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1. Question
Many of the movements learned and performed by
dancers have a long history and have been performed
by dancers all over the world.
Some of these terms are not written in English, but in
French.
By learning the correct terminology of each dance
movement, they will be easier to execute and it will be
easier for a choreographer to direct an individual
dancer or a group.
It is important for dancer’s to learn the name of these
movements and how to perform them. How can
learning the correct terminology and technique of
dance movements make you a stronger, better dancer?
Image Source: World Book
How does understanding the language of dance increase our proficiency as dancers?
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2. Information Sources
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These digital resources define dance terminology and show video
demonstrations of dance movements:
• The American Ballet Theatre Dictionary: a comprehensive
dictionary of terms, some accompanied by video, from
the American Ballet Theatre.
• Ballet Glossary: a YouTube playlist of demonstration
videos created by the Royal Ballet.
• Tap Dance Video Dictionary: a YouTube playlist created by
dancer Rodney Howell, search more of his playlists to see
more advanced dictionaries.
• Jazz Moves for Beginners: a YouTube Playlist created by
Howcast, shows examples of Jazz movements with
terminology.
• Dance Terminology: From Dance Fusion, Performing Arts
Studio
For more resources, try the BCPS Databases
Select the image above to watch a short demonstration of a
dancer performing a Glissade.
*YouTube videos may need to be viewed at home
Image Source: Royal Opera House
3. Student Activity
Use the research resources from slide 2 to
help you research dance movement
terms.
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Links to Vocabulary Lists
Middle School Dance Elective
Choose the vocabulary list of the dance
course you are taking from the list to the
right. Use this vocabulary list of dance
movement terms to guide your research.
Use this note taking organizer to record
research notes while you research at least
5 different dance movement terms.
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Ballet I
Dance I
Dance II
Dance III
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4. Assessment Activity
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For your assessment you will choose 5 dance
movements off of your class vocabulary list
provided on slide 3.
You will use a digital camera to record yourself
saying the name of the movement, briefly
describing the movement with words, and then
physically performing the movement on camera.
You could use a Flip-cam, digital camera with
filming capability, or even the video camera on a
smart phone to capture your assessment.
Your submission will be scored using this rubric.
Dance Instructor Watmora Casey of the Faubourg School of Ballet corrects a
student’s foot position.
Image Source: Dance Teacher Magazine
5. Enrichment Activities
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• Try creating a ballet or modern dance routine
using this virtual dance studio. Create the
routine, and then try performing it for your
teacher or classmates.
• Jacob’s Pillow Interactive: explore this resource
created by Jacob's Pillow Dance, a lauded
school and dance festival. View performances
by artist, genre, or era. Can you identify any of
the dance technique and terminology you
research from slide 2?
Select the image above to watch “Daily Class”, from Royal Ballet Live. You will
see a glimpse into the daily life of a professional dancer
Listen as the instructor uses dance terminology with her class.
Why is it important that her dancers know exactly what the instructor is asking
for?
Image Source: Royal Ballet Live
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6. Teacher Support Materials
Grade Level and Content Area
BCPS Curriculum / Maryland State Curriculum
Maryland State Dance Essential Learner Outcomes
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Goal 1.3 (Middle) – The student will demonstrate understanding of the language of dance,
including technical skills, terminology, and refined physical abilities, by executing increasingly
complex movements.
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Goal 1.3 (High) – The student will demonstrate proficiency in dance form and technique,
discuss ways in which proficiency affects dance performance, and describe how training to
achieve proficiency translates to personal life experiences.
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Goal 3.3 (Middle) – The student will develop performance competencies.
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Goal 3.3 (High) – The student will demonstrate an understanding of performance
competencies and stage production.
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 21st 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.
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ISTE Standards
3. Research and Information Fluency: Students apply digital tools to
gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
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. c. Collect and analyze data to identify
solutions and/or make informed decisions.
Time Frame:
1 hour for research
1 hour for research product
Differentiation strategies for this lesson:
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Direct students to use learning tools included in our BCPS-licensed
databases, such as: audio read-aloud, labeled reading levels/Lexiles,
and embedded dictionaries.
Learning Styles addressed in this lesson:
Visual, Auditory, Kinesthetic, Tactile, Active, Reflective, Global,
Analytical
Notes to the teacher:
• Collaborate with your school library media specialist for ideas on how
to implement this lesson. Students may view YouTube videos at home.
Last updated: July, 2014
Created by Anna Conner, Library Media Specialist
BCPS Slam Dunk Research Model, Copyright 2013, 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.