DUET CHOREOGRAPHY- DAY 2

I. Topic/Grade Level: Duet Choroegraphy for Grades 9 and 10

II.

Standards: California State Standards for Dance (Proficient Level)

2.0 CREATIVE EXPRESSION
Creation/Invention of Dance Movements
2.1 Create a body of works of dance demonstrating originality, unity, and clarity of
intent.
Application of Choreographic Principles and Processes to Creating Dance
2.3 Design a dance that utilizes an established dance style or genre.
2.4 Perform original works that employ personal artistic intent and communicative
effectively.
Development of Partner and Group Skills
2.6 Collaborate with peers in the development of choreography in groups (e.g., duets,
trios, small ensembles).
2.7 Demonstrate originality in using partner or group relationships to define spatial
patterns and the use of overall performing space.

III. Goals and Student Learning Outcomes:

Goal: Create a duet that is a minimum of one minute and thirty seconds long incorporating all
basic elements of choreography.
Student Learning Outcomes: Students will collaborate and create a dance duet demonstrating
elements of choreography.
Goal 1: Create a duet with a partner incorporating all elements of choreography
Student Learning Outcome 1: Students will know how to incorporate the elements of
choreography into their duet choreography
Student Learning Outcome 2: Students will work with a partner on creation collaboration.
IV.

Learning Environment:

Class will be held in our schools dance room and students will be required to
dress out in dance attire. Students are also required to bring their iPads to class for
note taking and music playback.

V.

Resources:

Students will be using their iPads for any note taking and for music playback.

VI.

Diversity / Differentiation:

VII.

Class is a mix of ninth and tenth graders. One student has Down Syndrome and
needs assistance with getting her iPad started and requires assistance by the
teacher to stay focused.

Technology Inclusion:

Students will be using their iPads as their sound source of music. Students can
choose to bring an additional sound system if they want the volume to be louder.
The iPads will also be available for personal note taking or video taping of
choreography.

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VIII. Prior Knowledge: Prior to this lesson students chose their song for their duet
choreography project and covered how timing/music is an element of choreography.
Students have also spent time learning about the basic elements of choreography and
how to implement them into movement.
Lesson Placement in the Unit: This is the eighth lesson of twelve in the Choreography
Unit.
IX.

Procedures:
1. Lesson Introduction / Anticipatory Set:
Class will begin with a quick prayer and attendance being taken. The teacher will check
to see if all students are in proper dance attire. The teacher will give the students their
time frame of work today and will dismiss them to work with their partners.
2. Direct Instruction:
The teacher will have the students work in their partners for their duet choreography
assignment. This assignment entails that the duet should include all elements of
choreography, it should be a minimum of 1 minute and 30 seconds in length and should
be about a specific topic of choice.
3. Student Interaction with lesson content / Guided Practice:
The teacher will be making sure students are being productive and are up and working
the entire class period. The teacher will be floating around the classroom making
themselves available to help out a partnership or for questions and assistance.
4. Independent Practice:
If any extra time is needed to work on the duet choreography students will need to
schedule a time to finish their work during non-school hours. Students should be
working in partners for this lesson (unless the class size is uneven, when their would be
one trio in the class.)
5. Review / Closure:
The teacher will end the lesson reminding the students to come prepared with
choreography to teach one another.
6. Presentations:
There are no presentations by the students for this lesson.

X.

XI.

Evaluation/Assessment:
1. Students will be not be assessed formally this lesson. The teacher will be floating around
helping any students that require assistance during their independent practice.
References:

http://www.balletaustin.org/education/documents/Element
sofChoreographyHandout.pdf