Unit 1 — Elements of Dance and Kinesthetic Movement

• Lesson task checklists assessing student progress on specific choreographic and movement skills.
• Journal entries and self-reflection activities documenting learning about the elements of dance.
• Peer assessment and pair-share discussions evaluating movement compositions and performance quality.
• Teacher observation and informal checklist assessment of student execution during class activities.
• Self-assessment activities where students reflect on their own progress and understanding.

Evaluate informal in-class performances and video evidence of student performances using observation, discussions, drawings, video, and student-created rubrics assessing form, function, craftsmanship, and originality.

A mid-unit movement task requiring students to create and perform a short 8-16 count phrase using at least two choreographic devices (such as repetition, inversion, or contrast) and demonstrate one transition. Students are assessed on their ability to manipulate movement elements and apply choreographic structures covered in the first half of the unit.

Students may demonstrate understanding of choreographic structures and movement manipulation through guided movement exploration with teacher observation and verbal feedback, rather than independent creation. Visual demonstrations, modified movement phrases using fewer repetitions or simpler transitions, and simplified observation tasks with visual supports or checklists may be provided to assess comprehension of elements of dance.

Students with IEPs may benefit from scaffolded support when learning to identify and apply choreographic structures such as contrast, canon, and call and response, including visual anchor charts that map movement concepts and vocabulary. Allowing students to demonstrate understanding through physical performance, verbal explanation, or drawing movement pathways rather than written response ensures access across a range of output modes. Portfolio entries can be completed through dictation, voice recording, or teacher-scribed notes, and peer assessment tasks should be structured with guided prompts or sentence frames to support reflection. Teachers should break multi-step choreographic tasks into smaller, sequenced components and provide frequent check-ins to monitor understanding and build confidence before progressing.

Students supported by 504 plans should be given extended time to complete portfolio entries and self-reflection tasks, and preferential placement within the performance space or classroom to minimize distraction during movement exploration. When viewing dance masterworks or participating in peer discussion, these students benefit from reduced auditory or visual distractions and clearly presented, step-by-step verbal and written directions for choreographic tasks.

Multilingual learners should be supported with visual references that connect movement vocabulary — such as inversion, retrograde, and dynamic qualities — to images, diagrams, or short video demonstrations that make abstract concepts concrete and accessible. Directions for choreographic tasks should be given in short, clear steps, and students should be invited to confirm understanding by demonstrating or retelling instructions before moving independently. Where possible, pairing students with a bilingual peer or providing translated glossaries of key dance terminology can help bridge the connection between home language and new content as students build academic vocabulary in English.

Students who need additional support should be connected to prior movement experiences and personal knowledge of rhythm, play, and physical activity as entry points into choreographic concepts like repetition, flocking, and call and response. Reducing the complexity of initial composition tasks — such as beginning with a two- or three-movement phrase before building to a full composition — allows students to experience early success and build momentum. Frequent teacher check-ins and the use of structured peer partnerships during movement exploration can provide the encouragement and modeling these students need to engage more fully with both creative and analytical aspects of the unit.

Students who demonstrate early mastery of choreographic structures and movement manipulation should be encouraged to investigate how professional choreographers use devices such as retrograde, chance, and spatial relationships to convey layered artistic meaning, moving beyond identification toward critical analysis. These students can extend their portfolio work by developing a self-directed composition that intentionally combines multiple choreographic forms and dynamic qualities, accompanied by a written or recorded artistic statement that articulates their creative choices. Opportunities to take a leadership role during peer assessment discussions or to serve as a mentor choreographer within group compositions can deepen their learning while contributing meaningfully to the classroom community.