1. Dance Composition 1. Question & Research Task
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Dance Composition 1. Question & Research Task
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Choreography is not just creating a dance by stringing together steps and moves. Much thought goes into a choreographer’s production. The choreographer considers elements such as costuming, lighting, use of space and choreographic intent. They also use various tools (i.e. color, costume, ensemble size, spatial use) as well as effects that distinguish a piece (design, flow, shape, dynamic, gesture, etc.).
As you view the video to the right, cite a few examples of the choreographer’s intentional design choices. Be prepared to share your observations with a classmate.
*YouTube video will be screened by teacher or librarian.
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
How does a choreographer use elements, tools and effects to convey intent?

2. 2. Information Sources Next 1 2 3 4 5 6
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You will use the information sources linked here to complete the Student Activity on Slide 3.
View Debbie Allen on Choreography, “It’s tough, it’s hard, it hurts but it feels so good at the same time!”
Before you view the works created by various choreographers, read Watching Dance for a summary of some of the things to look for when analyzing elements of work.
Bolero & Black Milk
Polka
D-Man in the Waters
Dream on By
(1st 50 seconds)
Revel
North Star
Excerpts from ‘North Star’
The Golden Section

3. 3. Student Activity
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Choose one of the performances on Slide 2 to analyze which elements, tools and/or effects the choreographer used to convey the intent of the performance.
As you watch, think about what you brought to this experience. How were you feeling before you watched, while you watched and after you watched the performance.
Use this graphic organizer to collect your thoughts.
If you need additional information, use these resources:
The Choreographic Process
The Choreographer’s Toolbox
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4. 4. Assessment Activity
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How does a choreographer use elements, tools and effects to convey intent?
Create a one minute study incorporating at least 2-3 choreographic tools that represent the choreographer whose work you have researched. You may choose to work as a duet or small group depending on your choreographer.
Refer to the scoring Rubric as you create your performance.
Be prepared to have your work critiqued and to critique a classmate’s performance.
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5. 5. Enrichment Activities
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Are you considering a career in dance?
Watch and read interviews of various dance artists.
Explore the possibilities…
The Inside Scoop
Becoming a Dancer
The Art Career Project
Careers in Dance
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6. 6. Teacher Resources 1 2 3 4 5 6 Learning Standards Alignment
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Learning Standards Alignment
Content Learning Standards
Maryland State Curriculum Standards
High School Dance Essential Learner Outcome IV:
Aesthetics and Criticism: The student will demonstrate the ability to identify, analyze, and apply criteria for making aesthetic judgements in dance
Common Core State Standards for English Language Arts & Literacy
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.
AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Think: Learners display curiosity and initiative by:
I.A.2 Recalling prior and background knowledge as context for new meaning.
Create: Learners engage with new knowledge by following a process that includes:
I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning.
Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
I.C.1 Interacting with content presented by others.
Grow: Learners participate in an ongoing inquiry-based process by:
I.D.2 Engaging in sustained inquiry.
P21 Framework: 21st Century Student Outcomes
3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Grade Content Area: High School Dance
Objective: Students will conduct brief, focused research in order to analyze how a choreographer uses elements, tools and effects to convey intent.
Time Frame: minute classes
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson.
Refer to Digital Content Snapshots & Support resources as needed.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
The movie on the first slide is a You Tube video of how Michael Jackson was inspired by the choreography of Fred Astaire and James Brown. YouTube video must be screened by the teacher/librarian.
Vimeo videos linked on Slide 2 may not be accessible to students in BCPS network/on BCPS devices; these may need to be screened for students by the teacher/librarian.
Student performances can be live or recorded.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson 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 Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.