1. Think about a dance performance you have seen live or on TV. Think about the rehearsals the dance ensemble had to complete prior to their performance. Why are rehearsals an important part of performance preparation? What would happen if an ensemble rehearsed only a few times or not at all? Rehearsals are an essential part of a dancer’s performance. Conduct and focus is important for a dancer during a rehearsal. 1111 2222 3333 6666 5555 4444 Next Image Source: Wikipedia Two DancersTwo Dancers Select the picture below to view a rehearsal performance by the Pacific Northwest Ballet

2. 1111 2222 3333 6666 5555 4444 Next Image Source:WikipediaWikipedia Select the picture below to view a video of PCPA’s rehearsal for the theater production of Thataway

3. We will use a flip-cam to record ourselves during a dance rehearsal. Think about your spacing and observe proper dancer conduct. Watch the video we recorded in class. Take extra care to watch for adjustments that need to be made in your performance or class performance as a whole. Reflect on this experience. What have you learned about yourself as a dancer while watching this rehearsal? 1111 2222 3333 6666 5555 4444 Next Image source: Wikipedia Flip CameraFlip Camera

4. 1111 2222 3333 6666 5555 4444 Next Assessment and Rubric for Performance and Production: Ensemble staging for multiple performance spaces Image source: Microsoft Office Clip ArtMicrosoft Office Clip Art

5. Here are some other resources about dance or dance rehearsal that may interest you: Creating a New Dance (a video on dance and rehearsal from DefinedStem, a BCPS resource) Creating a New Dance Career in Dance (a video on dance rehearsal and careers in dance, YouTube) Career in Dance Young Dancers, A Teen Dance Website (1 st dance dedicated website for teenagers, Net trekker) Young Dancers, A Teen Dance Website 1111 2222 3333 6666 5555 4444 Next Image Source: Brain PopBrain Pop Select the image below to take a BrainPop quiz about dance (See your library media specialist if asked for login information).

6. BCPS Curriculum BCPS PHSCFA Indicators: 7, 8 and 10 7. perform a dance focusing on performance competencies such as entrances, exits, bows, etiquette, and awareness of space. 8. perform a dance focusing on performance competencies using consistent projection, awareness of space, expression, and choreographic intent. 10. critique own and others’ performances to develop and expand critical and creative thinking skills. Maryland State Curriculum Maryland State Curriculum National Standard #1 -- Identifying and demonstrating movement elements and skills in performing dance. National Standard #2 -- Understanding choreographic principles, processes, and structures MELO III C 1 -- Perform and analyze a dance focusing on performance competencies, such as projection, awareness of space, expression in movement, or choreographic intent. MELO IV B 1 -- Identify specific aesthetic criteria, and analyze personally performed works in relation to criteria, such as interpretation of theme, use of space, and selection of accompaniment. Common Core State StandardsCommon 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 21 st 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. International Society for Technology in Education (ISTE) 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. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions Time Frame: 20-30 minutes Differentiation: Students can use a journal or the printable assessment. A scoring rubric is included in the Assessment for Performance and Production. Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries. Learning Styles:Learning Styles: Kinesthetic, Visual, Auditory, Reflective AVID Strategies: AVID Strategies: Cornell Notes, Inquiry based instruction Notes to the teacher: Please note that PNB's Don Quixote-Fly on the Studio Wall is a YouTube video that students may need you to access for them. This PowerPoint may be modified to better suit your classroom needs.PNB's Don Quixote-Fly on the Studio Wall Last updated: July 2014 Created by Anna Conner and Marilyn McDonald BCPS Slam Dunk Research Model, Copyright 2012, 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.Anna ConnerMarilyn McDonaldJamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444