Montague Township School District
Dance Curriculum Guide
Grade 8
2025-2026
Melissa Neamand
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Description
This 6-8 dance curriculum spans two units over the full academic year, each approximately 12 weeks. Unit 1 focuses on the elements of dance and kinesthetic movement, where students recognize choreographic structures, study movement styles, create and demonstrate dance compositions, and assess observable criteria through informal performances. Unit 2 shifts to the history of the arts and culture, examining the origins of dance forms within historical and cultural contexts, including aesthetic movements, spatial patterning, contrasting styles, and technological influences. Throughout both units, students maintain an ongoing dance portfolio with journal reflections, videos, photographs, and performance notes. Assessment occurs through a mix of informal class performances, portfolio maintenance, peer and self-assessment, and teacher observation.
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 makes an effective dance performer and performance?
- How do new social dances and variations on social dance steps arise?
- What impact has dance had on culture and society throughout history?
- What role does dance play in the culture of a specific country or region?
Dance - Connecting
Dance - Creating
Dance - Performing
Dance - Responding
Students engage in collaborative discussions about dance performance and analysis, prepare and participate in conversations with diverse partners, integrate and evaluate information presented in diverse media formats including visually and orally, and produce clear and coherent writing about dance research, reflection, and analysis.
Students create, explain, and demonstrate planned movement sequences that include changes in rhythm, tempo, and musical style, and detect, analyze, and correct errors to refine movement skills through dance activities.
Assessment in this curriculum is continuous and multifaceted, employing formative and summative approaches throughout both units. Students maintain digital or paper dance portfolios over time that include journal reflections, research ideas, notation, videos, photographs, and performance notes. Informal class performances and video evidence of student work are evaluated using observation, discussions, drawings, and student-created rubrics. Self-assessment methods include journal entries, self-reflection, and peer assessment through pair-share and peer evaluation. Teachers use lesson task checklists and performance task checklists to track progress. Additional assessments include analyzing primary source documents, conducting short research projects, and creating multimedia presentations on topics such as the history of dance and the impact of dance on specific cultures and historical events.
| 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 |