Unit Plan

Unit: Basics of Ballet Barre

1. Classroom Information: in a studio room

Subject Area: Dance Arts

Grade level- 3rd-5th grade

2. Unit Description- This unit will expose students to ballet barre, which is a fundamental aspect of ballet class. Students will learn the chronological order of a ballet barre and also develop movement quality by performing it. Students will understand that terms are French, and relate to their movement. At the end of this unit, students will be able to combine different barre exercises into a more complex combination.

3. Building a Foundation

a) Habits of Learning Taxonomy

  • Analysis (connect, compare, appraise)
  • Synthesis (propose, plan, formulate)
  • Evaluation (predict, assess, support, defend)
  • Problem-Solving
  • Thinking Flexibility

b) Standards:

- apply corrections to evaluate own work

- develop and refine artistic technique

- generate and conceptualize artistic ideas

- relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

4. Benchmarks of Dance

  • Performs a range of simple, repeated, intentional movements and gestures.
  • Uses space and resources creatively.
  • Chooses and explores ways of moving rhythmically, expressively, and playfully.
  • Participates in dance that is taught and/or creative movement invented by peers.
  • Shows an understanding that dance consists of combined movements and gestures, usually performed with music or a beat.
  • Share their responses to stimuli through movement with, for example, peers or practitioners.
  • Shares thoughts and feelings in response to dance experiences, either as a performer or as part of an audience, giving reasons for likes and dislikes.
  • Share views and listen appropriately to the views of others on their own or others’ work.

5. Learning Objectives: (one new lesson per class)

- basic techniques (arm positions, ballet positions, point/flex)

- Plies & port-de-bras [body-emphasis on movement quality]

- Tendus

- Jetes/Degages

- Rond de jambes [space- understand the shape/space this movement takes up)

- Fondus

- Frappes [time- experiment with different paces of frappes]

- Adagio

- Grand battement

**Lessons are progressively more difficult**

6. Curriculum Framing Questions

Who am I teaching? - 3rd-5th graders

What am I teaching? - ballet barre

How will I teach it? - through movement

How will I know if the students understand? - if they can understand the meanings of each term watching their execution/comprehension through their movement

7. Student Assessment

- performance test in smaller groups to ensure a thorough understanding of barre techniques

8. Being Dance Elements

One Piece:

  • Project Description
  • Research Question
  • Practice Map

9. Unit Details

a) approximate time- 9 classes (5 weeks)

b) prerequisite skills

  • Procedures
  • Setting the Stage
  • Explore Factors
  • Discuss
  • Study

10. Review 

11. Materials

- stereo (for music) 

- ballet bars

12. Accommodation & Differentiation Instruction

Comments

Post a Comment

Popular posts from this blog

Mission & Vision Statements

Mission:   To cultivate learning experiences in a diverse and caring community. They will be prepared for any career path from academia to the arts and reach their highest potential as an individual. Our faculty strives to emphasize life skills in addition to pedagogy. Vision:   Our students will be provided with everlasting experiences and teachings. They will serve their community in a positive and impactful way.
Read more

Visual Thinking Strategies

Image
Explain in your own words the meaning of VTS. Visual Thinking Strategies (VTS) is a student-centered teaching method that improves critical thinking skills and helps enhance community-building through discussing visual images. It helps transform the way students think and learn. I feel like VTS makes the student go deeper into the discussion and really think about the Whys. VTS Discussion Process Observe a painting Art of North America What is going on in this picture?  There are 4 flowers 2 bright yellow, 1 light yellow, and 1 white with green grass Facilitator paraphrases What makes you think so? I think so because it looks like the outline of a flower that I have seen and I see the colors vividly. The colors bring out the features in the painting. Facilitator paraphrases What more can we find? We can find an overlap of the colors in the painting. The colors go outside the structures in the paintings making it look 3-D. Facilitator paraphrases What makes you say that? You can see...
Read more

Teaching Philosophy Statement

Ballet is not just a form of dance but a helpful way to learn in life. There are so many benefits of ballet not just the physical parts but learning the language, the organization, how to comprehend movements, and learn in different ways. It brings fun movements into a way of learning. My approach to teaching centers on honesty, dedication, and personal connection. Dance can be for everyone. It does not matter if you are a dancer or have experience, but I feel that ballet can help everyone. I want to create a place that is safe for everyone to be able to share and participate in the movement and grow. Each class will help engage and challenge the children through using movement, written activities, and videos. I want the children to be able to learn new terms and movements in ballet. By having a safe environment, I want the children to develop a new interest in ballet or in learning more about dance. 
Read more