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UPPER
DIVISION PHYSICAL EDUCATION
CONTINUING
DANCE ARTS
GRADES
11-12
(1st and 2nd Semester)
Dance Experience Required
| COURSE
OVERVIEW: |
| This is a continuation of artistic dance
instruction. Experiences in various forms of dance, choreography, and dance
appreciation will be provided as a means of self-expression and the
development of a positive self-image. Lifetime fitness concepts are also
presented in order to promote wellness in life after high school. In
alignment with Illinois Learning Standards, Continuing Dance Arts presents
intermediate level knowledge and skills to enhance physical development and
health. Curriculum will also address the language of the fine arts,
expressive qualities and how this enhances the quality of life. Dance attire
is required for this class. |
|
UNITS
OF INSTRUCTION:
 |
Body Awareness/Cardio-vascular and Strength Fitness |
|
Ballet (continuing) Technique |
|
Lyrical
Technique |
|
Jazz (continuing) Technique |
|
Tap/Hip Hop Technique
|
|
| STUDENT
OUTCOMES: |
| Familiarize students with the concepts of time and
space in dance. (19.B) |
| Analyze the concepts of shape, dynamics, and movement
for choreography design. (19.B) |
| Apply improvisational techniques to a given situation
in dance. (26) |
| Understand the use of stage areas, and staging for the
dancer. (25) |
| Analyze the relationship between dance and society.
(27) |
| Understand dance critique and evaluation. (19.A, 20.B) |
| Understand use of fitness assessment and application
toward personal goals. (20.B, 20.C) |
|
| MAJOR
LEARNING EXPERIENCES TO ACHIEVE OUTCOMES:
|
|
Learn components of skill: body alignment,
balance, gravity, coordination, strength, flexibility, extension,
endurance, rhythm, and range of motion. |
|
Combine skill components to produce
effective, safe, and efficient movement (execution). |
|
Evaluate sensory elements and expressive
qualities used to perform movement. |
|
Differentiate dance styles: ballet, modern,
jazz, lyrical and tap. |
|
Attend and critique a professional
performance. |
|
Complete pre and post fitness assessments. |
|
Present a cultural dance perspective making
connection between dance and its place within society. (optional) |
|
Enter personal data into personalized
electronic portfolio. |
|
Write personal fitness plan during
designated semester. |
|
| ADOPTED
TEXT OR PRINCIPAL MATERIALS USED:
|
|
Calais
– Germain. Anatomy of Movement. Seattle: Eastland Press.
|
|
Cohan, Robert. The Dance
Workshop. New York: Simon & Schuster, Inc.
|
|
Feldman, Anita. Inside Tap. Pennington, New Jersey: Princeton
Books Co.
|
|
Kassing, Jay. Teaching Beginning Ballet Technique. United
States: Human Kinetics.
|
|
Kirstein, Stuart, Dyer. The
Classic Ballet. New York: Alfred A. Kropf.
|
|
Lockhart, Aileene. Modern Dance
Building and Teaching Lessons. Dubuque, Iowa:
Wm. C. Brown Co.
|
|
Sherbon, Elizabeth. On The Count
of One. Pennington, New Jersey: a Cappella Books.
|
|
Tutterow, Gayle. The
Encyclopedia of Tap. Largo, Florida.
|
|
Voight, Karen. Precision Training for Body and Mind. New York:
Hyperion.
|
Periodicals:
Dance
Magazine, New
York: Dance Magazine,
Inc.
Dance Teacher Now,
New York
|
Rev.
(04/28/05)
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