Dance Lesson Plan
Grades
6-12
Materials
Responding to Dance
student worksheets
Technology
TV/DVD player
Vocabulary
accent
ballet
beat
choreography
direction
duration
focus
force
elements of dance
jazz dance
level
locomotor
modern dance
nonlocomotor
pathways
percussive dance
rhythmic pattern
shape
size
space
tap
tempo
time
EXPLORING DANCE STYLES
Length
Concept/Objectives
Activities
Toolkit Resources
2-3 class sessions
Students will learn
the development of a
specific style of
dance and recognize
the form’s distinctive
characteristics.
Students compare
and contrast two
dance performances
and then create short
movement
sequences or character dances.
DanceSense
Programs 7, 8, 9,
or 10
Length of Segment:
00:15:00 each
Students will recognize and analyze the
use of the elements
of dance in a performance.
Students will
describe, using
appropriate terminology, how two examples of dance are
similar and/or different.
Appropriate
performances
from the Dance
Performances or
Dance Onstage
DVDs
(See Instructional
Strategies)
Responding to
Dance guide
Instructional Strategies and Activities
This lesson—which helps students understand the history, development, and characteristics of a form of artistic dance and then apply what they know—can be adapted
for any dance style. Possible toolkit resource combinations include:
• Ballet focus: DanceSense Program 7: Ballet and Arabian and Chinese Dances
from The Nutcracker on the Dance Performances DVD and/or dances
from Liebestraume on the Dance Onstage DVD
• Modern dance focus: DanceSense Program 8: Modern Dance and Lucky Day,
The Graveyard, and/or Hot on the Dance Performances DVD and/or
dances from Killer of Enemies: The Divine Hero on the Dance Onstage
DVD.
• Jazz dance focus: DanceSense Program 9: Jazz Dance and Heat and Ode to
Sabrina on the Dance Performances DVD
• Tap and/or percussive dance focus: DanceSense Program 10: Tap and
Percussive Dance and Jamaica Funk, Bluegrass Clogging, and/or Flamenco
on the Dance Performances DVD and/or Tap Jam on the Dance
Onstage DVD
Arts Toolkit Dance • Lesson Plans • 1
This lesson will use the ballet focus; adapt it to any of the other styles. It assumes students understand the basic elements and principles of dance.
Introduce the Dance Style
Ask students if they have attended a ballet or watched one on television. Have them
share what they know about ballet. What descriptive words or phrases come to mind
as they picture a ballet performance or dance? List these on the board.
Kentucky
Academic
Content
Big Idea: Structure in
the Arts
Academic Expectations
1.15
Show DanceSense Program 7: Ballet, asking students to check what they “know”
about ballet to what they learn in the program.
Program of Studies
Understandings
Guided Viewing
AH-6/7/8/HS-SA-U-1
AH-6/7/8/HS-SA-U-2
Skills and Concepts
The program is divided into four sections: Ballet Style, Ballet Training, Ballet
Innovators, and Watching Ballet. You may want to stop and start the program, discussing each section as you go along.
A place to begin is with the style itself, using the Ballet Style and Ballet Training segments. Have students compare what they learn from the program to the attributes of
ballet you’ve listed on the board. Discuss:
AH-6/7/8/HS-SA-S-Da1
AH-6/7/8/HS-SA-S-Da2
AH-6/7/8/HS-SA-S-Da3
AH-6/7/8-SA-S-Da4
Core Content
AH-(06)(07)(08)(HS)-1.2.1
AH-(06)(07)(08)(HS)-1.2.2
• Are these words/phrases still accurate?
• What new knowledge have students gained?
Create a new or revised list of the attributes of ballet.
Tell students that in the first segment they learned that the ballet style developed over
a long period of time and that development continues today. Post the Dancing
Through Time timeline on the wall and have students locate events associated with
the development of ballet.
Watch the third segment, Ballet Innovators. Have students trace the history and development of ballet, emphasizing how the form has changed over time. (See the Ballet
section of the History and Styles section of the binder for possible research ideas.)
Big Idea: Purposes for
Creating the Arts
Academic Expectations
1.15
2.22
Program of Studies
Understandings
AH-6/7/8/HS-PCA-U-1
Skills and Concepts
The final DanceSense segment provides suggestions on how to watch ballet. Use this
segment in conjunction with the Responding to Dance guide in the binder to begin
the process of looking at, analyzing, and evaluating ballet.
Comparing and Contrasting
One great way to help students analyze dance is to have them compare and contrast
two dance performances. Tell students they will begin to apply what they’ve learned
by looking at two dances from The Nutcracker. The Ballet section of the History and
Styles section has background information that you may use to introduce the two
dances.
Show the Arabian and Chinese Dances with host David Thurmond’s introduction.
Thurmond gives students suggestions about what to look for in the two dances.
Explain to students that there are hundreds of productions of The Nutcracker and
these two dances, and in each the choreography may be different, according to the
style of the choreographer and abilities of the dancers.
2 • Arts Toolkit Dance • Lesson Plans
AH-6/7/8/HS-PCA-S-Da1
AH-6/7/8/HS-PCA-S-Da2
Core Content
AH-(06)(07)(08)(HS)-3.2.1
Big Idea: Processes in
the Arts
Academic Expectations
1.15
2.22
Program of Studies
Understandings
AH-6/7/8/HS-PA-U-1
AH-6/7/8/HS-PA-U-2
Skills and Concepts
AH-6/7/8/HS-PA-S-Da1
AH-6/7/8/HS-PA-S-Da3
AH-6/7/8/HS-PA-S-Da4
Core Content
AH-(06)(07)(08)(HS)-4.2.1
AH-HS-4.2.3
Discuss the version on the video. Ask students:
• What ideas, thoughts, or feelings was the choreographer of this particular
production trying to express in the choreography? Was it clear?
• How were locomotor/nonlocomotor movements and the elements of dance
(space, time, and force) used in the choreography to define and develop the
characters of the Arabian dancer and the Chinese dancer?
• What skills of body alignment, balance, isolation of body parts, elevation,
and landing did each dancer use to portray the character?
• Did you observe movements initiated by different body parts or instances
when the dancer’s weight shifted? What did these principles of movement
contribute to the dance?
• Did the choreography have a clear beginning, middle, and end?
• What was the relationship between the movement and the music, lighting,
costumes, props, scenery, etc.? Would the dance still be clear and effective
without these production elements?
• How did each dancer maintain the feeling of the character throughout the
dance?
Consider discussing the difference between the “act” of movement (may or may not
be done without conscious forethought or awareness of how it will appear to an
observer) and the “art” of movement (requires conscious forethought and a distinct
awareness of how it will appear to an observer).
Analyzing both dances individually helps prepare students to compare and contrast
the two dances. The Responding to Dance guide in the binder includes a comparing/contrasting student worksheet, as well as other tips on responding to dance.
Movement Activity
Ask students why the Arabian and Chinese Dances might be called “character
dances.” To get a better understanding of how choreographers create dances, tell students they will create their own character dances.
Ask each student to choose a character from a familiar source (e.g., a movie, TV
series, cartoon, book, etc.). Have students create a short movement sequence for
their characters, using the elements of dance to create and develop the theme, mood,
or style of the characters. Discuss the characteristics of the movement and how the
elements of dance are used to define the character.
Ask students to manipulate the movement (make changes) by using one or more of
the elements of dance (make it bigger or faster or smoother, etc.) to create a new
character and dance. Expand and develop the new movement sequence or dance.
Have students share their character dances with the class.
Discuss:
• What dance elements did you observe and use?
• Were the theme, mood, and style of the character clear?
• What basic compositional forms did you observe and use? (e.g., ABA, narrative)
Arts Toolkit Dance • Lesson Plans • 3
Ask students to compare and contrast two of the character dances performed by their
classmates. Further manipulations could include combining individual movement
sequences into duets or small group dances. Continue to work with the elements of
dance. Share the dances with the class.
Support/Connections/Resources
Toolkit Resources:
For more insights into how choreographers create dances:
• DanceSense 6: Making Dance
For insight into how dancers train:
• DanceSense 5: The Moving Body
• Helen Starr on the DanceSense Enhanced DVD (Part 4: Dance Styles)
• Kentuckians in Dance feature of the Arts Toolkit web site
www.ket.org/artstoolkit/dance/careers
To learn basic ballet (as well as modern and jazz) technique:
• Dance Vocabulary/Basic Positions on the DanceSense Enhanced DVD
(Part 4: Dance Styles)
For more about the history and development of dance styles:
• Dancing Through Time on the DanceSense Enhanced DVD (Part 2)
• Dancing Through Time timeline and guide in the History and Styles section
of the binder
• DanceSense Teacher’s Guide on the World of Dance and Music CD-ROM
For examples of other dance (in addition to those listed at the beginning of the lesson
plan):
• For modern: Art! Art! Barking Dog Dance Company on the DanceSense
Enhanced DVD (Part 4: Dance Styles)
• The What Is Modern Dance segment of Erick Hawkins’ Killer of Enemies on
the Dance Onstage DVD
• For jazz and tap: JazzArts at Western Kentucky University on the
DanceSense Enhanced DVD (Part 4: Dance Styles)
Books:
Jones, Gerald. Dancing: The Pleasure, Power, and Art of Movement. New York: Harry
N. Abrams, Inc., 1998.
Kraus, Richard, Sarah Chapman Hilsendager, and Brenda Dixon. History of the
Dance in Art and Education, 3rd edition. Englewood Cliffs, NJ: Prentice Hall, 1989.
Applications Across the Curriculum
Language Arts
Write a review of a dance for the student newspaper.
Social Studies
Create a timeline that lists important dates in the development of ballet on one side
and other important historical dates on the other. Discuss how dance reflects what’s
happening in government, politics, science, music, drama, and the visual arts.
4 • Arts Toolkit Dance • Lesson Plans
Using This Lesson
as a Template
You can follow this same
approach with other
dance styles (see
Support/Connections/
Resources for suggestions). Adapt by determining the specific elements,
compositional forms, style
characteristics, and other
distinctive attributes that
you want to emphasize.
For example, you could
compare “character
dances” with the modern
dance examples, but for
jazz or tap you may want
to emphasize the improvisational nature of these
two styles or their relationship to jazz music.
Vocational Studies
Invite a dancer or choreographer into the classroom. Discuss the skills and training
needed for a career in dance.
Visual Arts
Illustrate your ballet/world history timeline.
Open Response Assessment
Prompt:
Choreographers use and manipulate movement and the elements of dance (time,
space, and force) to create a dance and to create a specific theme, mood, or character in that dance.
Directions:
Watch the video of the Arabian and Chinese Dances from The Nutcracker.
Compare and contrast the two dances and how the choreographer used the elements
of dance to present different themes, moods, and characters.
OPEN RESPONSE SCORING GUIDE
4
• Student demonstrates extensive
understanding of
the elements of
dance and how
they are specifically used in
ballet.
• Student clearly
and effectively
compares and
contrasts the two
dances and how
the choreographer used the elements of dance to
present different
themes, moods,
and characters.
• Student communicates effectively
using insightful
details and supporting information.
3
2
1
• Student demonstrates broad
understanding of
the elements of
dance and how
they are specifically used in
ballet.
• Student compares and contrasts the two
dances and how
the choreographer used the elements of dance to
present different
themes, moods,
and characters.
• Student communicates effectively
using details and
supporting information.
• Student demonstrates basic
understanding of
the elements of
dance and how
they are specifically used in ballet.
• Student
attempts to compare and contrast
the two dances
and how the choreographer used
the elements of
dance to present
different themes,
moods, and characters but may
include errors or
misconceptions in
his/her response.
• Student communicates on a basic
level with limited
use of details and
supporting
information.
• Student demonstrates minimal
understanding of
the elements of
dance.
• Student makes
little or no attempt
to describe the
use of elements in
the choreography
and his/her
response contains
major errors, misconceptions,
and/or omissions.
• Student communicates ineffectively with little or no
use of details and
supporting
information.
0
• No answer or
irrelevant
response.
Arts Toolkit Dance • Lesson Plans • 5
Multiple Choice Questions
1. The underlying rhythmic pulse in a dance is called
A. tone.
B. beat.
C. duration.
D. accent.
2. Two contrasting words that describe force in a dance are
A. soft and loud.
B. tempo and beat.
C. space and time.
D. sharp and smooth.
Answer Key for
Multiple Choice
Questions
1. B
2. D
3. D
4. B
5. C
6. A
3. Directions, size, pathways, and levels are all part of the element of
A. time.
B. beat.
C. accent.
D. space.
4. In a modern dance, the dancers were very close to the floor. The dance
A. was performed at a high level.
B. was performed at a low level.
C. had no direction or pathway.
D. did not use space or time.
5. Ballet, tap, and jazz dance are examples of various dance
A. rhythms.
B. elements.
C. styles.
D. themes.
6. The twisting motion of the dancer is an example of
A. nonlocomotor movement.
B. locomotor movement.
C. tap.
D. tempo.
Adapted from a
lesson by Mel
Claridge
Copyright 2004,
2008 KET
Reviewed by the
Kentucky Department
of Education
This lesson plan is part
of the Dance Arts
Toolkit. To order the
entire toolkit or for more
information
about the Arts Toolkit
project, visit
www.ket.org/artstoolkit
or call (859) 258-7294.
6 • Arts Toolkit Dance • Lesson Plans