Fifth Grade Dance Curriculum Amber Rhyne Master’s Defense May 6, 2009
Introduction • The following is a model dance curriculum for a one year public school dance education program for fifth grade students. • Purpose: To be used as a model for Washington County Public Schools. • The curriculum lessons are designed for an encore dance class receiving dance once a week for 50 minutes.
Introduction • This curriculum is also aligned with: • The Maryland Fine Arts Standards in Dance • The American Association of Physical Education, Health, Recreation, and Dance • National Dance Education Organization • 5 units of study within the curriculum • Elements of dance, Multicultural Dance, Balance and Acrobatic Dance, Ballet, and Social Dance
Related Research • Dance education is vital to a well rounded public education system. • Dance Education is: • Art Appreciation • Differentiated Instruction/Multiple Intelligences • Physical Education • Self-Esteem • Brain Development • Academic Achievement
Related Research: Art Appreciation • The art of emotion and universal expression • Provides a connection between the audience and the artist • Art Education encourages students to take risks, think creatively, and fosters cultural understanding, sensitivity, and diversity.
Related Research: Physical Education • Aerobic dancers showed • Higher mood benefits • Decreased BMI • Decreased heart rate • Decreased body weight • Increased positive attitude towards health • Increased self-esteem and emotional stability
Related Research:Brain Development • The brain learns the fastest between ages 4-12 • Balance, coordination, and muscle movement are stored in the cerebellum as well as cognition, higher order thinking, emotions, and long-term memory. • The most significant learning happens when the brain is learning something with novelty, repetition, brain stimulation, or emotional connection.
Related Research: Academic Achievement • Performing arts challenge students to • use reasoning skills • Think critically • Formulate ideas • Draw conclusions • Gain ownership of work • Correlations with movement arts and: • Higher college entrance scores • Singapore pre-school’s descriptive writing • Balance and motor development and reading skills
Rationale • Dance education is a form of personal expression and development through active problem-based learning. • This curriculum includes important concepts of exploration, dance technique, learning appropriate vocabulary, and creating choreography. • Dance education students formulate an image or opinion of the world and how the individual relates to this world culturally, socially, and personally.
Curriculum Design • arhyne.wikispaces.com/DNC550-mastersproject • Scope and Sequence • Unit Map • Lesson Plans, activities, assessments
Unit 1: Elements of Dance and Creative Movement • Overview: • Exploring dance concepts and the elements of dance and creative movement; movement, body, time, space, force • Communicating thoughts or ideas through choreographic choices by using the elements of dance within choreography. • Enduring idea that dance has meaning.
Unit 1: Elements of Dance and Creative Movement • Explore movement vocabulary • Communicate ideas using force • Creating aesthetic movements • Kaleidoscope choreography • Graphic organizer and videotaping for evaluation
Unit 2: Elements of Dance and Multicultural Dance • Overview: • Learning three multicultural dances and comparing similarities and differences between their elements of dance. • German Plattle Dance • Native American Rain Dance • Highlife Dance from Ghana • Creating a minimum of five adaptations to one dance learned. • Presenting adaptations to the class through an instructional pamphlet, teaching the class, performing, or drawing an illustration.
Unit 3: Balance and Acrobatic Dance • Overview: • A skill-specific unit that involves balance and acrobatic dance strategies. • Skills • Weight, weight transfer, balance point, center of gravity • Break dancing • Yoga • Rolls, handstands, cartwheels, etc • Self-Evaluation Checklist
Unit 4: Ballet • Overview: • Students will learn basic ballet vocabulary and technique. • Students will memorize ballet movement phrases • Identify sports movements that best represent ballet movements • Written assessment • Create ballet stories to perform behind a shadow screen
Unit 5: Social Dance • Social dance is any dance where you are dancing in a large group, small group, or with a partner. • Social Dances performed in this unit were square dances, Virginia Reel, and ballroom dances including Tango, Swing, and Chacha. • Social Dance Card
Reflection • Time is always a factor in a public school with school events, testing, etc. • Opportunities to gain time with students by using flexible groupings which allowed for individual group conferencing and re-teaching. • Consider the order of the units within the school year. What would the effect be if certain dance units were placed elsewhere in the year.
Reflection • Scope and Sequence Revisited • There was a strong emphasis in perceiving and responding to dance requiring students to view and analyze dance through various media. • Due to the fact that there is no formal performance, standards that addressed performance qualities such as projection, execution, memorization, and the affects of choreographic choices were less represented.