Eurhythmics 4

Course State Description:

Student dancers develop advanced skills in creating, performing, and evaluating choreographed performances as an independent ensemble and in cooperation with a music ensemble. Coursework focuses on dance, equipment manipulation, precision, and analysis of 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 BAC  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.
  • DA.912.C.1.3 BAC  Develop and articulate criteria for use in critiquing dance, drawing on background knowledge and personal experience, to show independence in one's response.
  • DA.912.C.1.4 BAC  Weigh and discuss the personal significance of using both physical and cognitive rehearsal over time to strengthen one's own retention of patterns, complex steps, and sequences for rehearsal and performance.
    • 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.2.1 BAC  Analyze movement from varying perspectives and experiment with a variety of creative solutions to solve technical or choreographic challenges.
  • DA.912.C.2.2 BAC  Make informed critical assessments of the quality and effectiveness of one's own technique and performance quality, based on criteria developed from a variety of sources, to support personal competence and artistic growth.
  • DA.912.C.2.3 BAC  Develop a plan to improve technique, performance quality, and/or compositional work with artistic intent.
  • DA.912.C.2.4 BAC  Evaluate nuances of movement and their relationship to style, choreographic elements, and/or other dancers, and apply this knowledge to alter personal performance.
    • Understanding 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.
  • DA.912.C.3.1 BAC  Critique the quality and effectiveness of performances based on exemplary models and self-established criteria.
  • DA.912.C.3.2 BAC  Assess artistic or personal challenges, holistically and in parts, to explore and weigh potential solutions to problems in technique or composition.
    • 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 BAC  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 BAC  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 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.
  • DA.912.F.1.3 BAC  Employ acquired knowledge to stimulate creative risk-taking and broaden one's own dance technique, performance, and choreography.
    • Understanding 2: Careers in and related to the arts significantly and positively impact local and global economies.
  • DA.912.F.2.1 BAC  Investigate and report potential careers, requirements for employment, markets, potential salaries, and the degree of competition in dance and dance-related fields.
    • 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.3.1 BAC  Demonstrate leadership and responsibility through designing choreography, planning rehearsals, or directing a dance piece.
  • DA.912.F.3.2 BAC  Synthesize information and make use of a variety of experiences and resources from outside dance class to inform and inspire one's work as a dancer.
  • 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 BAC  Demonstrate effective teamwork and accountability, using compromise, collaboration, and conflict resolution, to set and achieve goals as required in the work environment.
    • Understanding 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.
  • MU.912.F.1.2 BAC  Incorporate or adapt new, emerging, or previously unfamiliar technology to create an innovative composition, music project, or related product.
    • Understanding 2: Careers in and related to the arts significantly and positively impact local and global economies.
  • MU.912.F.2.2 BAC  Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions.
    • 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.
  • MU.912.F.3.1 BAC  Analyze and describe how meeting one's responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings.
  • MU.912.F.3.2 BAC  Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.
  • MU.912.F.3.3 BAC  Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace.
  • MU.912.F.3.4 BAC  Design and implement a personal learning plan, related to the study of music, which demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge.

    • Big Idea: Historical and Global Connections

    Understanding 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d).
  • DA.912.H.1.1 BAC  Explore and select music from a broad range of cultures to accompany, support, and/or inspire choreography.
  • DA.912.H.1.2 BAC  Study dance works created by artists of diverse backgrounds, and use their work as inspiration for performance or creating new works.
  • DA.912.H.1.3 BAC  Adhere to copyright laws for choreography and music licensing to show respect for the intellectual property of others.
    • Understanding 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.
  • DA.912.H.3.3 BAC  Explain the importance of proper nutrition, injury prevention, and safe practices to optimal performance and the life-long health of a dancer.
    • Understanding 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d).
  • MU.912.H.1.1 BAC  Investigate and discuss how a culture's traditions are reflected through its music.
    • Understanding 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
  • MU.912.H.2.1 BAC  Evaluate the social impact of music on specific historical periods.
  • MU.912.H.2.2 BAC  Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music.

    • 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 BAC  Apply standards of class and performance etiquette consistently to attain optimal working conditions.
  • DA.912.O.1.5 BAC  Construct a dance that uses specific choreographic structures to express an idea and show understanding of continuity and framework.
    • 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 BAC  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 BAC  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 BAC  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 BAC  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.
  • MU.912.O.3.2 BAC  Interpret and perform expressive elements indicated by the musical score and/or conductor.

    • Big Idea: Reading Standards for Literacy in Science and Technical Subjects 6-12

    Understanding 2: Craft and Structure
  • LAFS.1112.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 11-12 texts and topics.

    • Big Idea: Skills, Techniques, and Processes

    Understanding 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
  • DA.912.S.1.1 BAC  Synthesize a variety of choreographic principles and structures to create a dance.
  • DA.912.S.1.2 BAC  Generate choreographic ideas through improvisation and physical brainstorming.
    • 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 BAC  Sustain focused attention, respect, and discipline during class, rehearsal, and performance.
  • DA.912.S.2.2 BAC  Apply corrections and concepts from previously learned steps to different material to improve processing of new information.
  • DA.912.S.2.4 BAC  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 BAC  Develop and maintain flexibility, strength, and stamina for wellness and performance.
  • DA.912.S.3.4 BAC  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 BAC  Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature.
  • MU.912.S.2.2 BAC  Transfer expressive elements and performance techniques from one piece of music to another.
    • Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
  • MU.912.S.3.4 BAC  Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.

    • Big Idea: Standards for Speaking and Listening

    Understanding 1: Comprehension and Collaboration
  • LAFS.1112.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 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • LAFS.1112.SL.1.2 BAC  Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
  • LAFS.1112.SL.1.3 BAC  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
    • Understanding 2: Presentation of Knowledge and Ideas
  • LAFS.1112.SL.2.4 BAC  Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
  • LAFS.1112.SL.2.6 BAC  Adapt speech to a variety of contexts and tasks, demonstrating a 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.1112.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.1112.WHST.3.7 BAC  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • LAFS.1112.WHST.3.9 BAC  Draw evidence from informational texts to support analysis, reflection, and research.