The Blueprint for Teaching and Learning in Dance: Sample Unit Template

Title of the Unit: Bachata Unit Dates: 11/1/21—12/3/21

Number of Class Sessions: 4-5

Dance Teacher Name: Justine Rodriguez Benchmark(s): 3-5
School: PS 376K Grade/Class: 5th
Unit Description
What will students do in this unit? (one to three brief sentences)
During this unit, students will be learning about the history and social dance form known as Bachata, which originates from the Dominican
Republic. Students will learn and practice the basic footwork and techniques in Bachata. This unit culminates in a choreographic project in which
the students will create, rehearse, and perform their own Bachata dance utilizing the steps and techniques they were taught.      
     
     
Big Ideas of this Unit: Students will understand that: Essential Questions of this Unit: Students will answer:
 Dance brings people from different cultural backgrounds  How can do dancers and choreographers learn about other
together. cultures through dance?
 Dance is influenced by other cultures.  How do Bachata's dance its technique and style differ from other
       Latin dances?
 How do dance and culture influence each other?
 What are some ways a choreographer creates a dance?

Indicators of Student Learning

CONTENT—Students will know: SKILLS—Students will be able to:
 Bachata is a cultural and social dance from Dominican Republic.  Describe the socio-cultural history of Bachata.
 The socio-cultural history of bachata.  Create a short dance.
 The basic bachata footworks and their names.  Identify the names of the steps and techiques of the dance.
 How to perform using the techniques in the steps.  Understand the rhythm, timing, and pattern of the steps.
             

Dance Blueprint Strands Addressed

(Check ONLY the components being assessed)
Dance Making Developing Making Connections Working with Exploring Careers and
Dance Literacy Community and Lifelong Learning
Cultural Resources
Develop Skills and Understand Dance Understand Dance Engage with Learn About
Techniques as a Means of History and the Community Careers in and
Expression and Social and Cultural and Cultural Related to Dance
Improvise Communication Significance of Institutions,
Dance (Theatrical, Colleges and Set and Work
Choreograph Apply Dance Toward Goals
Ritual & Social Universities
Perform Vocabulary, Dances)
Terminology and Use Dance Value Dance
Symbols Connect Dance to Research as a Source of
Other Arts and Resources Enjoyment and
Analyze, Critique Disciplines Lifelong Learning
and Communicate Share Dance
About Dance Utilize Technology Experiences in and
in Connection Between Schools
Identify and with Dance
Compare Dance
Styles, Genres, Connect Dance
Major Works to Health and
and Artists Well-Being

New York State Dance Learning Standards Addressed

 DA:Cr2.1.4: Apply a variety of choreographic devices (unison, repeition), to expand choreographic
movement possibilities and structure.
  DA:Cr3.1.5: Explore alternate movement revisions using self, peer, or teacher feedback to expand
choreographic ideas for a dance study that communicates artistic intent.
 DA:Pr5.1.5: Recall and execute a series of dance phrases using fundamental dance skills.
 DA:Pr5.1.5c: Collaborate with peer ensemble members to repeat sequences and synchronize actions
 DA:Re7.1.5: Explain the basic structure of a dance (eg. ABA) and where choreographic devices
appear in the dance
 DA:Re9.1.4: Analyze the characteristics of movement elements observed in specific genre and style
and describe using basic dance terminalogy.
 DA:Re9.1.5: Use genre-specific dance terminology when appropriate.
 DA:Cn11.1.5: Describe how the movement characteristics and qualities of a dance in a specific dance
genre or style communicate ideas of the culture, historical period, or community in which it
originated.

Note: Only anchor standards are required. Include learning indicators only if you find them helpful.

Learning Experiences
(Briefly describe each experience following the sequence of lesson plans)
 Students will be introduced to a social and cultural dance form called Bachata. They will be learning
about its origin and history. Next, students will learn the rhythm, timing, and two basic steps of Bachata
(side basic and forward & back basic). The class will be split into four groups to practice what they
learned. Students will take turns performing and giving feedback.     
 Students will share what they learned from the last class. Students will revisit the previous week's steps
and learn two more bachata steps (half turn and right turn). After learning all the steps, the teacher will
create a phrase based on the steps taught for students to learn and continue practicing the steps. The
class will be split into four groups to practice the phrase they learned. Students will take turns
performing and giving feedback.      
 Students will be working on a choreography project. The teacher will explain and demonstrate a clear
beginning and end (stillness) for their choreography.
 Students will be assigned in small groups. They will create a short dance using the steps they have
learned arranged in any order they like.
 Students will collaborate, discuss, and practice their dance.
 Each group will perform and give feedback (glow and grow).     
 Students will be given a couple of minutes to practice their choreography in their assigned groups. Next,
each group will perform for the class and will be assessed based on a rubric.      
      

Pre-Assessment
What do students already know and understand about this area of What skills related to this unit have students already developed?
Dance Making?
 Some students already know bachata.  Students have prior experience learning and
 Most students are of Latin heritage or have performing dances
friends of Latin heritage and so are familiar with       
Latin culture.       
             
      
      
 Unit Assessments
Examples: Performance task with checklist, peer observation with feedback protocol, student self-assessment form,
videotape of student work with scoring rubric, test with grading system, student journal writing coded for vocabulary
Aligned to learning objectives and NYCDOE dance blueprint indicators
Self-Assessment Peer Assessment Teacher Assessment
 Students self‐‐‐correct while learning  Peer observation with feedback  Observation
and practicing steps and protocol  Rubric
choreography         Share-outs
             
      
Resources
(Books, music, articles, websites, etc.)
 Bolero dancing https://youtu.be/75VBO-UF380
 Bachata dancing https://youtu.be/ibas4g0T2eo
 Spotify Playlist
 Dominican Republic Flag
https://en.wikipedia.org/wiki/Flag_of_the_Dominican_Republic#/media/File:Flag_of_the_Dominican_R
epublic.svg


Teacher Self-Assessment / Reflection Strategies

What worked well? What should be changed? Provide suggestions.