TRENTON PUBLIC SCHOOLS

CURRICULUM GUIDE: Choreographer’s Workshop I-IV (High School)

Choreographer’s Workshop I-IV: Course Description

Students will explore the art of creating choreography utilizing a variety of improvisation and choreographic tools. The class will explore established methods for artistic feedback and questioning. Dancers will also investigate the choreographic process of select dance masters and current industry professionals. Additional afterschool rehearsals and performances required. This course can be repeated for credit.This course requires the prerequisite of Dance II and/or student audition. Instructor's approval required.

Pacing Guide

Unit # / Unit Name / Approximate Pacing Schedule
1 / Explore: Improvisation Tools / 2 weeks
2 / Structure: Choreographic Devices / 2 weeks
3 / Plan: Developing a Proposal / 4 weeks
4 / Produce: Creating a Dance / 10 weeks
*Units may be modified to fit student skills, ability, interest, and the variance in semester duration based on the district calendar.

Unit 1: Explore: Improvisation Tools

Students will engage in a plethora of improvisational experiences to build a personal toolbox of improvisation tools for movement invention. Students will reflect on their experiences and document tools that they would personally like to use in the creation of their culminating project.

Grade level:9TH-12TH grade

Big Idea:Improvisation is tool that can be used for movement invention.

Stage 1: Desired Results
Goals:
National Core Arts Standards
Create
Anchor Standard 1:Generate and conceptualize artistic ideas and work.
DA:Cr1.1.I a. Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.
DA:Cr1.1.IIIa.Synthesize content generated from stimulus material. Experiment and take risks to discover a personal voice to communicate artistic intent.
DA:Cr1.1.I b. Experiment with the elements of dance to explore personal movement preferences and strengths, and select movements that challenge skills and build on strengths in an original dance study or dance.
DA:Cr1.1.III b.Expand personal movement preferences and strengths to discover unexpected solutions that communicate the artistic intent of an original dance. Analyze the unexpected solutions and explain why they were effective in expanding artistic intent.
Enduring Understandings:
  • Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.

Essential Questions:
  • Where do choreographers get ideas for dances?

What Key Knowledge and Skills will Students acquire as a result of this unit?
Content:
Students will know: / National Core Arts Standards: / Skills: Student Learning Objectives
Students will be able to:
1. Use stimuli to guide and improvisation / DA:Cr1.1.I a.
DA:Cr1.1.III a. / 1a. Apply stimuli to lead a movement improvisation
*Teacher must present at least 4 different types of stimuli and improvisational games
1b. Determine how to apply stimuli by using representational or symbolic presentation of stimuli in an improvisation
1c. Respond and interact with stimuli based on the elements of dance.
2. Their personal movement preferences / DA:Cr1.1.III a.
DA:Cr1.1.I b.
DA:Cr1.1.III b / 2a. Synthesize and evaluate common movement choices by analyzing the completed improvisations using the elements of dance
2b. Create an artistic statement elaborating on their movement preferences/ affinities
*As an extension activity students can explore if their movement identities align with any of the LMA movement affinities.
2c. Explore opposite movement choices by improvising or choreographing a solo with opposing elements of dance.
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option #1 Improvisation Portfolio
Task:Students will be given a variety of stimulus material to use during improvisations and create an improvisation portfolio. The portfolio can consist of scores, video, journals, and phrases created as a result of the improvisations.Students will employ the tools of video self-reflection, peer feedback, and movement analysis to analyze and discover their movement preferences. Students’ work will be assessed on the corresponding rubric.
Other Assessment Evidence: Journal reflection, observation, video self reflection
SLO / 1a. Apply stimuli to lead a movement improvisation. *Teacher must present at least 4 different types of stimuli and improvisational games
1b. Determine how to apply stimuli by using representational or symbolic presentation of stimuli in an improvisation
1c. Respond and interact with stimuli based on the elements of dance
2a. Synthesize and evaluate common movement choices by analyzing the completed improvisations using the elements of dance
2b. Create an artistic statement elaborating on their movement preferences/ affinities. *As an extension activity students can explore if their movement identities align with any of the LMA movement affinities.
2c. Explore opposite movement choices by improvising or choreographing a solo with opposing elements of dance.
NCAS / DA:Cr1.1.I a., DA:Cr1.1.III a., DA:Cr1.1.I b., DA:Cr1.1.III b

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TRENTON PUBLIC SCHOOLS

CURRICULUM GUIDE: Choreographer’s Workshop I-IV (High School)

Unit 2: Structure: Choreographic Devices

Students will learn and/ or review the choreographic structures/forms presented in Dance II. Students will further their knowledge by learning and experimenting with choreographic devices. Students will reflect on their experiences and document tools that they would like to use in the creation of their culminating project.

Grade level:9TH-12TH grade

Big Idea:Choreographic devices are tools for structuring choreography and refining artistic intent.

Stage 1: Desired Results
Goals:
National Core Arts Standards
Create
Anchor Standard 2: Organize and develop artistic ideas and work.
DA:Cr2.1.III a.Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent.
DA:Cr2.1.III b.Construct an artistic statement that communicates a personal, cultural and artistic perspective.
Respond
Anchor Standard 7: Perceive and analyze artistic work
DA:Re.7.1.IIIa. Analyze dance works from a variety of dance genres and styles and explain how recurring patterns of movement and their relationships create well- structured and meaningful choreography.
DA:Re.7.1.IIIb. Explain how dance communicates aesthetic and cultural values in a variety of genres, styles, or cultural movement practices. Use genre- specific dance terminology
Connect
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
DA:Cn10.1.III a. Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one’s personal growth.
Enduring Understandings:
  • The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.

Essential Questions:
  • What influences choice-making in creating choreography?

What Key Knowledge and Skills will Students acquire as a result of this unit?
Content:
Students will know: / National Core Arts Standards: / Skills: Student Learning Objectives
Students will be able to:
1. How to apply choreographic devices to shape to choreography (Repetition, Retrograde, Inversion, Size, Tempo, Rhythm, Quality, Instrumentation, Force, Background, Staging, Embellishment, Change of Planes/ Levels, Additive/ Incorporative, Fragmentation, Combination) / DA:Cr2.1.III a.
DA:Cr2.1.III b.
DA:Re.7.1.III a.
DA:Re.7.1.III b.
DA:Cn10.1.IIIa. / 1a-p. Apply (select one from the list below)
  • Repetition
  • Retrograde
  • Inversion
  • Size
  • Tempo
  • Rhythm
  • Quality
  • Instrumentation
  • Force
  • Background
  • Staging
  • Embellishment
  • Change of Planes/ Levels
  • Additive/ Incorporative
  • Fragmentation
  • Combination
to preexisting movement phrases
1q. Create a sample of movement material utilizing several choreographic devices as tools for movement invention.
1r. Write and artistic statement justifying the use of the chosen choreographic device and elements of dance.
1s. Develop a system to document their dance and their artistic progress
2. Provide feedback on choreographic work / DA:Re.7.1.III a.
DA:Re.7.1.III b.
DA:Cn10.1.IIIa. / 2a. Contribute useful artistic feedbackbased on discussion criteria during feedback sessions.
2b.Synthesize feedback on your own work.
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option #1: Choreographic devices
Task:Students will apply the choreographic devices to movement material to help better refine their artistic intent. The student will document their creative process, present their informal work, and receive feedback. Students’ work will be assessed on the corresponding rubric.
Other Assessment Evidence: Journal reflection, observation
SLO / 1a-p. Apply (select one from the list below)
  • Repetition
  • Retrograde
  • Inversion
  • Size
  • Tempo
  • Rhythm
  • Quality
  • Instrumentation
  • Force
  • Background
  • Staging
  • Embellishment
  • Change of Planes/ Levels
  • Additive/ Incorporative
  • Fragmentation
  • Combination
to preexisting movement phrases
1q. Create a sample of movement material utilizing several choreographic devices as tools for movement invention.
1r. Write and artistic statement justifying the use of the chosen choreographic device and elements of dance.
1s. Develop a system to document their dance and their artistic progress
2a. Contribute useful artistic feedback based on discussion criteria during feedback sessions.
2b. Synthesize feedback on your own work.
NCAS / DA:Cr2.1.III a., DA:Cr2.1.III b., DA:Re.7.1.III a., DA:Re.7.1.III b., DA:Cn10.1.III a.

Unit 3: Plan: Developing a Proposal

Students will engage in the authentic task of creating a choreographic proposal. This proposal will include samples of movement, an artistic statement, and project summary. The dancers will present this proposal to panel of adjudicators.

Grade level:9TH-12TH grade

Big Idea:Writing a proposal is an authentic task choreographers must complete to create to work.

Stage 1: Desired Results
Goals:
National Core Arts Standards
Create
Anchor Standard 2: Organize and develop artistic ideas and work.
DA:Cr2.1.III a. Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent.
DA:Cr2.1.III b. Construct an artistic statement that communicates a personal, cultural and artistic perspective.
Perform
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
DA:Pr5.1.III c. Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
DA:Pr6.1.III a. Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Enhance performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (resume, head shot, etc.) that documents the rehearsal and performance process with fluency in professional dance terminology and production terminology.
DA:Pr6.1.III b. Work collaboratively to produce dance concerts in a variety of venues and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues.
Enduring Understandings:
  • Choreographers create a proposal to move a dance from the “idea stage” into rehearsal

Essential Questions:
  • How do choreographers move from the “idea stage” to getting in rehearsal?

What Key Knowledge and Skills will Students acquire as a result of this unit?
Content:
Students will know: / National Core Arts Standards: / Skills: Student Learning Objectives
Students will be able to:
1. How create a choreographic proposal / DA:Cr2.1.III a.
DA:Cr2.1.III b.
DA:Pr5.1.III c.
DA:Pr6.1.III a.
DA:Pr6.1.III b. / 1a. Create a sample movement phrase utilizing the information presented in the improvisation and movement variation units
1b. Create an artistic statement based on the choreographer’s movement preferences
1c. Create a plan for the use of production elements and justify how these decisions support the artistic intent of the work
1d. Create a plan for auditioning and selecting dancers
1e. Create a plan for the allotted rehearsal period
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option #1: Proposal
Task:Students will create a choreographic proposal for a work that they would like to set on their classmates. This proposal will be presented to the teacher and a panel of guest artists for feedback. Students’ work will be assessed on the corresponding rubric.
Other Assessment Evidence: Journal reflection, observation, improvisation, movement manipulation
SLO / 1a. Create a sample movement phrase based of the information presented in the improvisation and movement variation unit
1b. Create an artistic statement based on the choreographer’s movement preferences
1c. Create a plan for the use of production elements and justify how these decisions support the artistic intent of the work
1d. Create a plan for auditioning and selecting dancers
1e. Create a plan for the allotted rehearsal period
NCAS / DA:Cr2.1.III a., DA:Cr2.1.III b., DA:Pr5.1.III c., DA:Pr6.1.III a. DA:Pr6.1.III b.

Unit 4: Produce: Creating a Dance

Students will engage in the authentic task of creating andsetting a work on their peers. As choreographers students will plan and lead rehearsals, select elements that influence production (music, costume, lighting), and reflect on their creative process. As dancers and classmates students will participate in rehearsal observation and critical response/ feedback methods.

Grade level:9TH-12TH grade

Big Idea:Create a dance piece developed as a result of thoughtful exploration of source material, devices, structures, and production elements.

Stage 1: Desired Results
Goals:
National Core Arts Standards
Create
Anchor Standard 2: Organize and develop artistic ideas and work.
DA:Cr2.1.III a. Demonstrate fluency and personal voice in designing and choreographing original dances. Justify choreographic choices and explain how they are used to intensify artistic intent.
Anchor Standard 3: Define and complete artistic work.
DA:Cr3.1.IIa. Clarify the artistic intent of a dance by refining choreographic devices and dance structures, collaboratively or independently using established artistic criteria, self- reflection and the feedback of others. Analyze and evaluate impact of choices made in the revision process.
DA:Cr3.1.IIIa. Clarify the artistic intent of a dance by manipulating and refining choreographic devices, dance structures, and artistic criteria using self-reflection and feedback from others. Document choices made in the revision process and justify how the refinements support artistic intent.
DA:Cr3.1.IIIb. Document a dance using recognized systems of dance documentation (for example, writing, a form of notation symbols, or using media technologies).
Perform
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
DA:Pr5.1.III c. Initiate, plan, and direct rehearsals with attention to technical details and fulfilling artistic expression. Use a range of rehearsal strategies to achieve performance excellence.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
DA:Pr6.1.III a. Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Enhance performance using a broad repertoire of strategies for dynamic projection. Develop a professional portfolio (resume, head shot, etc.) that documents the rehearsal and performance process with fluency in professional dance terminology and production terminology.
DA:Pr6.1.III b. Work collaboratively to produce dance concerts in a variety of venues and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues.
Respond
Anchor Standard 9: Apply criteria to evaluate artistic work.
DA:Re9.1.IIIa.Define personal artistic preferences to critique dance. Consider societal and personal values, and a range of artistic expression. Discuss perspectives with peers and justify views.
Connect
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
DA:Cn10.1.IIIa. Review original choreography developed over time with respect to its content and context and its relationship to personal perspectives. Reflect on and analyze the variables that contributed to changes in one’s personal growth.
Enduring Understandings:
  • Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
  • Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
  • As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning.

Essential Questions:
  • How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
  • How does dance deepen our understanding of ourselves, other knowledge, and events around us?

What Key Knowledge and Skills will Students acquire as a result of this unit?
Content:
Students will know: / National Core Arts Standards: / Skills: Student Learning Objectives
Students will be able to:
1. As choreographers, students will know how to provide leadership from the piece’s proposal to the stage. / DA:Cr2.1.III a.
DA:Cr3.1.II a.
DA:Cr3.1.III a.
DA:Cr3.1.III b.
DA:Pr5.1.III c.
DA:Pr6.1.III a.
DA:Pr6.1.III b.
DA:Cn10.1.III a / 1a. Design and choreograph a dance utilizing the information presented in the improvisation and movement variation units
1b. Plan and execute rehearsals
1c. Document rehearsals through journaling or filming rehearsal.
1d. Clarify the artistic intent of a dance by refining choreographic devices and dance structures
1e. Evaluate the success of a rehearsal
1f. Synthesize each rehearsal and informal showing by documenting feedback and generating adjustments to the rehearsal plan if needed
2. As dancers, students will know how to collaborate and support the choreographer’s vision / DA:Pr6.1.III b. / 2a. Perform the movement provided the choreographer
2b. Enhance performance using a broad repertoire of strategies for dynamic projection
2c. Assess when it is appropriate to offer creative support to the choreographer
3. As observes, students will know how the process of providing artistic feedback. / DA:Re9.1.III a
.
DA:Cn10.1.III a / 3a. Identify biased choreographic feedback
3b. Identify neutral chorographic feedback
3c. Observe rehearsals of peer choreographers and analyze the working relationship between dancer and choreographer
3e. Participate in feedback discussions by suggesting useful feedback to the choreographer.
3f. Justify the need for artistic feedback.
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option #1: Making a dance
Task:Students will have complete autonomy in creating their own work from the proposal process to stage. Students’ work will be assessed on the corresponding rubric.
Other Assessment Evidence: Journal reflection, observation, video self-reflection, class discussion, teacher conferences.
SLO / 1a. Design and choreograph a dance utilizing the information presented in the improvisation and movement variation units
1b. Plan and execute rehearsals
1c. Document rehearsals through journaling or filming rehearsal.
1d. Clarify the artistic intent of a dance by refining choreographic devices and dance structures
1e. Evaluate the success of a rehearsal
1f. Synthesize each rehearsal and informal showing by documenting feedback and generating adjustments to the rehearsal plan if needed
NCAS / DA:Cr2.1.III a., DA:Cr3.1.II a., DA:Cr3.1.III a., DA:Cr3.1.III b., DA:Pr5.1.III c., DA:Pr6.1.III a., DA:Pr6.1.III b., DA:Cn10.1.III a
Performance Task Option #2: Got the gig! Working as a dancer
Task:Students will work for peer choreographers and serve as their dancers. Students’ work will be assessed on the corresponding rubric.
Other Assessment Evidence: Journal reflection, observation, class discussion, exit ticket, daily participation rubric
SLO / 2a. Perform the movement provided the choreographer
2b. Enhance performance using a broad repertoire of strategies for dynamic projection
2c. Assess when it is appropriate to over creative support to the choreographer
NCAS / DA:Pr6.1.III b.
Performance Task Option #3: Providing feedback
Task:Students will participate in some formative assessments to test their understanding of the proper way to provide feedback. Students will participate in several informal showings to provide feedback to their classmates. Students’ work will be assessed on the corresponding rubric.
Other Assessment Evidence: Journal reflection, observation, feedback session worksheets, exit tickets, critique mini lessons
SLO / 3a. Identify biased choreographic feedback
3b. Identify neutral chorographic feedback
3c. Observe rehearsals of peer choreographer’s and analyze the working relationship between dancer and choreographer
3e. Participate in feedback discussions by suggesting useful feedback to the choreographer.
3f. Justify the need for artistic feedback.
NCAS / DA:Re9.1.III a., DA:Cn10.1.III a

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