Think about a dance performance you have seen live or on TV. Think about the rehearsals the dance ensemble had to complete prior to their performance.
Why are rehearsals an important part of performance preparation? What would happen if an ensemble rehearsed only a few times or not at all?
Rehearsals are an essential part of a dancer’s performance. Conduct and focus is important for a dancer during a rehearsal.
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Select the picture below to view a rehearsal performance by the Pacific Northwest Ballet
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Image Source: Wikipedia Two Dancers

You will use these resources to gain information about dance ensembles and rehearsal.
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Select the picture below to view a video of PCPA’s rehearsal for the theater production of Thataway
Remember your essential question:
Digital resources you could use:
 Performance Time! (How to prepare for a dance routine)
 PNB's Don Quixote-Fly on the Studio Wall (Watch a filmed rehearsal and hear the choreographer’s feedback, *This is a
YouTube video that students may need you to access for them*)
 Lar Lubovitch’s North Star Rehearsal (Watch a filmed quartet section excerpt of North Star choreographed by Lar
Lubovitch)
 Exploring Dance Rehearsal-The Neglected Issues Revealed, by Douglas Risner (a ProQuest journal article) Image Source: Wikipedia

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Image source: Wikipedia Flip Camera

Write a journal entry that evaluates and reflects upon the filmed rehearsal we made in class. You can use the Assessment and Rubric for Performance and
Production on the right as a guide. Answer the following question in your journal entry:
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 Did you maintain proper spacing during the rehearsal?
Did the class as a whole maintain proper spatial awareness during the rehearsal?
 What adjustments would you make to the performance?
 Why is rehearsing an essential part of preparing for a performance? Are using stage markers important?
Why?
Image source: Microsoft Office Clip Art

Click on the BrainPop button here , then return to this slide and click on the link below
Select the image below to take a BrainPop quiz about dance.
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Here are some other resources about dance or dance rehearsal that may interest you:
 Creating a New Dance (a video on dance and rehearsal from DefinedStem, a BCPS resource)
 Career in Dance (a video on dance rehearsal and careers in dance, YouTube)
 Young Dancers, A Teen Dance Website (1 st dance dedicated website for teenagers, Net trekker)
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Image Source: Brain Pop

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BCPS Curriculum
BCPS PHSCFA Indicators: 7, 8 and 10
7. perform a dance focusing on performance competencies such as entrances, exits, bows, etiquette, and awareness of space.
8. perform a dance focusing on performance competencies using consistent projection, awareness of space, expression, and choreographic intent.
10. critique own and others’ performances to develop and expand critical and creative thinking skills.
Maryland State Curriculum
National Standard #1 -- Identifying and demonstrating movement elements and skills in performing dance.
National Standard #2 -- Understanding choreographic principles, processes, and structures
MELO III C 1 -- Perform and analyze a dance focusing on performance competencies, such as projection, awareness of space, expression in movement, or choreographic intent.
MELO IV B 1 -- Identify specific aesthetic criteria, and analyze personally performed works in relation to criteria, such as interpretation of theme, use of space, and selection of accompaniment.
Common Core State Standards
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Standards for the 21 st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
International Society for Technology in Education (ISTE)
Time Frame: 20-30 minutes
Differentiation:
Students can use a journal or the printable assessment. A scoring rubric is included in the
Assessment for Performance and Production.
Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.
Learning Styles:
Reflective
AVID Strategies: instruction
Kinesthetic, Visual, Auditory,
Cornell Notes, Inquiry based
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Notes to the teacher: Please note that PNB's Don
Quixote-Fly on the Studio Wall is a YouTube video a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions that students may need you to access for them. This
PowerPoint may be modified to better suit your classroom needs.
Last updated: July 2015
Created by Anna Conner and Marilyn McDonald
BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module .