analysis, or original composition work. Encourage abstract, higher-order reflection by asking students to develop their own evaluative criteria or rubric language that goes beyond observable technical proficiency to address artistic intention and expressive originality.