Eurhythmics 1

Course State Description:

Student dancers develop basic skills in performing and evaluating choreographed performances as an independent ensemble and in cooperation with a music ensemble. Emphasis is placed on dance, equipment manipulation, precision, and the relationship between music and dance. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

    Big Idea: Critical Thinking and Reflection

    Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
  • DA.912.C.1.2 E P  Apply replication, physical rehearsal, and cognitive rehearsal to aid in the mental and physical retention of patterns, complex steps, and sequences performed by another dancer.
  • Understanding 2: Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.
  • DA.912.C.2.3 I C  Develop a plan to improve technique, performance quality, and/or compositional work with artistic intent.
  • Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
  • MU.912.C.1.1 BAC  Apply listening strategies to promote appreciation and understanding of unfamiliar musical works.
  • Understanding 2: Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.
  • MU.912.C.2.2 NTK R  Evaluate performance quality in recorded and/or live performances.
  • Understanding 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.
  • MU.912.C.3.1 E R  Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.
  • Big Idea: Cognitive Abilities

    Understanding 2: Identify, analyze and evaluate movement concepts, mechanical principles, safety considerations and strategies/tactics regarding movement performance in a variety of physical activities.
  • PE.912.C.2.2 BAC  Apply terminology and etiquette in dance.
  • PE.912.C.2.3 BAC  Analyze the movement performance of self and others.
  • PE.912.C.2.5 BAC  Analyze the relationship between music and dance.
  • Big Idea: English Language Development for English Language Learners

    Understanding SI: Language of Social and Instructional Purposes
  • ELD.K12.ELL.SI.1 BAC  English language learners communicate for social and instructional purposes within the school setting.
  • Big Idea: Innovation, Technology, and the Future

    Understanding 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.
  • DA.912.F.3.6 BAC  Practice conditioning methods that complement the physical instrument, and determine the degree of personal improvement in established dance techniques.
  • DA.912.F.3.8 E P  Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment.
  • MU.912.F.3.2 NTK R  Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.
  • Big Idea: Mathematical Practice

    Understanding 5: Use appropriate tools strategically.
  • MAFS.K12.MP.5.1 BAC  Use appropriate tools strategically. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. They detect possible errors. They are able to use technological tools to explore and deepen their understanding of concepts.
  • Understanding 6: Attend to precision.
  • MAFS.K12.MP.6.1 BAC  Attend to precision. Proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose.
  • Understanding 7: Look for and make use of structure.
  • MAFS.K12.MP.7.1 BAC  Look for and make use of structure. Proficient students look closely to discern a pattern or structure. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects.
  • Big Idea: Organizational Structure

    Understanding 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.
  • DA.912.O.1.2 E R  Apply standards of class and performance etiquette consistently to attain optimal working conditions.
  • Understanding 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
  • DA.912.O.3.1 E P  Perform dance pieces to express feelings, ideas, cultural identity, music, and other abstract concepts through movements, steps, pantomime, and gestures.
  • DA.912.O.3.2 E P  Use imagery, analogy, and metaphor to improve body alignment and/or enhance the quality of movements, steps, phrases, or dances.
  • Understanding 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.
  • MU.912.O.1.1 I R  Evaluate the organizational principles and conventions in musical works and discuss their effect on structure.
  • Understanding 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
  • MU.912.O.3.1 I R  Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer.
  • Big Idea: Reading Standards for Literacy in Science and Technical Subjects 6-12

    Understanding 2: Craft and Structure
  • LAFS.910.RST.2.4 BAC  Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
  • Big Idea: Skills, Techniques, and Processes

    Understanding 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
  • DA.912.S.2.1 E P  Sustain focused attention, respect, and discipline during class, rehearsal, and performance.
  • DA.912.S.2.4 E P  Demonstrate retention of directions, corrections, and memorization of dance from previous rehearsals and classes.
  • Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
  • DA.912.S.3.2 E P  Develop and maintain flexibility, strength, and stamina for wellness and performance.
  • DA.912.S.3.4 E P  Perform dance vocabulary with musicality and sensitivity.
  • Understanding 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
  • MU.912.S.2.1 E P  Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature.
  • Big Idea: Standards for Speaking and Listening

    Understanding 1: Comprehension and Collaboration
  • LAFS.910.SL.1.1 BAC  Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • LAFS.910.SL.1.2 BAC  Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  • LAFS.910.SL.1.3 BAC  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
  • Understanding 2: Presentation of Knowledge and Ideas
  • LAFS.910.SL.2.4 BAC  Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • LAFS.910.SL.2.6 BAC  Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • Big Idea: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

    Understanding 2: Production and Distribution of Writing
  • LAFS.910.WHST.2.4 BAC  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Understanding 3: Research to Build and Present Knowledge
  • LAFS.910.WHST.3.9 BAC  Draw evidence from informational texts to support analysis, reflection, and research.