Unit 1 — Elements of Dance and Kinesthetic Movement
Description
Students recognize choreographic structures including contrast, transition, reordering, chance, AB, ABA, canon, call and response, and narrative forms. They study various styles of movement and analyze dance techniques to discern compositional use of elements. Students manipulate movement phrases using devices such as repetition, inversion, and retrograde, explore structures like Call and Response and Flocking, and teach movement phrases that emphasize strength, flexibility, and endurance. They create and demonstrate solo or group dance compositions using body patterns, range of motion, varied balances, and proper body mechanics. Throughout the unit, students maintain a digital or paper dance portfolio and assess observable dance criteria through informal class performances and video evidence.
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 makes an effective dance performer and performance?
- How does one critique a dance performance?
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 purposes.
- Manipulate movement phrases with devices such as repetition, inversion, and retrograde.
- Explore structures such as Call and Response and Flocking.
- Create and demonstrate a solo or group dance composition blending variety in body patterns, range of motion, varied balances, and proper body mechanics.
- Manipulate the aspects of time, space, and weight to communicate meaning in movement.
- Integrate a variety of isolated and coordinated movements making use of all major muscle groups and proper body mechanics.
- Objectively assess observable criteria regarding content, form, technical proficiency, and formal structures in various self and peer generated dance compositions.
Supplemental Resources
- Sticky notes for labeling movement sequences
- Chart paper for mapping choreographic structures
- Index cards for notating movement phrases
- Markers and colored pencils for creating movement diagrams
- Video recording equipment for documenting student performances
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.
Formative Assessments
- Journal entries with self-reflection on movement and choreographic choices
- Peer assessment through pair-share and peer evaluation of informal in-class performances
- Lesson task checklists tracking specific movement and compositional skills
- Video evidence of student performances evaluated through observation and discussion
- Student-created rubrics for assessing observable dance criteria
Summative Assessment
Creation and demonstration of a solo or group dance composition that blends variety in body patterns, range of motion, varied balances, and variation in the elements of dance, with assessment using student-created rubrics and holistic scoring guides.
Benchmark Assessment
A movement task in which students create and perform a short 8-16 count phrase using at least two choreographic devices (repetition, inversion, or retrograde) and one structural element (contrast, transition, or call and response). The task assesses understanding of how elements of dance are manipulated for compositional purpose and observes proper body mechanics and range of motion.
Alternative Assessment
Students may demonstrate understanding of choreographic structures and movement manipulation through video-recorded movement responses, teacher-led verbal explanations of their choices, or simplified compositions using a reduced number of elements. Visual aids such as movement cards, labeled diagrams of body positions, or rhythm patterns may support learning and assessment.
IEP (Individualized Education Program)
Students receiving IEP services may benefit from visual supports such as movement diagrams or video models that illustrate choreographic structures like canon, ABA, and call and response, reducing reliance on verbal or written explanation alone. Breaking the composition process into sequential, checkpointed steps—such as first exploring a single movement device before combining multiple elements—supports processing and reduces cognitive load. For portfolio entries and self-reflection tasks, teachers may allow oral responses, dictation, or abbreviated written formats so that output mode does not limit a student's ability to demonstrate understanding of their choreographic choices. Peer assessment activities should be scaffolded with structured observation guides that name specific, observable criteria to make the evaluative task concrete and manageable.
Section 504
Students with 504 plans should be given extended time to complete portfolio reflections and any written assessment components connected to composition work. Preferential placement in the movement space—such as positioning near the teacher during instruction or at the front during peer evaluations—supports attention and access to visual demonstrations of movement elements. Transitions between structured exploration activities and free composition time should be signaled clearly and with advance notice to support smooth refocusing.
ELL / MLL
Multilingual learners benefit from visual vocabulary support that pairs key dance and choreography terms—such as retrograde, inversion, canon, and flocking—with images, short video clips, or physical demonstrations rather than relying solely on written or verbal definitions. Directions for compositional tasks should be given in short, clear steps, and teachers should invite students to confirm understanding by briefly restating the task in their own words or demonstrating it physically before beginning. When home language resources or bilingual peers are available, encouraging students to process choreographic concepts in their home language before translating into movement or English can deepen comprehension and confidence.
At Risk (RTI)
Students who may struggle to access the full complexity of this unit should be offered clear entry points into composition work, such as beginning with a single choreographic device like repetition before layering in additional manipulation tools. Connecting movement exploration to familiar physical experiences—everyday gestures, sports movements, or cultural dance forms students already know—builds on prior knowledge and lowers the threshold for engagement. Checklists that break the composition into observable, achievable steps give students a sense of progress and accomplishment throughout the process, and informal low-stakes sharing opportunities help build confidence before summative demonstration.
Gifted & Talented
Students who demonstrate early mastery of choreographic structures and movement manipulation should be challenged to move beyond surface-level application and investigate how choreographers use elements like chance, narrative, or flocking to communicate specific artistic intent or cultural meaning. These students may take on the role of movement director in group compositions, making intentional dramaturgical decisions and articulating the reasoning behind their structural choices in their portfolio. Encouraging independent research into a specific dance artist or movement whose work exemplifies advanced compositional thinking can deepen the unit's conceptual reach and connect classroom learning to broader artistic and cultural contexts.