Design for Instruction

In analyzing student performance I am finding that there are several questions that were
never answered correctly. This will help me to know which concepts to spend more time
emphasizing, explaining and exploring as the unit progresses. The topics that were the most
uncommon to students were energy qualities and being able to list the basic Elements of Dance.
Even when given the BEST acronym, none of the dancers were able to list all 4 of the basic
elements of dance.
The end goal of this unit is not simply to be able to define the basic terms and concepts
that we will be using, though that will be a part of the requirement. In addition to being able to
verbally explain and list the Elements of Dance, the dancers will reflect this understanding in
their compositions. The pre and post assessment will help to demonstrate if the dancers can
verbally articulate the concepts that we are learning and the composition assignment will help me
to assess if the dancers were able to apply these new concepts to a choreographic phrase.

Objective(s) Addressed
by the Lesson

Instructional
Strategies

Use of technology

Adaptations for
Learners

Lesson 1 and 2: By the

end of the 60 minute
class period, Dance II
students will
demonstrate an
increased
understanding of how
movement is initiated
from certain body parts
as they learn a
movement phrase that
addresses initiation and
as they explore
movement potential in
individual and group
movement studies.

Have a packet full of

cards that have
various body parts
written on them.
Demonstrate and
explain the concept
of body part initiation
and lead the dancers
through an
improvisation- use
the cards after the
dancers are
comfortable with the
concept so that they
can continue
improvising in
smaller groups.

Show a video clip of

dancers from one of
my previous
choreographic works
that has a section
inspired by body part
initiation and
facilitate a discussion
about the concept.

Notice the dancers

who struggle with the
initiation
coordination and give
them some ideas and
coaching as to how to
successfully send the
energy through their
body. Encourage
them to keep trying.

Lesson 3 and 4: By the

end of the 60 minute
class period, Dance II
students will
demonstrate an
increased
understanding of the 6
basic energy qualities
as they learn and
successfully perform a
phrase that
incorporates each of
the qualities. The
dancers will also
internalize these
concepts as they
improvise using the
energy qualities as
inspiration.

Create a phrase that

incorporates each of
the energy qualities
and lead the dancers
through an
improvisation and
composition
assignment to help
them to apply the
concept to their
movement.

Find a few video

clips that clearly
incorporate various
energy qualities and
ask the dancers to
identify the energy
qualities and discuss
why this concept
would be important
to apply in dance.

Take the time to

observe which
dancers may struggle
to have the
confidence to explore
some of the more
energetic and
explosive energy
qualities. Find a
close proximity to the
struggling dancer and
encourage her to
extend into the space
and have energy as
she explores. Strive
to coach her
individually as all the
dancers are
exploring.

Lesson 5 and 6: By the

Create a planes of

As the dancers are

end of the 60 min.

class, Dance II students
will be able to identify
the 3 planes of motion
and will successfully
explore movement
potential on each of the
three planes. Students
will also participate in
a discussion about
levels and why they
would be important to
include in a
composition. Students
will then work in
groups to apply the
concept of levels to
their planes of motion
inspired phrase.

motion phrase that

helps the dancers to
develop technical
skills in moving
through each of the
planes and also lead
the dancers through
an improvisation
across the floor
exploring each of the
planes separately and
then combining them
as directed by a
partner.

Lesson 7: By the end

of the 60 minute class
period, Dance II
students will
demonstrate cognitive
understanding and
physical embodiment
of the difference
between symmetry and
asymmetry as they
create movement and
shapes that clearly
reflect an
understanding of the
concept. Students will
also review concepts of
TIME as they perform
choreography in 5s,
6s and 8s.

Create a
symmetry/asymmetry
phrase and also
incorporate these
elements into the
warm-up to begin
explanation from the
start.

leading their partners

through the final
improvisation I will
walk around to assess
whether or not the
groups are
understanding the
concept and offer
ideas and sidecoaching.

Slideshow that
includes photography
and paintings that
clearly demonstrate
symmetry and
asymmetry. Discuss
the characteristics of
each and how/why
we would want to use
the concept in our
choreography.

Observe all learners

and call on students
who may seem
reluctant to
participate in order to
check their
understanding and
help them to feel
involved. Provide
additional
explanation or
demonstration as
needed.