1. QuestionMany of the movements learned and performed by dancers have a long history and have been performed by dancers all over the world. Some of these terms are not written in English, but in French.

By learning the correct terminology of each dance movement, they will be easier to execute and it will be easier for a choreographer to direct an individual dancer or a group.

It is important for dancer’s to learn the name of these movements and how to perform them. How can learning the correct terminology and technique of dance movements make you a stronger, better dancer?

1 2 3 654 Next

How does understanding the language of dance increase our proficiency as dancers?

The Language of Dance

Image Source: World Book

2. Information Sources

These digital resources define dance terminology and show video demonstrations of dance movements:

• The American Ballet Theatre Dictionary : a comprehensive dictionary of terms, some accompanied by video, from the American Ballet Theatre.

• Ballet Glossary: a YouTube playlist of demonstration videos created by the Royal Ballet.

• Tap Dance Video Dictionary: a YouTube playlist created by dancer Rodney Howell, search more of his playlists to see more advanced dictionaries.

• Jazz Moves for Beginners: a YouTube Playlist created by Howcast, shows examples of Jazz movements with terminology.

• Dance Terminology: From Dance Fusion, Performing Arts Studio

For more resources, try the BCPS Databases

*YouTube videos may need to be viewed at home

1 2 3 654 Next

Select the image above to watch a short demonstration of a dancer performing a Glissade.

Image Source: Royal Opera House

3. Student Activity

Use the research resources from slide 2 to help you research dance movement terms.

Choose the vocabulary list of the dance course you are taking from the list to the right. Use this vocabulary list of dance movement terms to guide your research.

Use this note taking organizer to record research notes while you research at least 5 different dance movement terms.

Links to Vocabulary Lists

Middle School Dance Elective

Ballet I

Dance I

Dance II

Dance III

1 2 3 654 Next

4. Assessment Activity

For your assessment you will choose 5 dance movements off of your class vocabulary list provided on slide 3.

You will use a digital camera to record yourself saying the name of the movement, briefly describing the movement with words, and then physically performing the movement on camera.

You could use a Flip-cam, digital camera with filming capability, or even the video camera on a smart phone to capture your assessment.

Your submission will be scored using this rubric.

1 2 3 654 Next

Dance Instructor Watmora Casey of the Faubourg School of Ballet corrects a student’s foot position. Image Source: Dance Teacher Magazine

5. Enrichment Activities

• Try creating a ballet or modern dance routine using this virtual dance studio. Create the routine, and then try performing it for your teacher or classmates.

• Jacob’s Pillow Interactive: explore this resource created by Jacob's Pillow Dance, a lauded school and dance festival. View performances by artist, genre, or era. Can you identify any of the dance technique and terminology you research from slide 2?

1 2 3 654 Next

Select the image above to watch “Daily Class”, from Royal Ballet Live. You will see a glimpse into the daily life of a professional dancerListen as the instructor uses dance terminology with her class. Why is it important that her dancers know exactly what the instructor is asking for?Image Source: Royal Ballet Live

6. Teacher Support MaterialsGrade Level and Content AreaBCPS Curriculum / Maryland State CurriculumMaryland State Dance Essential Learner Outcomes• Goal 1.3 (Middle) – The student will demonstrate understanding of the language of dance,

including technical skills, terminology, and refined physical abilities, by executing increasingly complex movements.

• Goal 1.3 (High) – The student will demonstrate proficiency in dance form and technique, discuss ways in which proficiency affects dance performance, and describe how training to achieve proficiency translates to personal life experiences.

• Goal 3.3 (Middle) – The student will develop performance competencies.• Goal 3.3 (High) – The student will demonstrate an understanding of performance

competencies and stage production.Common 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 21st 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.

ISTE Standards3. Research and Information Fluency: Students apply digital tools to

gather, evaluate, and use information.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

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. c. Collect and analyze data to identify solutions and/or make informed decisions.

Time Frame: 1 hour for research1 hour for research product

Differentiation strategies for this lesson: • Direct students to use learning tools included in our BCPS-licensed

databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries.

Learning Styles addressed in this lesson:Visual, Auditory, Kinesthetic, Tactile, Active, Reflective, Global, Analytical

Notes to the teacher:•Collaborate with your school library media specialist for ideas on how to implement this lesson. Students may view YouTube videos at home.

Last updated: July, 2014 Created by Anna Conner, Library Media Specialist

BCPS Slam Dunk Research Model, Copyright 2013, 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.

1 2 3 654