UNIT PLAN TEMPLATE

Title of Unit Grade Level

Contemporary Dance 7
Curriculum Time
Area(s) Fine Arts- Dance Frame 6/7 weeks: two 49 min periods/week
Developed by
Michaella Haynes

IDENTIFY DESIRED RESULTS

Programs of Study Foundations

What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

Basic skill development & artistic exploration and expression are the core focuses of this first unit in this Dance 7 course. Skill and
technique are required to fully understand a discipline, as well as to successfully explore and express an idea through choreography that falls
within a specific discipline.

Essential Question
What is the big, overarching question guiding your unit plan?

How can studying dance help us understand non-verbal communication and communicate our own ideas?
How can learning about dance prepare us for choreographing and performing our own dances?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?

Outcome A. Develop as a whole individual (physically, creatively, socially, personally) through dance experiences.
 Engage and connect with the ideas of others
 Develop the ability to interact collaboratively with others
 Develop the ability to offer and accept constructive criticism
 Understand the components of a warm up
 Become familiar with the structure of a dance class
Outcome B. Acquire competency in dance disciplines studied through the development of the physical and cognitive aspects of dance.
Adapted from Wiggins, Grant & J. McTighe (1998)
  Explore basic arm and foot positions for this dance discipline
 Understand and use movement, shapes, and patterns
 Demonstrate the use of levels
 Explore progressive movement of travelling steps & jumps for this discipline (walks, graham walks, triplets, pas de bouree, jumps/hops)
 Be aware of the importance of flexibility, balance, and control as the basis of movement through conditioning exercises
Outcome C. Enhance creative and critical thinking abilities through the exploration and reaction to a variety of stimuli.
 Respond to a variety of music through movement
 Explore imagination, mood, and expression through movement
 Be aware of choreographic techniques such as patterns, dynamics, levels, shapes
Outcome D. Develop an appreciation of the role of dance in society
 Develop an awareness of the history of this dance discipline
 Develop an awareness of how music and movement communicate messages to an audience

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

 Access to technology (to project presentations, watch videos, etc.)

 Speaker system for music
Resources
 Laban Movement Analysis
 Critical response process by Liz Lerman
 Dynamic Alignment through Imagery: Eric Franklin
Prepare Assignment handouts:
 Task & Rubric
 Self-assessment handout

UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

Final performance of students’ own choreography. They will form groups of their choosing
(no more than 6 groups total) and compose a short piece of choreography in response to a
given piece of music. The music will be discussed as a class, and we will collaboratively
What is the summative performance
compile a list of ideas, feelings, movements, and qualities inspired by it, and students will use
assessment for the unit?
these to develop their choreography. They will also be expected to do a written self-
reflection about their work in the project.

Adapted from Wiggins, Grant & J. McTighe (1998)

 The goal of this assessment is for students to implement and demonstrate their learning
from the unit by providing an opportunity to showcase their understanding of technique,
movement quality, and expression. It is their first opportunity to formally explore their own
personal creativity in dance, and to work collaboratively in a creative process. It is also
What is the goal of your summative
intended to teach students about giving and receiving feedback and constructive criticism by
performance assessment as framed within
giving multiple opportunities for feedback to occur.
the outcomes and competencies? What do
I hope to learn how students are understanding the discipline of contemporary dance after a
you hope to learn?
unit focused on it, based on my teaching practices and material focused on. I also hope to
discover whether dedicated time learning to give and receive feedback improves the
effectiveness of peer feedback and students’ receptiveness to it.

This assessment will inform student learning about dance by creating an authentic task
where students are asked to move beyond a student of dance to the role of a dancer-
choreographer. Incorporating all learning from the unit will show how technique and
creativity work together to tell a story or communicate an idea. Watching others’ pieces is
How will this assessment inform student also beneficial for student learning, as it shows different approaches to challenge,
learning and your practice? understanding of themes, and varying skills.
It will inform my practice by demonstrating whether my methods of teaching made concepts
clear enough for students to transfer into creation and performance, and make evident any
gaps in my teaching and expectations for the final assessment.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:

What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

Lesson What is the primary objective of this What are the primary activities in this learning has occurred in each
Week
# lesson in your own words? lesson? lesson? How will you employ
formative assessment?

1 1. Introduce students to history and 1. Set expectations for dance classes.  Formative assessment
Adapted from Wiggins, Grant & J. McTighe (1998)
 characteristics of Contemporary Dance 2. Brief history of Contemporary Dance mostly for me- What do they
Outcomes: 3. Warm-up already know? Who needs
Feb  Develop an awareness of the history of 4. Learn 1-2 basic exercises extra support? Extra
21-24 this dance discipline challenge?
 Explore basic arm and foot positions
for this dance discipline
2. Begin to learn and explore beginning level 1. Discuss plan for the week  Review post-warmup- what
Contemporary Dance techniques; 2. Warm-up are the components and
establish basic terminology and 3. Review exercises, finish learning them their purpose?
movement vocabulary. 4. Start Graham exercise (on floor- spirals,  Small group review of
Outcomes: contractions, curves) exercises= opportunity for
 Understand components of a warm up me to check-in one-on-one
2  Become familiar with the structure of about concepts learned.
27- a dance class
3. 1. Warm-up  Observation of students
Mar 3  Explore progressive movement of 2. Review/execute exercises (without me) during exercises.
travelling steps for this discipline
3. Continue Graham floor exercise  Execute in small groups for
 Be aware of the importance of
flexibility, balance, and control as the
4. ATF each other – peer
basis of movement through feedback(?).
conditioning exercises  *Participation = success
when assessing exploration
4. Introduction to Laban’s movement 1. Discuss plan for the week  Small groups ATF allow me
qualities; how can movement qualities 2. Introduce LMA to see how students are
affect how movement is communicated? a. It is the how of movement interpreting the new
Outcomes: 3. Warm-up: wind, water, air, fire learning, and students to see
 Develop the ability to interact 4. Explore qualities ATF (give prompts, and learn from each other
collaboratively with others ask students for combinations of  Instant feedback as they are
3  Understand and use movement, qualities) exploring
Mar 6- 5. shapes, and patterns 1. Review qualities chart – student led  Student-led recall motivates
9  Develop an awareness of how 2. Warm-up reflections and
movement communicates messages to
3. ATF qualities to review in our bodies demonstrates group
an audience
 Explore imagination, mood, and 4. Teach short combo learning from last class.
expression through movement a. explore what qualities are  Guiding towards identifying
present & how they can change in movement, not just doing.
5. End with reflection- exit slip? Thumbs
up/down?
4 6. Choreographic tools: movement variation, 1. Discuss plan for the week  Observation of exercises,
Mar characterization, and music. Explore how 2. Warm-up whole group and individual
13-17 we can use varied timing, speed, direction, 3. Revisit combo feedback. - - switching
Adapted from Wiggins, Grant & J. McTighe (1998)
 space, and levels to create meaning in our 4. Discuss/explore characterization as rows/ small groups allows
movements, (variation, qualities, and group (proximity, facial expression, me to see everyone.
music to characterize). body language)  Student input
Outcomes: a. Pick key movement(s) from  Chance to practice qualities
 Understand and use movement, combo - discuss, show examples and show understanding of
shapes, and patterns b. Focus on 2-3 feelings character through combo
 Be aware of choreographic techniques c. Task: in partners, show me what
such as patterns, dynamics, levels, it could look like if…
shapes
d. Task: choose 1 emotion to focus
 Develop an awareness of how music
on and perform dance with that
and movement communicate
messages to an audience in mind
7.  Demonstrate the use of levels 1. Warm-up  Student-led recall
 Engage and connect with the ideas of 2. Recap of characterization & qualities  Circulation and individual
others 3. Examine 3 pieces of music- compile group check-in/convos
 Develop the ability to interact ideas to be used in final project  Watching peers
collaboratively with others a. What characters, stories, themes interpretations
OR qualities, movements, does
this music make you think of?
4. Introduce final assignment
5. Student-led warm-up
6. Form groups, start brainstorming
ideas/themes,
5 8. Explore how music can help portray a 1. Discuss plan for the week  Observation of practice
Mar certain movement, quality, idea, or theme, a. Give handout & talk through
20-24 and how we can use that as inspiration for rubric expectations
choreography. 2. Warm-up
Start final choreography. 3. Work period
Outcomes: 4. Preface next class (I will be absent)
9.  Engage and connect with the ideas of 1. Review task and rubric  Observation
others 2. Warm-up  Individual check-ins and
 Develop the ability to interact 3. Work period in groups targeted feedback with
collaboratively with others * students may record through camera or groups
 Explore imagination, mood, and write out to remember over the break?
expression through movement
 Develop an awareness of how music
and movement communicate
messages to an audience
 Be aware of choreographic techniques
such as patterns, dynamics, levels,
Adapted from Wiggins, Grant & J. McTighe (1998)
 shapes

Spring Break
10. This week will focus on wrapping up 1. Plan for the next 2 weeks Circulation, check-ins with
choreography and performing final 2. Change of requirement- Creativity is students as they review
projects. We will also focus on establishing verbal after performing, not written
feedback expectations (Critical response 3. Warm-up
process). 4. Work period
Outcomes: 5. Organize groups (need at least half to
 Develop the ability to offer and accept perform this Wed.)
6 constructive criticism 6. Gather at end-
Apr 3-  Engage and connect with the ideas of
11. 1. Group Warm-up Peer-provided formative
7 others 2. Review time (10 mins?) feedback for future
 3. Discuss expectations for feedback consideration.
a. How to give & respond to Summative Assessment:
feedback?  Teacher feedback on
4. Performances group performance &
a. Can go twice if desired choreography
 Self-reflection
12. Performances con’t and final reflections 1. Warm-up Summative assessment:
on the contemporary unit. Focus on this 2. Review feedback expectations  Teacher feedback on
week is giving and receiving feedback 3. Remaining performances group performance &
7 through self, peer, and teacher 4. Wrap up choreography
Apr assessment.  Self-reflection
11-14 Outcomes: *if no/few performances, allow for self-led
NO
SCHOOL
 Develop the ability to offer and accept games while I give individual group
MONDA constructive criticism feedback
Y  Engage and connect with the ideas of
others
 Demonstrate understanding of unit
topics

PRE-SERVICE TEACHER SELF-REFLECTION

 How do you feel your students experienced this unit?

Adapted from Wiggins, Grant & J. McTighe (1998)
 Were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 Were you able to make good use of formative assessment for/of/as learning? How did this information impact your summative
assessment?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

What went well: What to change next time:

 Many I think ended up enjoying more than they thought.  Overall, more time may be needed to focus on technique.
 Working in groups with friends at the end was a positive way to end Alternatively, integrating concepts (characterization and qualities)
unit. Though performance is stressful, process is enjoyable INTO technique exercises as well.
 Using written reflection on Fridays was helpful.  More opportunities for self-reflection. Many chances for watching
o Incorporate self-assessment (rubrics?) into that as well? each other and giving feedback to peers, but more feedback to self
 Formative assessment tools such as observations of practice and would be beneficial formative self-assessment
rehearsal during choreo assignment allowed me to have a good idea o Try video comparison (beginning to end), journalling,
of where students were at before they even performed. I was able to recording feedback given by me and peers and how that has
adjust if they surprised me but generally most marks were changed over the unit.
expected. o Goals for next unit based on where they feel they are
o Build more opportunities for me to focus on observation  Able to give extensions and modifications for students based on
during technique classes (would help if they had more time their level, but couldn’t always ensure they were taking advantage
and knew exercises better) of them (often wouldn’t choose to challenge self if not required-
 Setting clear expectations at start was helpful, even if I didn’t go don’t have the drive for improvement yet).
directly pull it up again, I was able to refer back to expectations  Use more examples! Use a screen (videos) as much as I can, and
 Having peers lead class was great! They are more respectful to each show them myself
other than they are to me sometimes o Would also help when providing extensions and
accommodations- showing them what alternative there are
 Getting end-of-unit feedback from students was SO useful! may increase likelihood of try it. Drive to problem solve for
o Brought up things I didn’t think about that would be helpful, self isn’t always there, but if I lay it out for them they may be
or things I thought went poorly but they thought were good more inclined as they don’t have to figure it out alone
o Might conflict, but shows me how different learners
experienced things and what I could incorporate in the future

Appendix
PPT Link: (contains videos and intro info)
 https://docs.google.com/presentation/d/1WGlnjtHkvUzQqs1xUFQJG3H9I-zn7sCqZGZdLYVuEE8/edit#slide=id.p

Adapted from Wiggins, Grant & J. McTighe (1998)

Handouts below:

Adapted from Wiggins, Grant & J. McTighe (1998)

 Dance 7
Final Project Guidelines
Due: Wednesday April 5th
Performances: Wednesday April 5th & Wednesday April 12th (if needed) 

Guiding Question 
How can we use movement and body language to express an idea, theme, or story when creating a Contemporary dance? 

Your Task
In a group of AT LEAST 2 people, you will work together to choreograph a short Contemporary dance. This dance must have a theme that
guides your choreography - it doesn’t have to be a story, but it should be clear to the audience what you are trying to express. All group
members must be involved in the creation process. 
 Work to your strengths! If you have experience in other dance styles, you might be able to use similar ideas in your choreography (if
you need help, talk to me). 
 Remember the characteristics of Modern & Post-Modern Dance: organic and pedestrian movement (walking, gestures, everyday
movements), floorwork, etc.

Requirements
1. Aim for approximately 2 mins long 
2. Have a guiding theme that portrays a message 
3. It must incorporate these elements: 
1. Clear movement qualities 
2. Use of levels
3. Use of the torso (curves, spirals, leaning…) 
4. At least 1 change of spacing 
4. Pay attention to the characterization of your movements, your use of the space, and your performance energy. 
5. Bonus (this comes AFTER the movement choreography is complete!!!): Consider costuming, entrances and exits on/off stage, and
lights. 
1. How will we know you are finished? 

Final Project Rubric Guidelines

Adapted from Wiggins, Grant & J. McTighe (1998)
 Refer to the Posted Rubric. This guide explains what I am looking for in each area.

Choreography could look like… 

I am looking for…
 All Requirements in the guide are met (refer to Project Guidelines page)
 The spacing of the dancers is planned 
 Varying levels are used (not everything is done standing straight)
 Each new movement idea or section flows together 

Performance 
I am looking for… 
 Energy! Commitment to what you are doing 
 Facial expressions & body language that match the theme 
 Dancers know what they are doing (mistakes are totally okay! BUT it should be clear that you are not just following your peers the
whole time) 
 There is a clear beginning and end

Technique
I am looking for… 
 Control and body awareness
 Understanding of technique learned in class: 
o Use of Plie (bending the knees), Spirals, and Curves 
o Use of gravity (ability to give in to and resist gravity)
 Clearly executed movement qualities (dynamics)

Creativity (Connection to Society)

After you perform, your group will tell the audience… (think of it like program notes)
 Your theme
 How your theme connects to yourself/ the world (i
 Examples of movements you did to portray your idea (example: “I used _ to do _”)

Adapted from Wiggins, Grant & J. McTighe (1998)