DIRECTORATE OF SECONDARY EDUCATION

DEPARTMENT OF EDUCATIONAL DEVELOPMENT

SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°. 66
Block: 4. Preparation of a ritual dance
Competencies fostered: Artistic and cultural
Content/axes
-Selection of a ritual dance,
identifying its historical
background, meaning and
context (appreciation).
-Description of the visual
and sound elements that
make up the ritual dance to
be staged: costumes,
characteristic movements,
music, etc. (Appreciation).
-Execution of free
sequences on elements of
the selected ritual dance
(Expression).
Subject: Dance Arts Grade and group: 1st "A, B, C, D, E". Teacher: Ma. José Valladares Mejía
Date: March - April School year:2011- 2012
Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-Elaborate the cover of the block. 1 session Colors, markers, cut-
outs, notebook, etc. -Design movement
sequences that freely
-Research what a ritual or ceremony is and recreate elements of ritual
present a written example. 1 session Information. dance.
-Comment and analyze the research.
-Answer 5 questions based on the research -Locate the origin,
historical background,
and comments on the work of their peers. I session Notebook meaning and current
context of a Mexican
-We will comment on the Danza de la Pluma, dance with ritual and
whose origin is Oaxaca; of which the sacred purposes.
description of steps and costumes will be 1 session
Slate and notebook
done in a group way.
- In the same way in which the previous
descriptions were carried out, they should do 1 session Notebook, colors,
it with the steps and costumes of the dance markers and blank
they will represent. sheets of paper.
 DIRECTORATE OF SECONDARY EDUCATION
DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°. 66 Subject: Dance Arts Grade and group: 1st "A, B, C, D, E". Teacher: Ma. José Valladares Mejía
Block : 4. Preparation of a ritual dance. Date: March - April School year: 2011- 2012
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-Creation of collective - Select a ritual dance to present to the school 2 sessions Recorder
choreographic traces. community in Block 5.
-The group will be divided into three work
-Elaboration of appropriate teams that will elaborate the scenery, props Project, all the necessary
costumes, props and and actors. material.
accessories to represent the
ritual dance. -The design of the costumes will be carried 2 sessions
out.
-Reflection on ritual dance
as part of our country's
cultural and national
heritage and diversity.
4 sessions
-Rehearsals will begin.
 DIRECTORATE OF SECONDARY EDUCATION
DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°.66 Subject: Dance Arts Grade and group: 2nd grade "B, C, D, Teacher: Ma. José Valladares Mejía
E".
Block. 4. Preparation of a mestizo dance. Date: March - April School year: 2011 - 2012
Competencies favored: Artistic and cultural.
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-Identification of the -Elaborate the cover of the block. 1 session Notebook, colors, -Identify the origin,
characteristics of a selected markers. historical background,
meaning and current
folk or mestizo dance. -What are the mestizo dances and what do 1 session Slate and notebook context of a mestizo
they symbolize? . . Brainstorming will lead to dance in Mexico.
the answer to both questions, which should
-Execution of the basic be written in their notebook, concluding with
steps and sequences for the a comment and reflection. -Design movement
sequences that freely
performance of the mestizo recreate elements of a
dance. Individually answer 8 questions and paste 1 session Notebook selected mestizo dance.
some cut-outs of dances from different states
of the Mexican Republic.
-Incorporation of
trajectories, styles, -As a group, a State and a dance from that
movement qualities, group, State will be selected and worked on as a 1 session Spreadsheet, colors,
couple and individual project. blank sheets and
management, as notebook.
appropriate. -They will carry out the illustrated
monograph of the selected State. 1 session

DIRECTORATE OF SECONDARY EDUCATION

DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°. 66 Subject: Dance Arts Grade and group: 2nd grade "B, C, D, Teacher: Ma. José Valladares Mejía
E".
Block 4. Preparation of a mestizo dance Date: March - April School year: 2011 - 2012
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
 resources and learning/evaluation
materials.
-Elaboration of costumes -To make a description of the steps of your 1 session Notebook
for the selected folkloric or dance.
mestizo dance, considering 1 session Blank sheets of paper,
the dance elements and -Drawing and coloring the costumes to be colors and markers.
characteristics. used in the selected dance, as well as the
description of the costume.
2 sessions Blank legal size sheets,
pencil and colors.
Research on the origin, -To make the sketch of the scenography to
historical background and later carry it out in real size for the
socio-cultural context of a presentation.
mestizo dance from 1 session Notebook and
Mexico. -They will research and write down the consultation
information.
names of great and outstanding
choreographers and dancers in Mexico.
4 sessions
-Start rehearsals to present the dance in Block Project, tape recorder
5. and all the necessary
material.

DIRECTORATE OF SECONDARY EDUCATION

DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°. 66 Subject: Dance Arts Grade and group: 3rd grade "A, B, C, Teacher: Ma. José Valladares Mejía
D, E".
Block 4. Preparation of a popular dance Date: March - April School year: 2011 - 2012
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-Identification of the -Making the cover of the block 1 session -Notebook, colors and -Design creative
characteristics of a popular markers. sequences by performing
movements (steps and
dance, in order to select -Brainstorm some of the popular dances and 1 session -Slate sequences) typical of a
one. write them down on the board. current popular dance.

-Identification of the visual Paste cut-outs of 5 popular dances and -Identify the origin,
elements (costumes, answer 6 questions, at the end write down 1 session -Spreadsheets, historical background,
magazines, reference meaning and context of a
accessories, scenery and their comments and reflections. books, etc., notebook, selected folk dance.
lighting) and sound scissors and glue.
elements (musical -Complete a table (dance, place and year of
instruments or sound origin, influence, historical background, 1 session
accompaniment) of the costumes and space among other data), at the -Book
selected dance. end comment in the classroom and write
down conclusions.
-Creation of free sequences,
incorporating the basic -Brief dictation -Book
elements of movement and 1 session
space management, using -A popular modern dance will be selected
elements of the selected from the whole group, which should be -Recorder and disk.
dance. prepared step by step to be presented as a
first instance in the classroom.

DIRECTORATE OF SECONDARY EDUCATION

DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°. 66 Subject: Dance Arts Grade and group: 3rd grade "A, B, C, Teacher: Ma. José Valladares Mejía
D, E".
Block 4. Preparation of a popular dance Date: March - April School year: 2011 - 2012
Competencies fostered: Artistic and cultural
Content/axes
-Elaboration of costumes,
accessories, props, etc.,
considering the sense of the
elements of the dance to be
presented before an
audience.
Research on the selected
popular dance, identifying
its socio-cultural origin, as
well as the transformation
it has undergone up to the
present day.
School: Técnica N°. 66
Block 3. Body, Movement and Subjectivity
Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-The group is divided into work teams that 1 session -Notebook and
will function as props and scenery. blackboard
-The entire group participates in the 1 session
production and choreography of the dance, -Recorder and disk
therefore the costumes to be used for their
participation are designed.
-To make the description of steps. 2 sessions -Notebook, blank sheets.
-Illustrate the costumes to be used. Colors, markers.
-Drawing and coloring the sketch of the
scenography.
-The rehearsals for the presentation of the 4 sessions -All the necessary
dance in block 5 will begin. material for the staging.
DIRECTORATE OF SECONDARY EDUCATION
DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN
Subject: Dance Arts Grade and group: 1st "A, B, C, D, E". Teacher: Ma. José Valladares Mejía
Date: January - February School year: 2011 - 2012
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-Description of their tastes, -To make the cover of the block. 1 session Notebook, colors, -Elaboratecreative
ideas, feelings and opinions markers. dances with themes
about creative works -By way of brainstorming we will define 1 session Slate
of group interest
elaborated by others modern, contemporary, folkloric, ceremonial from the elements of
(within the classroom or in and traditional dances. a scenic montage.
professional artistic
productions). -Write a personal reflection about culture and 2 sessions
Notebook
society in the evolution of people and write -Recognizes the
down conclusions. importance of dance
-Performing body and places it as part
preparation. -Observe and reflect on the behavior of men 2 sessions Notebook, blank sheets, of cultural
and women in different situations and make a colors. production.
chart of similarities and differences (in order
-Elaboration of creative to work on the movement and behavior of
dances with the elements people according to generation).
that intervene in a dance
assembly process: -Answer a series of questions, comment and
Notebook
*Definition of the theme write down conclusions. 2 sessions
and its narrative sequence
(beginning, development -They will form into teams and prepare a
and closing). rhythmic chart to present in the classroom. 3 sessions Recorder, discs

DIRECTORATE OF SECONDARY EDUCATION

DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°. 66 Subject: Dance Arts Grade and group: 1st "A, B, C, D, E". Teacher: Ma. José Valladares Mejía
Block 3. Body, Movement and Subjectivity Date: January - February School year: 2011 - 2012
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
*Performance of different -After analyzing the body movement, they 1 session Notebook and clippings
functions, such as should find the relationship between the arts
choreographers, dancers, and each of the subjects, their transversality,
costume designers, music write down conclusions and illustrate.
editors or performers and
promoters, among others. -Research about a ritual dance and its
geographic location, according to the state to 1 session Notebook and reference
texts
-Reflection of dance as an which it corresponds.
artistic language and
professional activity. -Identify which ethnic group you belong to
and color it on the map of the Mexican 1 session Notebook and map of
-Research on precursors, Republic. the Mexican Republic
groups or dance companies
in Mexico and the world. -To carry out a dynamic in the classroom, 1 session Recorder and discs
where movement qualities, trajectories,
levels, among others that should be applied in
the work of ritual dance are retaken.
Notebook
-They will write down conclusions and 1 session
reflections about everything seen during the
block.

DIRECTORATE OF SECONDARY EDUCATION

DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN
School: Secondary N°. 2 Subject: Dance Arts Grade and group: 2nd " L". Teacher: Ma. Sinue Dennise Monarca
Silva
Block 3. Dance: Shared territory Date: January - February School year:2014 -2015
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-Identification of the -To make the cover of the block. 1 session Notebook -Apply basic forms of
requirements of a zapateado, with qualities
Clippings and blank of movement and accents
functional preparation of By means of cut-outs they should illustrate a 1 session sheets. by recognizing specific
your body for basic warm-up sequence. forms of support in the
footwork. parts of the foot.
-They will form teams and choose a topic of 2 sessions Slate and notebook
-Creative exploration of the interest to young people their age.
use of different points of -Recognizes the
support of the feet, using -They will have to make a narration about a 2 sessions Notebook differences and
different rhythms and situation related to the selected topic, to later similarities between some
speeds. make a script. mestizo or folkloric
dances of the world and
our country.
-Application of basic -They should identify the beginning,
zapateados, varying speed, development and outcome of any work of art; 2 sessions Notebook and colors
combinations and accents, in order to classify their written work in these
progressively incorporating phases.
directions, trajectories and
Notebook
other body actions. -They will answer a short questionnaire 1 session
based on their topic.

-Complete a chart involving various types of 1 session

music according to the type of dance.

DIRECTORATE OF SECONDARY EDUCATION

DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
 SUBJECT: ARTS
BIMONTHLY PLAN

School: Técnica N°. 66 Subject: Dance Arts Grade and group: 2nd grade "B, C, D, Teacher: Ma. José Valladares Mejía
E".
Block 3. Dance: Shared territory Date: January - February School year: 2011 - 2012
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-General comparison -They must creatively choose an artistic 1 session Recorder, disks and
between some folkloric or medium to stage their work based on themes notebooks
mestizo dances of the of interest (either through a play or a dance),
world and those of our using movement qualities, levels and
country. trajectories.

-Elaborate a collage that involves all the

elements that will be used for their staging. 1 session Blank sheets and
clippings
-Presentation of their works or dances.

-As a group, they will choose a State of the 2 sessions

Recorder and music
Mexican Republic that is to their liking. discs
1 session A map of the Mexican
-To make an illustrated monograph of this Republic with names,
State involving geographical location on the colors and markers.
map and the traditional costumes. 1 session
Notebook and
spreadsheets.

DIRECTORATE OF SECONDARY EDUCATION


School: Técnica N°. 66
Block 3. Doing dance
Competencies fostered: Artistic and cultural
Content/axes
-Differentiation between
popular dances prior to the
second half of the twentieth
century in our country and
the world.
Afro-Latin or Caribbean
rhythms: Rumba, salsa,
samba, cumbia, guaracha,
cha cha cha and mambo.
-Fine ballroom dancing:
Tango, danzón, paso doble,
waltz, polka and mazurca.
-Identification of a popular
dance prior to the second
half of the 20th century that
is danced today.
DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
SUBJECT: ARTS
BIMONTHLY PLAN
Subject: Dance Arts Grade and group: 3rd grade "A, B, C, Teacher: Ma. José Valladares Mejía
D, E".
Date: January - February School year: 2011 - 2012
Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-To make the cover of the block. 1 session Notebook, colors and
markers -Identifies the
sociocultural and artistic
-By means of a brainstorming session, 2 sessions Slate and notebook characteristics of popular
popular dances prior to the second half of the dances.
20th century should be deciphered. Write
down conclusions and reflections.
-Freely interprets a
Notebook popular dance.
-Brief dictation 1 session
Complete a chart of Afro-Latin and 2 sessions Notebook
Caribbean rhythms involving certain
information. Comment and note conclusions.
-They will be divided into teams to research Notebook, bond paper,
in depth three types of dances corresponding 2 sessions markers, computer,
to the second half of the twentieth century overhead projector
and expose with flip charts or power points
their corresponding dances.
 DIRECTORATE OF SECONDARY EDUCATION
DEPARTMENT OF EDUCATIONAL DEVELOPMENT
SECONDARY EDUCATION REFORM
BIMONTHLY PLAN

School: Técnica N°. 66 Subject: Dance Arts Grade and group: 3rd " A, B, C, D, E". Teacher: Ma. José Valladares Mejía
Block 3. Doing dance Date: January - February School year: 2011 - 2012
Competencies fostered: Artistic and cultural
Content/axes Activity/modality of work Estimated time Teaching space(s), Expected
resources and learning/evaluation
materials.
-Interpretation of a popular -The dances they presented should be 3 sessions Recorder, discs and all
free dance prior to the presented in a practical way in the classroom the material necessary
for the presentation of
second half of the 20th with the corresponding costumes and the dances.
century and compare it appropriate scenery, which should be made
with the popular dances of with recycled material.
their community.
-They will write down their reports 2 sessions
Notebook
-General investigation of (experiences lived during the process and the
the value and significance presentation) and reflections of their
of popular dance. corresponding team.
1 session
-Collective reflection on -They will answer 8 questions in brief.
the artistic and social value 2 sessions
of dance manifestations of -They will individually conduct research on Notebook and reference
popular culture. how dance is interpreted and what it texts.
symbolizes in different states and countries,
as well as its evolution in society and its
influence on the personal life of each
individual. Such research should also be
illustrated.