MADISON PUBLIC SCHOOLS
Introduction to Dance
Authored by: Stacy Snider
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I.
OVERVIEW
Introduction to Dance is a semester long elective for students in grades 9-12. This course is designed for
students looking for an alternative to the traditional physical education class, as well as for those students
interested in dance as an art form. No prior experience is necessary. In this course, students will learn the basic
fundamentals of dance. They will learn dance warm-ups and rhythmic fundamentals. Stretching, balance,
coordination and posture will be emphasized. The class will serve as an introduction to basic dance skills,
positions and contemporary dance techniques. Students will gain strength, flexibility and creativity of artistic
expression. Students will learn an extensive warm-up for the entire body which will be done at the beginning of
every class, work across the floor with moving step combinations, and then finish each class by working on
simple combinations in the middle of the dance floor. The course will culminate in a public dance performance.
The course will also include units on dance history, dance forms and techniques, performance and production,
aesthetics and criticism.
II.
RATIONALE
Dance education allows students to discover their own innate capacity for the communication of thoughts and
feelings through dance. Dance at the high school level places emphasis on aesthetic understandings,
communication, expression and creative physical fitness. By dancing, choreographing and learning about dance
as an art form, students use movement to develop their ability to communicate without words. Students will
develop higher order thinking skills through perceiving, analyzing and making discriminating judgments about
dance. Student learning includes opportunities to develop kinesthetic awareness, proper body alignment,
physical strength, flexibility and endurance.
III. STUDENT OUTCOMES (Linked to the NJ Core Curriculum Content Standards in Visual and Performing Arts)
1. The student will recognize and demonstrate kinesthetic awareness through proper body alignment (
Standards 1.1, 1.3)
2. The student will recognize and demonstrate various dances and dance techniques (Standards 1.3)
3. The student will be able to define dance vocabulary (Standard 1.3)
4. The student will be able to identify and articulate how the creative process of dance is influenced by
personal movement styles (Standards 1.1, 1.2)
5. The student will demonstrate the ability to memorize and accurately perform basic dance sequences
(Standards 1.1, 1.2, 1.3)
6. The student will explore and perform the dance elements of space, time, flow and dynamics (Standards
1.1, 1.2, 1.3)
7. The student will be able to define and identify the choreographic principals of unity, variety, contrast,
repetition and transition (Standards 1.2, 1.3)
8. The student will develop perceptual, intellectual, physical and technical skills in the creation of dance
(Standards 1.2)
9. The student will understand the use of lighting, sets, props, costumes and other technical and theatrical
elements in dance works (Standards 1.1)
10. The student will appreciate that dance can create and communicate meaning through movement
(Standards 1.1, 1.2)
11. The student will communicate personal feelings and ideas through movement with individual style and
clarity (Standards 1.1, 1.2)
12. The student will apply and demonstrate critical and creative thinking skills in dance (Standards 1.4)
13. The student will demonstrate the consistent use of concentration and focus as part of the expectations of
a dancer (Standards 1.2)
14. The student will demonstrate and identify dance in various cultures, forms and historical periods
(Standard 1.4)
15. The student will make connections between dance and living a healthy lifestyle (Standards 1.1)
16. The student will learn and apply movement concepts and skills that foster participation in physical
activities throughout life (Standards 1.1)
17. The student will increase their flexibility, balance, posture and endurance (Standards 1.1)
18. The student will demonstrate self awareness, creative thinking and confidence, self-discipline,
collaboration and risk-taking through dance rehearsal and performance (Standards 1.2)
19. The student will demonstrate proper audience etiquette using good listening skills, attentive behavior
and respect for both the audience and performers (Standard 1.4)
20. The student will demonstrate an acceptance of constructive criticism and the ability for ongoing selfevaluation (Standards 1.4)
IV. ESSENTIAL QUESTIONS AND CONTENT
Unit 1: Basic Dance Fundamentals and Techniques (3-4 weeks)
Obj. 1: Indentify and demonstrate proper stretching, posture, body alignment and warm up techniques
Question: How do daily warm ups prepare and assist the body to dance?
Suggested Activities:
A. Begin each class with stretching exercises both on the floor and standing, lead by the instructor.
Circulate to correct students’ posture and body alignment.
B. Teach a simple warm up combination to the class. At first, this should be very easy movements. As the
class progresses, more difficult dance elements should be incorporated. Constantly correct posture.
Make a point of how the stretching during the first five minutes of class helped prepare the muscles for
the warm up.
C. If the class is mixed (both beginner and advanced dancers), have more experienced students
demonstrate the warm up first. It is important to begin with “safe” movement that students don’t feel
foolish doing. Have students close their eyes and visualize the exact movement they want before they
execute it.
Materials: Dance barres and mirrors, proper footwear for the students, CD/i-pod player, music
Obj. 2: Learn and identify the five positions of ballet
Question: Why are precise foot positions important for alignment and dance movement?
Suggested Activities:
A. Have students stand at the barre. Insist on proper posture before beginning. One hand should be on the
barre, the other on their hip. Model position one and have students replicate. Repeat with the other
dance positions.
B. Have students break into small groups to work on their foot positions. Have each group work together to
correct imbalances.
C. Have an advanced student come to the front to demonstrate how each position leads to a movement (i.e.
tendu front, tendu jete, releve, plie, etc.) Point out how without proper foot alignment, the movement
can not be executed correctly.
Materials: Dance barres and mirrors, proper footwear for the students, CD/i-pod player, music
Obj. 3: Define proper dance terminology
Question: What commands are given to instruct dancers through a warm up combination and subsequent lesson?
Suggested Activities:
A. Give students a list of dance vocabulary. Have them go to the library to look up the terms and define
them. Back in class, go around and have each student explain the concept and demonstrate it. If the
concept is too difficult for them (i.e. pirouette), have an advanced student demonstrate the term for the
class.
B. Show students a video of a professional dance company going through a warm up. Have them listen
carefully to the instructor as she gives the commands using dance terminology. Have students identify
the movements of the dancers that accompany each command.
C. Give students a quiz where they must correctly describe the meaning of each term. If the class is
advanced, they must come to the front and perform the command as opposed to just writing it down.
Materials: Library resources, DVD player, quiz
Obj. 4: Identify and demonstrate the dance elements of time and space
Question: How do rhythm, tempo and symmetrical/asymmetrical shapes affect the performance of a dance
combination?
Suggested Activities:
A. Have students move across the floor at both fast tempos and slow tempos according to the music the
instructor plays and his/her commands. Then with a hand drum, a student can beat out a tempo as others
perform that tempo, carefully listening and following when the tempo changes.
B. Review rhythmic notation with students—quarter notes, half notes and whole notes. Then the instructor
will choreograph a phrase and teach it to the students. The students will learn the movement
combination and then notate the phrase.
C. The instructor will beat out various rhythms on a hand drum. Students will identify the “1” in an 8
count, 5 count, 3 count and a 1 count. Students will identify how many beats are in each phrase. Then
play a recorded piece of music and have the students identify the “1” (using 4/4, ¾, 2/4, and 9/8 time
signatures).
D. In parallel first position, have students draw circular/curved lined shapes and straight lined shapes,
performing each movement by isolation of body parts. Divide the class into audience and performers.
Observe the shapes each performer makes and comment on their innovation and creativity.
Materials: hand drum, dance barres and mirrors, proper footwear for the students, CD/i-pod player, music
Unit 2: Dance History (1-2 weeks)
Obj. 1: Demonstrate and discuss the history and development of ballet, modern, tap and jazz
Question: How and when did the art of dance first come about?
Suggested Activities:
A. Have students go the library and break into small groups to research the origins of tap, jazz and
ballet. After each group researches their assigned area, they will give an oral presentation to the
class.
B. Using video resources, the instructor will show students footage of the early days of tap, jazz
and ballet and explain the evolution of each.
C. Students will research Martha Graham and develop a movement study in her style.
D. Students can develop a time line for the development of jazz dance in America
E. Take students on a field trip where they are able to view dance performances of historically
different styles.
F. Ask each student to write down seven single words to describe jazz to someone who has never
seen it. Where are jazz dancers seen in mainstream media? What stereotypes exist in the
depiction of jazz dancers? Are these accurate? How many famous jazz dancers can the students
name?
Materials: Library resources, DVD’s
Obj. 2: Research and learn dances from various historical, cultural and social genres to increase knowledge and
appreciation of dance and its relationship to other significant components of human history.
Question: How many different types of dance are there and where did they originate?
Suggested Activities:
A. Have students demonstrate and learn about the Latin dances of salsa, mambo, meringue, rumba, cha cha
and samba through oral group presentations on the dance. Attention should also be given to costumes
and information on the country where each dance originated.
B. Bring in a guest dancer or local dance teacher to the class. Have him/her demonstrate to students various
current trends in dance, including ballroom, modern, lyrical, hip-hop and Broadway jazz.
C. Discuss with students the kinds of dance they enjoy. Ask them to define dance and name different styles
of dance. Then discuss how certain events in history influenced the popular style of dance at that time
(i.e. Swing Dance evolved during the Depression as an outlet to the hardships taking place at the time).
D. Take students to see a Broadway show and afterwards discuss and compare the different types of
popular dance that they viewed. Discuss the style, meaning, production and choreographic intent.
Analyze how the music contributed to the mood and meaning of the dance.
Materials: Guest artists, library resources
Unit 3: Tap, Jazz and Ballet (4-6 weeks)
Obj. 1: Identify and demonstrate elements and skill in performing ballet, jazz and tap dance
Question: Why are dynamics, qualities of movement and the action essential to correctly executing a dance
step?
Suggested Activities:
A. For ballet, begin class at the barre learning basic techniques and placement. This is the foundation for all
other ballet exercises. Work with students on plie, demi plie, grand plie, eleve, releve, battement tendu,
tendu jete and rond de jambe. Students may then continue with across the floor movements and finish
with a center reverence.
B. Beginning jazz work builds on the foundation of ballet. Review with students proper body positions and
work at the barre on isolations. Teach students the grapevine, then grapevine with a tap and finally
grapevine with grand battement. Also work with students on mastering the box step and a pas des
bourree.
C. Teach the class a short jazz combination in the center of the floor incorporating previously practiced
material.
D. Instructor will put on tap shoes and demonstrate basic steps to the class. She will ask students to listen
carefully to the different sounds made by the ball of the foot, heel, etc. The instructor will explain to the
class that tap dancing requires different body positioning from ballet and jazz and it requires highly
syncopated rhythms and quick, precise footwork.
E. Students stand at the center of the floor and learn basic tap footwork and steps. Included in the basic
repertoire should be brush, pull, scuff, shuffle, riff, step, flap, slap, stamp, stomp, ball-change, hop,
jump, toe, heel, cramp roll, dig, paddle and tap.
Materials: Appropriate shoes, dance barres and mirrors, music, CD/i-pod player
Obj. 2: Understand and explore choreographic principles, processes and structure
Question: How does the choreographer’s personal style create a unique approach to crafting a dance or
combination sequence?
Suggested Activities:
A. Students will watch part of the musical (on DVD) Sunday in the Park with George. They will then learn
an instructor-choreographed dance involving a character from the musical set to a song from the show.
Using a specific gesture, students will create the character through the movement.
B. Students will learn the basic steps to compositional strategy. These include choosing a gesture, making
the movement faster or slower than normal, performing the movement while traveling, changing the
level at lest twice and finally creating a short, patterned phrase of movement. Students may work with a
group to choreograph their own short composition and then perform it for the class.
C. Have the class watch a dance performance and take notes on the different choreographic styles and
choices. Review with the class how the elements of unity, variety, contrast, repetition and transition help
define a choreographer’s style and work together to create a unique dance.
Materials: Appropriate shoes, dance barres and mirrors, music, CD/i-pod player, DVD’s
Obj. 3: Perform with competency the basic steps in jazz, tap and ballet
Question: What are the foundations of each dance form needed to progress to a more advanced level?
Suggested Activities:
A. The instructor will teach the class a combination. The students will practice and then perform in groups.
Instructor will make corrections when necessary. The combinations should vary in rhythm, level and
dynamic.
B. Students will work with a partner to review the basic dance steps in tap, jazz and ballet. Each partner
should give feedback to assist the other in executing the step accurately.
C. Administer to students a movement exam. In the three areas of tap, jazz and ballet, students must
perform accurately the basic steps in each as directed by the teacher. Teacher should adjust the
requirements accordingly based upon each student’s ability level.
Materials: Appropriate shoes, dance barres and mirrors, music, CD/i-pod player, movement exam
Unit 4: Aesthetics (1-2 weeks)
Obj. 1: Use aesthetic principles to analyze, interpret and critique dance
Question: How does personal experience influence the interpretation of dance?
Suggested Activities:
A. Have students view a dance performance and write a personal interpretation of that dance. Then discuss
interpretational differences among the students.
B. Have students make a list of various emotional life experiences (i.e death of a loved one, happiness on a
wedding day). Then have the class view and interpret a dance based upon the emotion of a life
experience.
C. As a class, make a list of the qualities of a well-structured dance and the qualities of a good performer.
Then create a checklist/rubric to evaluate a dance or performer based on the list the class created.
Materials: DVD’s, music, pencils and paper
Obj. 2: Identify and apply various criteria in dance aesthetics in order to develop critical and creative thinking
skills.
Question: How do abstract, literal and non-literal movements create differences in the interpretation of a dance?
Suggested Activities:
A. Discuss with students how certain elements create the desired aesthetics of a piece. These elements
should include movement (locomotor and non-locomotor), time (fast/medium/slow, with music/without
music), space (levels, direction and focus), energy (strong/light, sharp/smooth) and body (shape—
curves and angles and parts—arms, legs, head, fingers, etc.)
B. Have the students pick from a hat an every day action and then improvise an abstraction of the
movement. The rest of the class will guess what the action is.
C. Give the class various personality traits (i.e. cheerful, sad, angry, etc.) and ask students to come up with
a movement that expresses each one.
D. Play a piece of music for the class. Have the students close their eyes and move their body in formations
that reflect the mood of the music.
Materials: music, pencils and paper
Unit 5: Audience and Critic (1-2 weeks)
Obj. 1: Demonstrate knowledge of the process of critique and complete both self and peer evaluations.
Question: What aesthetic criteria should be used for evaluating dance?
Suggested Activities:
A. Have the class make a rubric consisting of elements that should be used to evaluate a performance.
Criteria that should be included are skill of the performers, style and quality of movement, technical
elements, visual or emotional impact, compositional elements and choreographer’s intent.
B. After students perform a short solo or group piece for the class, have them use a rubric for a selfevaluation. Encourage them to elaborate on their responses and use their feedback as means for
improvement.
C. View a recorded or live dance performance and have the students assess both the dancers and the
production. They may also write a one page critical review. The criteria used for the evaluations must be
clearly stated.
D. Videotape each student performing a basic combination. Have them watch it back and critique
themselves.
Materials: DVD, video camera, rubrics, pens and paper
Obj. 2: Demonstrate appropriate audience etiquette using good listening skills, attentive behavior and respect for
the audience and performers
Question: What role does the audience play during a performance?
Suggested Activities:
A. Have students attend a live dance performance. They must bring with them a notebook (or dance
journal) and writing implement. During the performance, they should take notes on what they see.
Afterwards, in addition to writing a critique, the class should discuss the audience behavior at the
performance, including their own.
B. Throughout the semester, as students perform for the class during assessment periods, reinforce the
importance of supporting their classmates and practicing good audience behavior. Students should
attentively watch one another, and keep notes for themselves in a dance journal. One of the best ways to
self improve is to observe others and learn from both their mistakes and successes.
C. After viewing a recorded production, have students identify a target audience for the work and explain
why.
Materials: DVD, dance journal, pens
Unit 6: Performance and Production (4-6 weeks)
Obj. 1: Create and communicate meaning through dance composition
Question: How do movement choices communicate abstract ideas in dance?
Suggested Activities:
A. Have students view a recorded performance and interpret the dance piece through both verbal and
written expression.
B. Have students select a theme and then create a dance that effectively communicates that theme.
C. Assign students to choose a meaningful song and choreograph an autobiographical solo.
D. Inform students that they will be completing a movement assessment. Each student will select his or her
own music and will create a composition based on specific guidelines from the instructor. For example,
they may be required to include movement on high, medium and low levels, use fast and slow tempos,
four different traveling steps, an eight count freeze used two different times, etc. Both the instructor and
the other students will watch the performance and critique it based on the requirements.
Materials: DVD, CD/i-pod player, music, appropriate dance shoes, dace barres and mirrors
Obj. 2: Recognize and demonstrate the use of lighting, sets, props, costumes and other technical and theatrical
elements in dance works.
Question: How do lights, sets, costumes and props depict the desired visual effects of a dance performance?
Suggested Activities:
A. Present students with a concept/theme for a dance show. Working with a group, have them use available
stage furniture to arrange a set.
B. Arrange for a lighting technician to come to class and teach the students how to use the light board.
Then have students create a lighting plot for a dance performance of one of their prepared pieces.
C. Arrange for a local dance teacher to come to class and bring various costumes from her own dancers.
Have her explain to the class which costumes were worn for a specific piece and why. Note the extreme
differences in costume choice from ballet to tap to modern.
D. Have students go to the library to research a specific dance and find photographs of the costumes the
dancers wore (i.e. Charleston, Swing, Disco, African, Salsa, Waltz, Tango). Then have the students give
oral presentations complete with pictures.
E. Watch a live or recorded dance performance, asking students to pay close attention to the technical
elements. Afterwards, have them discuss the lighting, set, costume and prop choices and state whether
or not they agree or disagree with the director.
Materials: Set pieces, lighting board, costumes, guest speakers, library resources, DVD’s
Obj. 3: Participate in a formal dance performance
Question: How does a dancer prepare for a performance before an audience?
Suggested Activities:
A. Have students plan the program for an end of semester dance recital. Each student must perform in at
least one number. They can make invitations and send them out to their teachers and parents.
B. For the last two weeks of class, hold daily rehearsals for the final performance. Have students select
costumes, props, sets and lighting designs.
C. Students may also participate in other areas of performance including technical crew, publicity and
stage manager.
D. Students will perform in an evening recital for family and friends.
Materials: Programs, invitations, video camera, sets, lights, costumes, props
V. STRATEGIES
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Instructor demonstration
Group assignments
Guided practice
Multi-media presentation
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Class discussion and critique
Collaborative and solo projects
Library research
Guest speakers
VI. EVALUATION
The purpose of this course is to provide students with the basic dance fundamentals as well as to instill a life
long interest in creative physical fitness. The course also offers students an opportunity to perform for both their
peers and members of the community. Therefore, students will be assessed on multiple criteria including effort,
participation, and each individual’s growth and development as a dancer. The evaluations and assessments allow
the instructor to analyze each student’s ability, creativity and range of improvement. Students will receive both
oral and written critiques from the instructor. However, because the course is primarily one of participation,
grades should not interfere with spontaneity and experimentation. Emphasis should be placed on the intrinsic
value of the dance process and individual improvement, not on using grades as rewards. The course is
comprised of students of all ability levels and care should be taken not to penalize or reward students on either
end of the ability spectrum. Evaluations should be used to disclose the student’s progress as well as areas for
future growth. Additionally, it is important to note that a portion of a student’s grade is also determined by their
preparedness for class on a daily basis. A student must be dressed appropriately and have the required footwear
or his/her grade will be negatively affected.
The following areas are to be addressed and assessed throughout the course, as dictated in the National Dance
Standards:
1.
2.
3.
4.
5.
6.
The learner will identify and demonstrate elements and skills in dance
The learner will understand choreographic principles
The learner will understand that dance can create and communicate meaning
The learner will apply and demonstrate critical and creative thinking skills in dance
The learner will demonstrate and understand dance in various cultures and historical periods
The learner will make connections between dance and healthful living
Methods of Evaluation and Assessment:
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Observation
Individual critique
Daily participation
Daily preparedness (clothing and shoes)
Rehearsal
Written evaluations
Movement assessments
Performance
Self/Peer evaluations
VII. REQUIRED RESOURCES
The instructor will be responsible for selecting a wide range of music for daily lessons, rehearsal and
performance. S/he will be provided with a CD player, i-pod docking station, dance barres and dance mirrors. All
students in the course are required to purchase or borrow the necessary footwear—jazz shoes/character shoes,
tap shoes and ballet shoes. Additionally, the following resources may prove helpful:
Anne Fattal’s Footnotes School of Dance, Chatham, NJ
Arthur Murray Dance Studio, Chatham, NJ
Broadway Dance Center, NY, NY
Capezio Retail Outlet, Wayne, NJ
Carolyn Dorfman Dance Company, Madison, NJ
Dance Dance Revolution software
Dance Innovations Performance Company, Chatham, NJ
Dance New Jersey, Highland Park, NJ
Danceoutletstore.com
Michigan State Board of Education, K-12 Program Standards of Quality in Dance Education, Lansing, MI
National Dance Association, Reston, VA
New Jersey State Council on the Arts, Trenton, NJ
North Carolina Public Schools Arts Education Curriculum, Raleigh, NC
VII. SCOPE AND SEQUENCE
The units and objectives of this course are intended to serve as guidelines and parameters for the instructor. The
time allotted for each unit of study is flexible to allow the instructor to adapt the curriculum to the needs of the
learners and to his or her own creativity and dance expertise. It is also intended to allow the instructor to adjust
for varying time needed for teaching basic fundamentals, rehearsal and performance projects. The suggested
activities listed for each unit are intended as examples that demonstrate how an instructor might accomplish a
given objective. These suggested activities are not meant to be limiting. The instructor is encouraged to use his
or her creativity, expertise and professional judgment to develop dances, lessons and projects that accomplish
the objectives for each unit of study.
Unit 1: Basic Dance Fundamentals and Techniques (3-4 weeks)
Unit 2: Dance History (1-2 weeks)
Unit 3: Tap, Jazz and Ballet (4-6 weeks)
Unit 4: Aesthetics (1-2 weeks)
Unit 5: Audience and Critique (1-2 weeks)
Unit 6: Performance and Production (4-6 weeks)