Dance Lesson Template

AGDEP DANED 762 - Dance Methods 2

Prof. Ana Nery Fragoso

NAME: Justine Rodriguez

DATE: 11/3/21

BIG IDEA:
Dance is influenced by other cultures.

ESSENTIAL QUESTION:
 How do dance and culture influence each other?

FOCUS QUESTION:
Which other dance forms can be identified in Bachata? What similarities can you identify between these
dance forms? Cultures? What differences can you identify? How did it influence Bachata today?

OBJECTIVES:
● Become familiar with the basic footwork, techniques, and vocabulary.
● Analyze the similarities and differences between bolero and Bachata.
● Learn the history and origin of the dance form.
● Understand the rhythm, timing, and pattern of the steps.

INDICATORS OF STUDENT LEARNING

CONTENT – Students will know:
● Bachata is a cultural and social dance form from the Dominican Republic.
● The history and origin of Bachata.
● The bachata footwork and their names (side basic and forward and back basic)

SKILLS – Students will be able to:

● Identify the names, techniques, rhythm, and timing of the steps.
● Apply the techniques, rhythm, and pattern to the steps.
● Restate the history, origin, and dance forms of Bachata.
ACTIVITY SEQUENCE:

 Warm-up: I will lead the class into a warm-up consisting of body isolations, stretches, and
weight shifting exercises in preparation for the dance lesson.

 Introduction of Theme: I will show a picture of the Dominican Republic flag and ask the
students if anyone knows what type of flag is this? After students give their responses, I will
ask them if anyone knows of any dance styles from the Dominican Republic? From here, I will
inform the students that we will be learning about a dance called Bachata. Students will be
led into a class discussion about the history and origin of Bachata and what Bachata is?
Students will watch two short videos- one of bolero dance and another of Bachata. We will
analyze and identify the similarities and differences together.

 Exploration: Next, I will introduce and model the bachata side basic and forward and back
basic. After we practice together, I will play music. First, I will have the students listen to the
music, and we will clap out the rhythm together. They will be asked to count out loud. Once
I hear everyone clapping and counting simultaneously, I will count them in, and we will
practice the bachata basics together.

 Development and Elaboration: Students will be divided into four small groups. They will be
asked to practice the two bachata steps (side basic and forward and back), the rhythm &
timing, and keeping a slight bend in the knees.

 Culmination / Sharing: After the students practice with their groups, the class will sit on the
floor, forming a circle. I will explain to the class that each group will take turns performing
what they were asked to practice and giving feedback. Those that are watching will provide
feedback, one glow and one grow. They will state one thing that you noticed they/she/he
did very well and one thing they can continue working on.

 Relaxation / Reflection: Students will gather, sitting in a circle while participating in a

breathing exercise and stretching. Students will do a share-out answering the questions
they will be asked: "What did we learn today? What were the similarities and differences
between bolero and bachata? What was today's experience like for you?".

ASSESSMENTS:
● Formative: Feedbacks, Rubrics, Observations
● Summative: In-class Choreography project

MODIFICATIONS FOR SWD/ELL:

● Some students have trouble focusing and may need redirection (verbal reminders and proximity
control)
 ● Addressing different learners; auditory, kinesthetic, and visual – dancing to varying tempos of
music (auditory), using counts and words when learning steps (auditory), the teacher
demonstrates the movements, and students repeat (visual and kinesthetic).
● Visual Aids (rubric posters, videos)

EXTENSIONS (SUPPORTS AND CHALLENGES):

●  Extended activities I may have for students to support and challenge them are to have students
discuss, collaborate and apply the feedback given to them to move on to the next lesson. Doing
this will guide me in determining how many additional steps and/or skills I can teach to
challenge them.

RESOURCES
● Bolero dancing - https://youtu.be/75VBO-UF380
● Bachata Dancing - https://youtu.be/ibas4g0T2eo
● Spotify
● Dominican Republic flag:
https://en.wikipedia.org/wiki/Flag_of_the_Dominican_Republic#/media/File:Flag_of_the_Domi
nican_Republic.svg

BLUEPRINT FOR TEACHING AND LEARNING IN DANCE STANDARDS

Dance Making
X Develop Skills and Techniques
❏ Improvise
X Choreograph
X Perform

Developing Dance Literacy

❏ Understand Dance as a Means of Expression and Communication
X Apply Dance Vocabulary, Terminology, and Symbols
X Analyze, Critique and Communicate about Dance
X Identify and Compare Dance Styles, Genres, Major Works and Artists
Making Connections
X Understand Dance History and the Social and Cultural Significance of Dance (Theatrical, Ritual & Social Dances)
❏ Connect Dance to Other Arts and Disciplines
❏ Utilize Technology in Connection with Dance
❏ Connect Dance to Health and Well-Being

Community and Cultural Resources

❏ Engage with Community and Cultural Institutions, Colleges, and Universities
❏ Use Dance Research Resources
❏ Share Dance Experiences in and Between Schools

Careers and Lifelong Learning

❏ Learn About Careers in and Related to Dance
❏ Set and Work Toward Goals
❏ Value Dance as a Source of Enjoyment and Lifelong Learning

NYS LEARNING STANDARDS FOR THE ARTS

Artistic Process: ☐Creating

Anchor Standards:

❏ Anchor Standard 1: Generate and conceptualize artistic ideas and work.

❏ Anchor Standard 2: Organize and develop artistic ideas and work.

❏ Anchor Standard 3: Refine and complete artistic work.

Artistic Process: ☐Performing

Anchor Standards:

❏ Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

X Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

❏ Anchor Standard 6: Convey meaning through the presentation of artistic work.

Artistic Process: ☐Responding

Anchor Standards:

❏ Anchor Standard 7: Perceive and analyze artistic work.

❏ Anchor Standard 8: Interpret meaning in artistic work.

❏ Anchor Standard 9: Apply criteria to evaluate artistic work.

Artistic Process: ☐Connecting

Anchor Standards:

❏ Anchor Standard 10: Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

X Anchor Standard 11: Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in
turn, how artistic ideas shape cultures past, present, and future.

NAME: Justine Rodriguez

DATE: 11/10/21

BIG IDEA:
Dance is influenced by other cultures.

ESSENTIAL QUESTION:
How do dancers and choreographers learn about other cultures through dance?

FOCUS QUESTION:
What should we look for in a dance that will tell us about another culture?

OBJECTIVES:
● Become familiar with the bachata footwork, techniques, and vocabulary.
● Understand the rhythm, timing, and pattern of the steps.

INDICATORS OF STUDENT LEARNING

CONTENT – Students will know:
● The bachata footwork and their names (right turn and half turn)
● How to apply the techniques, rhythm, and pattern to the steps.

SKILLS – Students will be able to:

● Identify the names, techniques, rhythm, and timing of the steps.
● Understand the rhythm, timing, and pattern of the steps.

ACTIVITY SEQUENCE:
 Warm-up: I will lead the class into a warm-up consisting of body isolations, stretches, and
weight shifting exercises in preparation for the dance lesson.

 Introduction of Theme: I will ask the students to recall what they learned last week and then
ask who would like to come to the front to show the previous week's steps. After the student
models the steps, I will review the side basic and front and back basics.

 Exploration: Next, I will introduce and model the bachata right turn and half turn. After the
students learned and practiced the right turn and half turn, we will apply all four bachata
steps together, and then I will play music. First, I will have the students listen to the music,
and we will clap out the rhythm together. They will be asked to count out loud. Once I hear
everyone clapping and counting simultaneously, I will count them in, and we will practice
the bachata steps together.

 Development and Elaboration: Students will be divided into four small groups. I will tell the
students to practice the bachata steps (side basic, front and back basic, half turn, and right
 turn). Students will be asked to work on the rhythm & timing, footwork pattern and keep a
slight bend in the knees.

 Culmination / Sharing: After the students practice with their groups, the class will sit on the
floor, forming a circle. I will explain to the class that each group will take turns performing
what they were asked to practice and giving feedback. Those that are watching will provide
feedback, one glow and one grow. They will state one thing that you noticed they/she/he
did very well and one thing they can improve.

 Relaxation / Reflection: Students will gather, sitting in a circle while participating in a

breathing exercise and stretching. Students will do a share-out answering the questions
they will be asked: "What did we learn today? What can you say about the steps you
learned that tell you about another culture? What was today's experience like for you?".

ASSESSMENTS:
● Formative: Share-out, Rubrics, Teacher observations
● Summative: In-class Choreography project

MODIFICATIONS FOR SWD/ELL:

● Some students have trouble focusing and may need redirection (verbal reminders and proximity
control)
● Addressing different learners; auditory, kinesthetic, and visual – dancing to varying tempos of
music (auditory), using counts and words when learning steps (auditory), the teacher
demonstrates the movements, and students repeat (visual and kinesthetic).
● Visual Aids (rubric posters, videos)

EXTENSIONS (SUPPORTS AND CHALLENGES):

●  Extended activities I may have for students to support and challenge them are to discuss,
collaborate, and apply the feedback given to them to move on to the next lesson. Doing this will
guide me in determining how many additional steps and/or skills I can teach to challenge them.

RESOURCES
● Spotify

BLUEPRINT FOR TEACHING AND LEARNING IN DANCE STANDARDS

Dance Making
X Develop Skills and Techniques
❏ Improvise
X Choreograph
X Perform

Developing Dance Literacy

❏ Understand Dance as a Means of Expression and Communication
X Apply Dance Vocabulary, Terminology, and Symbols
X Analyze, Critique and Communicate about Dance
X Identify and Compare Dance Styles, Genres, Major Works and Artists

Making Connections
X Understand Dance History and the Social and Cultural Significance of Dance (Theatrical, Ritual & Social Dances)
❏ Connect Dance to Other Arts and Disciplines
❏ Utilize Technology in Connection with Dance
❏ Connect Dance to Health and Well-Being

Community and Cultural Resources

❏ Engage with Community and Cultural Institutions, Colleges, and Universities
❏ Use Dance Research Resources
❏ Share Dance Experiences in and Between Schools

Careers and Lifelong Learning

❏ Learn About Careers in and Related to Dance
❏ Set and Work Toward Goals
❏ Value Dance as a Source of Enjoyment and Lifelong Learning

NYS LEARNING STANDARDS FOR THE ARTS

Artistic Process: ☐Creating

Anchor Standards:

❏ Anchor Standard 1: Generate and conceptualize artistic ideas and work.

❏ Anchor Standard 2: Organize and develop artistic ideas and work.

❏ Anchor Standard 3: Refine and complete artistic work.

Artistic Process: ☐Performing

Anchor Standards:

❏ Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

X Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

❏ Anchor Standard 6: Convey meaning through the presentation of artistic work.

Artistic Process: ☐Responding

Anchor Standards:

❏ Anchor Standard 7: Perceive and analyze artistic work.

❏ Anchor Standard 8: Interpret meaning in artistic work.

X Anchor Standard 9: Apply criteria to evaluate artistic work.

Artistic Process: ☐Connecting

Anchor Standards:

❏ Anchor Standard 10: Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

X Anchor Standard 11: Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in
turn, how artistic ideas shape cultures past, present, and future.

NAME: Justine Rodriguez

DATE: 11/10/21
BIG IDEA:
Dance is influenced by other cultures.

ESSENTIAL QUESTION:
How do dancers and choreographers learn about other cultures through dance?

FOCUS QUESTION:
What should we look for in a dance that will tell us about another culture?

OBJECTIVES:
● Become familiar with the bachata footwork, techniques, and vocabulary.
● Understand the rhythm, timing, and pattern of the steps.

INDICATORS OF STUDENT LEARNING

CONTENT – Students will know:
● The bachata footwork and their names (right turn and half turn)
● How to apply the techniques, rhythm, and pattern to the steps.

SKILLS – Students will be able to:

● Identify the names, techniques, rhythm, and timing of the steps.
● Understand the rhythm, timing, and pattern of the steps.

ACTIVITY SEQUENCE:
 Warm-up: I will lead the class into a warm-up consisting of body isolations, stretches, and
weight shifting exercises in preparation for the dance lesson.

 Introduction of Theme: I will ask the students to recall what they learned last week and then
ask who would like to come to the front to show last week's steps. After the student models
the steps, I will review the side basic and front and back basic with them.

 Exploration: Next, I will introduce and model the bachata right turn and half turn. After the
students learned and practiced the right turn and half turn, we will apply all four bachata
steps together, and then I will play music. First, I will have the students listen to the music,
and we will clap out the rhythm together. They will be asked to count out loud. Once I hear
everyone clapping and counting simultaneously, I will count them in, and we will practice
the bachata steps together.
  Development and Elaboration: Students will be divided into four small groups. I will tell the
students to practice the bachata steps (side basic, front and back basic, half turn, and right
turn). Students will be asked to work on the rhythm & timing, footwork pattern and keep a
slight bend in the knees.

 Culmination / Sharing: After the students practice with their groups, the class will sit on the
floor, forming a circle. I will explain to the class that each group will take turns performing
what they were asked to practice and giving feedback. Those that are watching will provide
feedback, one glow and one grow. They will state one thing that you noticed they/she/he
did very well and one thing they can improve.

 Relaxation / Reflection: Students will gather, sitting in a circle while participating in a

breathing exercise and stretching. Students will do a share-out answering the questions
they will be asked: "What did we learn today? What can you say about the steps you
learned that tell you about another culture? What was today's experience like for you?".

ASSESSMENTS:
● Formative: Share-out, Rubrics, Teacher observations
● Summative: In-class Choreography project

MODIFICATIONS FOR SWD/ELL:

● Some students have trouble focusing and may need redirection (verbal reminders and proximity
control)
● Addressing different learners; auditory, kinesthetic, and visual – dancing to varying tempos of
music (auditory), using counts and words when learning steps (auditory), the teacher
demonstrates the movements, and students repeat (visual and kinesthetic).
● Visual Aids (rubric posters, videos)

EXTENSIONS (SUPPORTS AND CHALLENGES):

●  Extended activities I may have for students to support and challenge them are to have students
discuss, collaborate, and apply the feedback given to them to move on to the next lesson. Doing
this will guide me in determining how many additional steps and/or skills I can teach to
challenge them.

RESOURCES
● Spotify
 BLUEPRINT FOR TEACHING AND LEARNING IN DANCE STANDARDS

Dance Making
X Develop Skills and Techniques
❏ Improvise
X Choreograph
X Perform

Developing Dance Literacy

❏ Understand Dance as a Means of Expression and Communication
X Apply Dance Vocabulary, Terminology, and Symbols
X Analyze, Critique and Communicate about Dance
X Identify and Compare Dance Styles, Genres, Major Works and Artists

Making Connections
X Understand Dance History and the Social and Cultural Significance of Dance (Theatrical, Ritual & Social Dances)
❏ Connect Dance to Other Arts and Disciplines
❏ Utilize Technology in Connection with Dance
❏ Connect Dance to Health and Well-Being

Community and Cultural Resources

❏ Engage with Community and Cultural Institutions, Colleges, and Universities
❏ Use Dance Research Resources
❏ Share Dance Experiences in and Between Schools

Careers and Lifelong Learning

❏ Learn About Careers in and Related to Dance
❏ Set and Work Toward Goals
❏ Value Dance as a Source of Enjoyment and Lifelong Learning

NYS LEARNING STANDARDS FOR THE ARTS

Artistic Process: ☐Creating

Anchor Standards:

❏ Anchor Standard 1: Generate and conceptualize artistic ideas and work.

❏ Anchor Standard 2: Organize and develop artistic ideas and work.

❏ Anchor Standard 3: Refine and complete artistic work.

Artistic Process: ☐Performing

Anchor Standards:

❏ Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

X Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

❏ Anchor Standard 6: Convey meaning through the presentation of artistic work.

Artistic Process: ☐Responding

Anchor Standards:

❏ Anchor Standard 7: Perceive and analyze artistic work.

❏ Anchor Standard 8: Interpret meaning in artistic work.

X Anchor Standard 9: Apply criteria to evaluate artistic work.

Artistic Process: ☐Connecting

Anchor Standards:

❏ Anchor Standard 10: Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

X Anchor Standard 11: Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in
turn, how artistic ideas shape cultures past, present, and future.
NAME: Justine Rodriguez
DATE: 11/10/21

BIG IDEA:
Dance is influenced by other cultures.

ESSENTIAL QUESTION:
How do dancers and choreographers learn about other cultures through dance?

FOCUS QUESTION:
What should we look for in a dance that will tell us about another culture?

OBJECTIVES:
● Become familiar with the bachata footwork, techniques, and vocabulary.
● Understand the rhythm, timing, and pattern of the steps.

INDICATORS OF STUDENT LEARNING

CONTENT – Students will know:
● The bachata footwork and their names (right turn and half turn)
● How to apply the techniques, rhythm, and pattern to the steps.

SKILLS – Students will be able to:

● Identify the names, techniques, rhythm, and timing of the steps.
● Understand the rhythm, timing, and pattern of the steps.

ACTIVITY SEQUENCE:
 Warm-up: I will lead the class into a warm-up consisting of body isolations, stretches, and
weight shifting exercises in preparation for the dance lesson.

 Introduction of Theme: I will ask the students to recall what they learned last week and then
ask who would like to come to the front to show the steps they were taught last week. After
the student demonstrates the steps, I will review the side basic and front and back basic with
them.

 Exploration: Next, I will introduce and model the bachata right turn and half turn. After the
students learned and practiced the right turn and half turn, we will apply all four bachata
steps together, and then I will play music. First, I will have the students listen to the music,
 and we will clap out the rhythm together. They will be asked to count out loud. Once I hear
everyone clapping and counting simultaneously, I will count them in, and we will practice
the bachata steps together.

 Development and Elaboration: Students will be divided into four small groups. They will be
asked to practice the bachata steps (side basic, front and back basic, half turn, and right
turn). Students will be asked to work on the rhythm & timing, footwork pattern and keep a
slight bend in the knees.

 Culmination / Sharing: After the students practice with their groups, the class will sit on the
floor, forming a circle. I will explain to the class that each group will take turns performing
what they were asked to practice and giving feedback. Those that are watching will provide
feedback, one glow and one grow. They will state one thing that you noticed they/she/he
did very well and one thing they can improve.

 Relaxation / Reflection: Students will gather, sitting in a circle while participating in a

breathing exercise and stretching. Students will do a share-out answering the questions
they will be asked: "What did we learn today? What can you say about the steps you
learned that tell you about another culture? What was today's experience like for you?".

ASSESSMENTS:
● Formative: Share-out, Rubrics, Teacher observations
● Summative: In-class Choreography project

MODIFICATIONS FOR SWD/ELL:

● Some students have trouble focusing and may need redirection (verbal reminders and proximity
control)
● Addressing different learners; auditory, kinesthetic, and visual – dancing to varying tempos of
music (auditory), using counts and words when learning steps (auditory), the teacher
demonstrates the movements, and students repeat (visual and kinesthetic).
● Visual Aids (rubric posters, videos)

EXTENSIONS (SUPPORTS AND CHALLENGES):

●  Extended activities I may have for students to support and challenge them are to discuss,
collaborate, and apply the feedback given to them to move on to the next lesson. Doing this will
guide me in determining how many additional steps and/or skills I can teach to challenge them.

RESOURCES
● Spotify
 BLUEPRINT FOR TEACHING AND LEARNING IN DANCE STANDARDS

Dance Making
X Develop Skills and Techniques
❏ Improvise
X Choreograph
X Perform

Developing Dance Literacy

❏ Understand Dance as a Means of Expression and Communication
X Apply Dance Vocabulary, Terminology, and Symbols
X Analyze, Critique and Communicate about Dance
X Identify and Compare Dance Styles, Genres, Major Works and Artists

Making Connections
X Understand Dance History and the Social and Cultural Significance of Dance (Theatrical, Ritual & Social Dances)
❏ Connect Dance to Other Arts and Disciplines
❏ Utilize Technology in Connection with Dance
❏ Connect Dance to Health and Well-Being

Community and Cultural Resources

❏ Engage with Community and Cultural Institutions, Colleges, and Universities
❏ Use Dance Research Resources
❏ Share Dance Experiences in and Between Schools

Careers and Lifelong Learning

❏ Learn About Careers in and Related to Dance
❏ Set and Work Toward Goals
❏ Value Dance as a Source of Enjoyment and Lifelong Learning

NYS LEARNING STANDARDS FOR THE ARTS

Artistic Process: ☐Creating

Anchor Standards:

❏ Anchor Standard 1: Generate and conceptualize artistic ideas and work.

❏ Anchor Standard 2: Organize and develop artistic ideas and work.

❏ Anchor Standard 3: Refine and complete artistic work.

Artistic Process: ☐Performing

Anchor Standards:

❏ Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

X Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

❏ Anchor Standard 6: Convey meaning through the presentation of artistic work.

Artistic Process: ☐Responding

Anchor Standards:

❏ Anchor Standard 7: Perceive and analyze artistic work.

❏ Anchor Standard 8: Interpret meaning in artistic work.

X Anchor Standard 9: Apply criteria to evaluate artistic work.

Artistic Process: ☐Connecting

Anchor Standards:

❏ Anchor Standard 10: Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

X Anchor Standard 11: Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in
turn, how artistic ideas shape cultures past, present, and future.