Unit planner 10

MYP unit planner

Teacher(s) Subject group and Arts: Dance

discipline

Unit title Road trip MYP year 1 Unit duration 18

(hrs)

INQUIRY: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Identity Presentation Orientation in space and time

Statement of inquiry

Personal and historical journeys lend to our identity and behaviour

Student friendly: Where we come from influences where we are going.

Inquiry questions

Factual—How has time and place affected movement in our society?

How does the integration of other cultures change and influence movement?
Conceptual—How does place determine our behaviour?
Debatable—Do I really have an influence on movement?
Should art forms be traditional and local, or nomadic and dynamic?

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Objectives Summative assessment

All strands of A, B, C, D Outline of summative assessment task(s) Relationship between summative

including assessment criteria: assessment task(s) and statement of
inquiry:

• Students will research two dances from

different geographic locations: in this Movement is a regional element that we all
case New York and Miami. Students have experienced in different forms.
compare and contrast them. [A(ii)] Students will utilize their own life experiences
• Students will research and choreograph and research of regional dances to create and
a regional dance, then create an inspire choreography, which they will perform
adaptation to suit the current time and with peer critiques.
location (of the student). [A(i, iii),
C(iii)]
• Students will create a storyboard of
choreography illustrating choreography
of their new dance. [B(i), C (i, ii)]
• Students will perform their pieces.
[B(ii), D(ii)]
• Students will be critiquing each other’s
performances. [D(iii)]

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Approaches to learning (ATL)

Thinking
Creative thinking skills:
• Come up with new ideas
Social
Collaboration skills:
• Interact
• Choreograph group work in dances
Communication
Communication skills:
• Present results of research
Self-management
Organization skills:
• Organize information for their storyboard and rehearsals
Research
Media literacy skills:
• Use different sources of media to conduct their research on New York and Miami dance history

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ACTION: Teaching and learning through inquiry

Content Learning process

Arkansas Frameworks: Learning experiences and teaching strategies

Corresponding to ATL
1.1.10 Practise necessary precautions and
limitations to avoid injury.
Task-specific clarifications will show students what is expected of them. All deadlines will be
posted in class and on edline (school intranet).
Students will be working individually and in small groups. Students will be giving verbal and
written critiques of others’ works.

2.1.10 Know and practise proper Students will research a dance from New York and a different dance from Miami. Students will
audience/concert etiquette. create a database of resources kept digitally and generate a summary of findings in the process
journals.
3.2.4 Develop proficiency in ensemble
performance and understand importance of Students will research and choreograph a regional dance from New York in the 1970s.
individual contribution. Students will use knowledge from their research to choreograph an updated version of the 1970s
3.2.5 Complete assigned production duties in New York dance.
conjunction with performance. By completing a storyboard students will demonstrate regional dance, choreography and
technique.

Corresponding to A: Knowing and Students will perform a hip hop and salsa dance influenced by 1970s choreography.
understanding Students will create a storyboard illustrating choreography.
1.5.5 Identify and demonstrate movement Students will research and choreograph a regional dance, updating time and place.
qualities (for example, percussive/sustained,
Students will research a dance from Miami and New York, and compare and contrast the two.
vibratory/swinging).
Students will critique each other’s performances using a teacher-issued critique rubric.
2.1.6 Demonstrate knowledge of the
sequential development of dance through Formative assessment
history.
Students will choreograph dances with their peers and get daily feedback. Responses are noted
2.1.7 Examine cultural dance heritages. in process journals.

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2.1.8 Experience the dance of another culture. Students’ research is presented mid-way to the teacher and feedback will be given on progress.
Details of expectations for each part of the projects will be discussed before and during the
creative process.
Corresponding to B: Developing skills
Students will be given written feedback on storyboards as they unfold.
1.1.11 Move body parts in more complex
sequences (for example, oppositional).
Differentiation
1.1.12 Enhance body control and expand
Students will work individually and in small groups.
movement in self space and shared space.
Student collaboration will provide support in groups, and the self-choreography will allow for
1.1.13 Refine counterbalancing.
different ability.
1.1.14 Explore contractions/releases and
Different modes of presentation offered to allow for written or verbal response and critique.
falls/recovery through breathing techniques.
1.1.15 Combine a wide variety of axial
movements.
1.1.16 Demonstrate dance technique for
development of dance form ABA.
1.1.17 Increase capacity to flex, extend and
rotate parts of the body.
1.2.4 Create and perform complex sequences
using locomotor and non-locomotor
movements.
1.2.5 Perform and demonstrate learned
sequences of locomotor patterns.
1.5.6 Demonstrate movement qualities with
increased variety of energy dynamics (for
example, tension/relaxation,
suspension/release).

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Corresponding to C: Thinking creatively

1.3.13 Compose a simple music phrase and
create a corresponding dance phrase.
1.5.9 Continue the use of energy concepts as
choreographic tools and create more complex
movement studies.
1.5.10 Continue to develop and refine skills
necessary to project movement through the
manipulation of energy concepts.

Corresponding to D: Responding
1.5.4 Develop simple movement phrases
utilizing various energy concepts.
2.1.9 Experience concert forms of dance.
2.1.10 Know and practise proper
audience/concert etiquette.
3.2.4 Develop proficiency in ensemble
performance and understand importance of
individual contribution.
3.2.5 Complete assigned production duties in
conjunction with performance.

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Resources

The following will be utilized.

• Video
• Computer
• Family
• Guest speaker

REFLECTION: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

This unit is taught in conjunction with the

other arts disciplines: visual art and music.
Planning should be done with the other
teachers involved and regular meeting times
organized for catch-up and feedback sessions
together. Currently each discipline creates its
own unit plan but next year this should change
to one ID unit plan. (Students need to be
aware of the interdisciplinary nature of this
unit, although it is currently planned as three
individual units, which overlap.)

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