Digital Unit Plan Template

Unit Title: Demonstration Exploration and Evaluation in Dance Name: Kristina Bearden
Content Area: Physical Education- Dance Grade Level: High School (grades 9th-12th)
CA Content Standard(s)/Common Core Standard(s):

1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance
performance levels in aquatic, rhythms/dance, and individual and dual activities.

1.2 Demonstrate proficient movement skills in aquatic, rhythms/dance, and individual and dual activities.

1.7 Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve
performance in aquatic, rhythms/dance, individual activities, and dual activities.

Big Ideas/Unit Goals:

Students will explore and develop their own responses to the following questions as they relate it to learned dance material. How has your progression of
development been in grasping, understanding, performing, and giving feedback on dance performances? How have you been able to demonstrate skill mastery
throughout this lesson through the desired skill components of dance? How have you been able to analyze and give constructive and effective feedback when
watching performances? How have you been able to compare dance videos of professionals with that of your peers? How have you been able to read about
writing in dance and implement it into your work? Students will be given guidelines to follow to highlight, create, and perform a piece of material that conveys to
the audience members their ability to follow instructions and demonstrate technique proficiency. Students will learn to draw connections in dance through
watched and observed videos. Students will collect data from texts about writing in dance and learn how to write and discuss what dance is through an organized
graphic design of the collaborated work.

Unit Summary:
Students will be exploring how to follow directions, implement directions, and later evaluate presentations. As a performer, students will learn how to perform a
combinations of different dance material based off the specific skill components in dance while receiving feedback. As an audience member, students will learn
how to give constructive feedback to fellow classmates. They will learn how to convey a message through topics of writing in dance from relevant textbooks
building connections to reactions of ideas from the text. Students will learn how effective it is to watch dance while implementing learned strategies from videos
into dance choreography. These different aspects of dance curriculum help encompass an overall presentation of what dance is through the demonstration and
evaluation of performance and choreography.

Assessment Plan:
Entry-Level: Before project work begins Formative: Students work on project and complete Summative: After project work is completed
 Brainstorm Questions: Using task  Test Questions: Using test questions at the
brainstorming to determine how much end of the unit helps demonstrate overall
 students know about dance prior to the
start of the unit while drawing
connections. A common question would be
one just as: “What skills do you think make
a dancer a well-rounded performer?”
 Flash Cards: Using flash cards is an
 Ranking: Using ranking would help the
 Quick write: In using a quick write,
 Quiz Questions for Understanding: Using understanding of the presented materials
questioning strategies to monitor student throughout the unit. These test questions
progress, check for understanding, and would be composed of descriptions upon
engage students in higher thinking. Many what choreography is, skills that best
of the questions would be pulled from develop choreography, and how to
ideas including the description of the skill effectively use writing in response to
related components in helping create dance choreography.
choreography.  Presentation Criteria (PowerPoint
project): Using an overall presentation
important way to ensure that you are such as a PowerPoint at the end of a
soaking in the necessary information learned unit helps development
pertaining to the lesson plans. These flash understanding of different skill
cards would have details and components in dance, choreography
characteristics of the different skills aspects, and writing through response in
discussed as well as other important dance through a visual presentation such
learned information regarding movement as PowerPoint or backboard. (Rubric on
in dance. (Quizlet on website) website)
students be mindful of which components
of the unit need more help with in studying
or grasping of the information in a
different manner. The students would be
able to visually see which topical lessons
need the most work and effort put forth
into them.
students will develop a paragraph or so
describing the importance of reflecting on
similarities and differences of dancers in
performance at various levels of
experience. This piece of written work
would serve to quickly communicate what
information has been grasped and what
information needs more time for
understanding through discussion and
classwork.

Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities: Lesson 1
When given a criteria (Assessments): Creating Performances: Learning how to create and Demonstrate in dance performance
guideline sheet for solo Acceptable evidence for Choreography in Dance
presentations, the learner this lesson is the ability for First things first: What is choreography?
will identify three skill each student to properly
related components they identify the important
want to highlight, create, aspects of student learning
and perform. from the criteria indicated.
This will be produced by
thoughtful thinking that is
then executed through
mindfulness about the
stylistic choices of the
performance they want to
give. Through studying
what choreography is and
later learning what key
skills are important in
effective dance
choreography, students
should be able to identify
how this is presented in
dance through
performances as the dancer
and as the audience
member.
 Choreography is the sequence of dance movements when combining skill related components
together.
 Choreography is a form of art that uses creativity to develop movement in a cohesive and
coherent manner.
How is Choreography used?
 Choreography is used to present the material created in a formulated manner.
 It demonstrates movements in motion that require skill and technique to complete.
VIDEO on site.
Checking in Questions
 1. Can you state what choreography is in your own words?
 2. Can you give an example of what skills you think will be implemented and utilized in creating
choreography?
 3. Can you expand upon that idea further with specific ways it can be used?
Creating Choreography
 What skills are needed to create?
 There are six main skill related components we will use in this lesson to help create
choreography.
Skill Related Components
 Balance
 Reaction Time
 Agility
 Coordination
 Explosive Power
 Speed
Applying Skill Related Components in Dance
 An application is how you will incorporate that specific strategy in dance choreography
movement.
 On the next few slides will be the listed skills, their definitions, and an application for how they
can be used.
Balance:
 ability of an individual to find even weight distribution without falling over
 Application examples:
Keep your upper body in constant motion as you aim to balance on one leg.
Remain with the weight on your supporting leg when developing your working leg in the air.
Reaction Time:
 the time it takes for a person to react to something that is occurring
 Application examples:
As your partner lifts you into the air, allow the energy to flow through the limbs of your body
over time demonstrating a cause and effect reaction time.
As your partner taps you on the shoulder, allow your response to be that of a person that reacts
to sudden motion.
Agility
 ability of a person to move quickly, effectively, and efficiently
 Application examples:
Move from one type of movement to the next changing body part location in space.
Running during the dance piece moving in different directions and changing courses.
 Coordination
 ability to use a combination of different skills to work together to complete one task
 Application examples:
Using the upper body movement at the same time as the lower body.
Turning while changing spotting directions.
Explosive Power
 ability to apply energy and force to a task at hand
 Application examples:
Moving from the floor to standing in a sudden and lively movement.
Turning and landing finishing in a leap to the floor.
Speed
 ability of someone or something to move at a quick pace consistently
 Application examples:
Continuing the piece at a consistent fast pace never slowing down.
Opposing sped and moving as slow as possible.
Checking in Questions
 1. Do these components seem hard to implement into a created piece?
 2. Can you provide examples as to why or why not and explain why you think that?
 3. What are some possible ways you can combine these together?
Putting it Altogether
After learning about each different skill and practical applications for each, see if you can
interweave one skill with another when thinking through choreography. Take the time when
doing so, to write down notes to track your progress.
Checking in Questions
 If you were the teacher how would you expand upon this lesson further?
 2. Does this creation lead to other important lessons or topics that you think you could
implement such as adding music?
 3. If given the opportunity how would you create a piece to this choice of music? (serves as
audio) AUDIO on site.
Now that you have learned about the skill related components and can identify and explain what they are,
lets apply them into a choreographic piece.
Applying Skill Related Components to Dance through Choreography
 In this exercise, you will be asked to implement three skill related components into a woven
piece of choreography.
 It should be evident to the audience member which components you are using.
 Make sure you think through the processing questions when creating your piece.

(Continuing with the lesson, fill in the guided notes activity as indicated on the site in Lesson 1 in
response to the above discussed material.)

Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities: Lesson 2
After student Acceptable Evidence for Evaluating Choreography Webercise-iPad Lesson
performances, each learner this lesson will be an 1. Choose three of the five videos listed below that you feel would be interesting performances to view
and evaluate.
will identify and choose 3 overall demonstration that
of the 5 listed videos and signifies that the students
evaluate both the were able to draw
professional and student connections between peer
performances. performances and the
videos provided. In this,
students will learn to see
how effective it is to
implement strong skill
components into dance
choreography while as well
gaining new knowledge on
how there is always room
for improvement.
Option1: Nutcracker Grand Pas de Deux - Anna Tsygankova & Matthew Golding
Option 2: You Say Lauren Daigle Choreography by Derek Mitchell at Edge Pac in LA
Option 3: Rihanna - Love On The Brain [BONUS GROUP] Choreography by @GalenHooks - Filmed by
@TimMilgram
Option 4: JAMES ARTHUR - Say You Won't Let Go | Kyle Hanagami Choreography
Option 5: Heaven I Know - Audrey Case - Will Thomas - Jaci Royal
2. Consider the example below for help in steering you in the correct direction.
3.You will watch, observe, and provide feedback for each of the videos chosen.
4. You will be looking for comparisons between the dancers from the video clips and your fellow
classmates while as well looking for detailed movements in the performance.
5. You will be answering the questions listed in complete sentences as they relate to the specific skill
components discussed in lesson one. (i.e. balance, power, speed, etc.)
6. Make sure you answer all 8 questions for all three videos you chose to respond to.
7. Make sure you provide the title of the dance performance for each set of questions.
8. As you watch the videos, make sure you apply an interactive component. This interactive component
will be demonstrated by you moving your body and embodying movements seen on the video as you
watch. Be able to present in class if asked to.
9. Make sure your work is presented in an organized manner that is easy to read, view, and
understand.
10. Email your finalized product to your teacher.
Scoring Guide for Evaluating Possible Points Points Earned
Choreography
Video #1: Question #1 2
Video #1: Question #2 2
Video #1: Question #3 2
Video #1: Question #4 2
Video #1: Question #5 2
Video #1: Question #6 2
Video #1: Question #7 2
Video #1: Question #8 2
Video #2: Question #1 2
Video #2: Question #2 2
Video #2: Question #3 2
Video #2: Question #4 2
Video #2: Question #5 2
Video #2: Question #6 2
Video #2: Question #7 2
Video #2: Question #8 2
Video #3: Question #1 2
Video #3: Question #2 2
Video #3: Question #3 2
 Video #3: Question #4 2
Video #3: Question #5 2
Video #3: Question #6 2
Video #3: Question #7 2
Video #3: Question #8 2

Interactive Portion 6
Organized Manner 3
Emailed Presentation 3
Total Points 60

Questionnaire (per video)

1. What skill component was strongly executed in the video?
2. Give examples of how the skill was utilized in the performance.
3. Explain how you saw similarities between the video performance and one of your peer’s
performances.
4. How would you further provide examples demonstrating this skill when performing?
5. How do you think you personally can make improvements on your demonstration of the skill
components in your dance movements?
6. How did your ability to create movements while watching the videos provide a personal
interaction within the exercise?
7. Explain why or why not you enjoyed the video watched.
8. Would you recommend this exercise to other students to help them grow their knowledge in the
dance core curriculum? (Please answer all 8 questions per video.)
Sample (for one video)

1.What skill component was strongly executed in the video?

Heaven I Know - Audrey Case - Will Thomas - Jaci Royal
(https://www.youtube.com/watch?v=xoSs49e0ntA)
The skill component that was strongly executed in the above stated video was the dancers use of agility in
the piece. The dancers would give and transfer body weight from one person to the other as their bodies
melted into one another through every seamless lift. They would be moving quickly, effectively, and
efficiently through the space as their movement moved as one whole piece instead of two separate
movements. Because of the dancer’s abilities to move from movement to the next with just grace and
ease, the piece was an effective communication tool for me in understanding how agility is a prime
component and skill in dance choreography.

2.Give examples of how the skill was utilized in the performance.

One specific example in which the skill agility was executed beautifully in the piece was during the
beginning of the piece when the two dancers were performing partner, floor work. In this specific
moment during the piece it was evident that the dancers were being intentional in how they moved while
moving swiftly yet demonstrating such ease. This physical display of agility on the dancefloor was
demonstrated with such care looking effortless. Another example in which the performers demonstrated
this skill component is when the music picks up and the dancers movement follows. Their movement
begins to move as the ocean waves do on a cool beach summer night, with a simplicity yet purpose
movement.
3.Explain how you saw similarities between the video performance and one of your peer’s performances.
One similarity I saw between the video performance and my peer’s performance was the way in which
they both danced to their ends of their extremities and danced from fingertip to fingertip. This elongated
movement helped demonstrate each dancer’s use of their body in the space and the agility of the
movement as well. Another way in which I saw a similarity in movement was through the repetition as a
choreographic style. Both performances played with repetition as a tool and incorporated into their
movements, further enhancing the dance skill component of agility, while as well many others.

4.How would you further provide examples demonstrating this skill when performing?
An example of how agility can be used in dance is when a dancer is dancing in a space on their own in a
quick movement of motions in a clean, tight, and condense pattern. This demonstrates use of quick and
efficient movement of your body in space. Another example of how agility can be seen in dance is through
constant nonstop motion. This demonstrates a fast-paced movement in the quality and execution of the
performance piece.

5.How do you think you personally can make improvements on your demonstration of the skill
components in your dance movements?
I personally believe I can make improvements in my demonstration of dance by utilizing the skill
components with a more purposeful intent. It can become very easy to know what they are, but not
incorporate them into a movement piece with drive and ambition. I plan to use the video demonstrations
as well as my peers choreographed pieces to inspire me to step outside of my comfort zone and just try
something new in dance. I believe that incorporating something that seem different or unusual, can be an
indicator of real and authentic beauty in dance movement. I hope to use this as I work to embody new
movements into my dance choreography.

6.Creating movements throughout the video allowed me to provide personal interactions throughout the
course by keeping me engaged throughout the entire video presentation. These interactions helped me to
see every small detail of the performance and better remember what movements were performed.
Because I am a kinesthetic learner, this embodiment of the movement allowed me to later better
remember the performance.

7.I enjoyed the video as I watched the dancers perform because they encouraged me to keep working
hard at my craft work. Dancing is not a skill that is perfected overnight, none the less a skill that is ever
perfected. Being able to watch these dancers perform the piece with such ease and elegance has sparked
a fire in me to continue hard at what I love to do and aim that each day I will learn one thing that is new in
dance and apply it to my performance as a dancer.

8.I would recommend this exercise to other dancers who would like to be better all-around equipped as
a dancer and performer. This exercise allows you to be physically involved through the interactive
portions kinesthetically, allows you to visually watch a performance and see how different steps are
executed, while as well allowing you to utilize writing in dance performance challenging you to think
intellectually. This exercise challenges you while as well providing a fun and relevant lesson for the
content subject area being studied.
Lesson 3 (Graphic Organizer)
Student Learning Objective:
When given the designated
reading assignment, the
learner will read and recall
all the desired material
when completing the
double entry journal
graphic organizer.
Acceptable Evidence:
Acceptable Evidence for
this will be demonstrated
knowledge on how writing
about dance is effective in
teaching students how to
form thorough thoughts
about dance. The graphic
organizer serves as a visual
representation of a well
thought out and organized
demonstration regarding
concepts and feedback in
dance as well as building
connections between ideas
from the text.
Lesson Activities: Lesson 3
Detailed Directions
1. Read Chapter 4 Dance Critiques from the text entitled Writing About Dance by Wendy Oliver.
2. Complete the graphic organizer according to the evaluation of the performances and readings.
(Read below to see in depth instructions for the activity.)
In this exercise you will begin by reading through Chapter 4 of the book entitled Writing About Dance.
Chapter 4 discusses many topics in Dance Critiques such as the description, analysis, interpretation, and
evaluation of a dance performance piece. Chapter 4 teaches how to view student performances and how
to best prepare as a performer and evaluator when watching dance performances. Once finished reading
the text, you will complete the graphic organizer. In completing the graphic organizer, students will
complete the Double Entry Journal. This graphic organizer serves as an encouragement for ways in which
students can think about, react to, and reflect upon different things stated and viewed. Each student must
provide 5 different ideas or quotes from the text. They will write these down in the column under “Ideas
from Text.” These quotes chosen must aim to be thoughtful ideas from the text that illustrate details
regarding concept and feedback in dance. The students will then be asked to respond to the ideas on the
“Reaction/ Connection” with comments or questions reflecting upon the statements. Students will be
asked to work independently on this assignment. No pictures or images are needed, just well thought out
reflections, comments, and statements based on the chosen ideas from the text.

Sample Graphic Organizer

DOUBLE ENTRY JOURNAL

IDEAS FROM TEXT REACTION/CONNECTION

 “Description is used to give the reader a
picture of the performance and is also
crucial as the groundwork for analysis,
interpretation, and evaluation. Someone
who did not see the show should be able
to read your paper and get a good idea
of what the dance looked like.”
 “Analysis should focus mainly on what is
seen within the framework of a single
performance. However, if you have a
 This statement from the text informed
me on how important is to make sure
that when commenting on dance we
describe it in the best manner possible. I
loved how it wrote to choose the words
to describe the piece as if someone did
not see the piece but can now visualize
what it looks like because of the
descriptive adjectives about the
movement qualities of the piece. I aim to
work on this as I continue to watch
pieces throughout this course and
demonstrate what good descriptive
writing on dance is.
 broad dance background, you may
certainly use that knowledge, when
appropriate, in your paper. For
instance, if you know something about
the choreographic history of the artist
whom you are critiquing, it may factor
into your analysis of the movement or
style. How the work is structured and
how all the descriptive elements fit
together form the basis of analysis.”
 “However, no matter how abstract it
may be, any dance is about something. A
dance that takes movement as it subject
may be about a kind of movement, such
as weighted movement or spinning. Or
it may focus on geometric design,
partnering, or contrasts. Each of these
elements may be considered subject
matter for dance.”
 “Note that liking a dance is not the same
as judging it successful. And disliking a
work does not necessarily mean that it
was unsuccessful. For instance, you
might dislike a gloomy, depressing
dance about war, but it may be
successful because it manages to convey
some of the qualities of war in a
compelling way. These distinctions can
be part of a discussion in your paper. It
is appropriate to give your opinion of a
dance but be sure to let the reader know
why you liked or disliked a certain
dance. Point out what caught your
attention during the performance,
whether good or bad. Which elements
compelled you to write about them, and
why?”
 This direct quote from the text
encouraged me to think back to
previous experiences I have with dance
performances as the student performing
as well as the audience member
watching the performance. I forget that
these experiences are great knowledge
to incorporate when analyzing and
viewing pieces in this sort of context. I
plan to from this day forward bridge the
gap between what I used to know and
what I know now. I want to utilize the
two together as one draw conclusions
and analytical statements involving all
aspects of my learning in dance to create
an overall well-rounded analysis of a
performance piece.
 This statement from the text reminded
me of the numerous ways in which
dance can be viewed, performed, and
judged. Dance can be an abstract form of
art that is misunderstood by some but
can as well be a straightforward piece of
beautiful art that is vividly seen and
understood. Regardless of the way in
which dance is presented, it is important
to know that there are many ways to
interpret dance. Through the reading,
this was something that stood out to me
and has encouraged me to view dance
from a non-judgmental standpoint and
blank slate soaking in the goodness of
the performance.
 This quote from the text encouraged me
to evaluate dance performance from a
non-bias perspective. It is very easy to
see dance and have our own small
pocket tools that help us deem a piece as
good or bad. After reading this text I
have been challenged to not act in this
manner anymore because it is more
hurtful than rewarding. In doing this we
are not learning anything new but
  “Although discussed as four separate
ideas, description, analysis,
interpretation, and evaluation are
thoroughly interwoven in dance
criticism and dance feedback.”
rather putting a stamp of approval or
disapproval on a piece of work. Dance
has proven itself to be more respected
than this, so we should not act in this
way. I plan to as the semester continues,
when evaluating a performance piece
explain why something seemed to work
for me or why something didn’t work for
me. I plan to point out aspects of
movement that caught my attention and
explain why. The why in evaluating is
important and provides reason for your
evaluating opinion.

 This quote from the text reminded me

that to properly provide feedback for a
movement piece, we must incorporate
multiple different concepts of viewing
dance to gather a well worth listening to
comment for feedback. This has inspired
me to continue to ensure I provide the
extra details as to why something works
for me and to continue to dig deeper
into having a voice for evaluation
feedback in dance.

Scoring Guide Rubric

Grading Criteria Excellent Acceptable Minimal Unacceptable

4 3 2 1
Idea Excellent choice Ideas were Ideas adequately Unsupported
Development of ideas thoughtful and address some ideas not related
representing fairly well aspects of the to the topical
purposeful chosen within assigned topic of lesson and
content of the the content of content. objective.
text. the text.
Reaction Excellent Reaction and Responses and Unsupported
Connection reaction and connection ideas connections address reactions and
connection were thoughtful and elaborate upon connections not
responses to the and fairly well the quotes and ideas related to the
quote or idea connected to the from the text. quotes or ideas
from the text. quotes or ideas from the text.
from the text.
Organization Very logically Contains only Ideas and Entry is
organized some reaction/connections unstructured and
information information in are discussed in a
 within the two an organized somewhat random lacking a definite
aspects of the manner. way lacking clearly purpose.
double entry defined descriptions
journal. or quotes.
Mechanics Flawless Few or no Several spelling, Many instances of
spelling, spelling errors; grammar, and errors that take
grammar, and few or no punctuation errors. away from the
punctuation. grammar overall
mistakes; some understanding of
minor the entry.
punctuation
mistakes.

(Inspiration for my rubric creation:

www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20Entry.pdf)

Unit Resources:
1. Body - Space - Expression: The Development of Rudolf Laban's Movement and Dance Concepts By Vera Maletic (BOOK)
2. Dance Imagery for Technique and Performance - 2nd Edition By Eric N. Franklin & Eric Franklin (BOOK)
3. Dance Teaching Methods and Curriculum Design By Gayle Kassing, Danielle Mary Jay (Human Kinetics, 2003 - Education) (BOOK)
4. Writing About Dance By Wendy Oliver (BOOK)

Useful Websites:
1. Dance Skills 5 Giving Feedback Open Learn
2. The Secret to Giving Inoffensive Feedback
3. Personal Feedback
4. Considerations for Giving Feedback on Skill Performance