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Round Valley Arts Curriculum

I. ARTISTIC PERCEPTION AND RESPONSE

Students will develop awareness of body and self.

1.      Isolate body parts (perceiving and initiating movement).

·        Use a variety of patterns in contrasting isolated and whole body movements (rib, hip isolations, arms hold a given shape while legs carry
body through space).

·        Move different parts of body to different rhythms.

·        Develop kinesthetic awareness (body placement and movement in space-curved spine/straight spine, parallel/turned out base of support).

·        Demonstrate awareness of primary biological functions of heart, lungs, bones, and muscles related to movement.

·        Combine a variety of patterns for moving the body.

2.      Move with motivation from sensory stimuli.

·        Move spontaneously and in structured patterns to varied stimuli (music, vocal sounds, photos, imagery, etc.).

·        Incorporate art forms in building dance pieces (slides, cassettes, tapes, props, etc.).

3.      Express feelings and emotions relating self to others through group involvement, participation, and cooperation to increase self-esteem.

·        Encourage original movement expression in a nonjudgmental environment.

·        Teacher uses positive feedback.

4. Increase flexibility, posture, balance, strength, and endurance.

·        Track movement of objects/body parts with eyes.

·        Coordinate small/gross muscle movement.

·        Expand range and accuracy of locomotor movements, e.g., walking/running/galloping/sliding/jumping/hopping/skipping/sliding/jumping/
rolling/crawling/timing (higher leaps with straighter legs, higher skips with arms swinging and reaching longer stretches, smoother transition
between movements—changing from slides to gallops, etc.).

·        Expand range and accuracy of stationary movements, e.g., stretching/reaching/twisting/bending/arching/contracting/squatting/
rising/falling.

·        Develop awareness of proper body alignment/posture-standing/walking/spine exercises-bending/strengthening.

·        Increase flexibility with slow/sustained stretching (no bounces).

·        Increase strength/agility/endurance/safety with appropriate and increasingly challenging exercises.

·        Perform movements demanding more technical skill (tap dance steps, basic ballet positions, spotting with turns,
T'ai Chi, lifts, gymnastics, etc.).

Students will explore space, time, and force.

1.      Form individual and group shapes.

·        Alone/small or large groups explore more complex spatial designs (interweaving lines, circles, etc.).

·        Alone, or in a group, explore spatial concepts: levels - high/low/middle, directions - forward/back-side-under-over-diagonals, paths for locomotor movements - individual or group formations (floor patterns) interweaving diagonals, spiraling, concentric circles, square/folk dancing patterns, and dimensions - width and depth.

·        Increase range of movement of an individual's body joints through space with locomotor movements - wider/higher-vertical, stationary-vertical standing position and horizontal floor work.

·        Experiment with weight, momentum, gravity, suspension, fall, and recovery.

·        Shift weight from body part to body part (tip toe to hands and one hand, hand stands, cartwheels, etc.).

·        Experiment with a partner's weight by supporting and lifting (back to back, hands support partner's leg/back, etc.).

2.      Investigate time: rhythm, tempo, and meter.

·        Demonstrate ability to differentiate among/perform based on varying rhythms (2/4, 3/4, 4/4, even, and syncopated time - swing, waltz, polka, double time, triplets, etc.).

·        Awareness of changes in pulse/breath in relation to varying tempi and rhythms.

3.      Explore types of energy (sustained, pendular [swinging], bouncing, broken weight, internal and external gravitational forces).

·        Clearly demonstrate movement qualities/energies of vibration, sustained, suspended, swinging, percussive, smooth, undulating, tense, and relaxed with a variety of intensity.

·        In a movement phrase, combine and/or contrast three or more qualities/energies of movement.

·        Respond to various imagery suggestions through movement, pushing, pulling, leading with individual body parts (i.e., chin, elbow, knee), forces/environments (wind, water, glue, Jello, gravity, non-gravity, fire).

II. CREATIVE EXPRESSION

Students will communicate feelings and emotions through original movement.

1.      Improvisation is spontaneous movement from a theme or motivation. Alone, or in a group, improvise movements from:

·        emotions (happy, frustrated, surprised, lonesome, angry, etc.)

·        textures (imagine various environments in which to move, such as jello, mud, fire, water, etc.)

·        shapes (words, maps, our solar system, constellations, geometrical, etc.)

·        visual images ( pictures, objects, films, etc.)

·        auditory (drums, percussion instruments, records, singing, poems, stories, etc.)

·        concepts/ideas (classroom themes such as space, sports teams, etc.)

·        various cultures of our nation

·        animals/nature (marine life, plant life, endangered species, etc.)

·        universal themes (love, birth, freedom, cooperation, growth, etc.)

2. Choreograph movement:

·        with beginning, middle, and end sequences of movement (alone, or in small groups, create, memorize, and perform a short dance based on tasks related to the craft of choreography)

·        to develop contrasts, transitions, and abstractions (use variety, contrast, repetition, and other elements of dance in the creation of a simple dance)

·        with rhythmic patterns based on musical form (create movement to a variety of music: jazz, popular, classical, folk, etc.)

·        and discuss choreographic concepts (use elements of theme variation: unison, balance, sequence, harmony, transition, and climax in a dance composition)

3. Perform:

·        class assignments, class projects, assemblies, and public shows by dancing for parents/peers/teacher in an informal/formal presentation

·        with costumes, sets, props, make-up, etc.

4. Evaluate:

·        by sitting quietly, watching others perform, and respond appropriately with applause

·        by demonstrating awareness of stage presence (concentration, control, confidence) and etiquette

·        by giving feedback for own/other's presentations

·        by describing the structure and components of dance pieces: sequence, floor patterns, energy qualities, and other unique elements use

·        by using self-evaluation to rework dances

III. HISTORICAL AND CULTURAL CONTEXT

Students will develop an understanding of dance in history, multi-cultural dance, and contemporary forms.

1.      Using historical dances (relationship of history to dance forms):

·        note ways in which dances, costumes, and music reflect cultures throughout history

·        demonstrate awareness of own cultural/ethnic heritage through dance

·        study forces of Western culture which evolved into ballet, jazz, tap, modern, dance forms

2.      Using dance styles of many cultures:

·        compare dances in other societies through observation, participation, and discussion

·        study dances from various periods in history (European, Asian, Western, Ancient, Modern, etc.)

3.      Using universal themes in varying forms, observe and/or learn dances from various cultures via presenters, audio-visual aids, and field trips.

4.      Using social, recreational, and leisure activity dance:

·        participate as a spectator of dance

·        explore dance as recreation/physical fitness

5.      Use professional dance genres (careers in dance) to realize that dance can be continued throughout life.

6.      Using dance to activate and/or depict literature, history, and other concepts (cross-curricular application of dance), discuss the uses of dance in our society as an expression of emotions, life events, ceremonies, celebrations, and holidays.

IV. AESTHETIC VALUING

Students will develop the capacity to understand and enjoy aesthetic expression through dance, and create original compositions.

1.      Develop positive attitude toward movement participation by dancing alone, with partners, and in groups.

2.      Recreate observed movement sequences by remembering/demonstrating the movements.

3.      Analyze observed improvisation, classroom performance, observing, and commenting upon own/other's movement styles/phrases.

4.      Analyze forms, styles, and techniques by interpreting simple meaning in movement (qualities of emotions, dramatic intent, etc.).

5.      Develop vocabulary for interpretation and verbal critique by using examples to support preferences/evaluations of dance pieces.

6.      Identify steps from different techniques, demonstrate technique interpretation, and compare dance styles by doing a wide range of movements of varying qualities.

V. CONNECTIONS, RELATIONS, APPLICATIONS

Students will make connections and applications between dance and their world

1.      Use of technology such as video, CD, CD-ROM, etc., to observe and study the use of choreographed movement in various forms of presentation.

2.      Understand the importance of physical strength, endurance, coordination of the body as it relates to physical education.

3.      The importance of health stressed and its relationship to excellence in dance.

4.      Realization of musical understanding and knowledge as it relates to the development of performance of dance, such as tempo, rhythms, and style.