Unit Plan

Instructional Unit Plan 

DANCE

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1. Classroom Information
Subject Area:
Ballet (Focus on Classical Ballet Techniques)
Grade Level:
High School Grades 9-12, Intermediate Ballet Level
Environmental Assessment:
Studio Space: A large ballet studio with mirrors, proper flooring (wood or sprung floor), barre, and sound system for music.
Classroom Culture: Respect for discipline, focus, and collaborative work. Positive reinforcement for effort and growth.
Resources: Ballet slippers, leotards, tights, barre, and music. Optionally, video recording equipment for self-assessment and teacher feedback.

2. Unit Summary
Unit Focus:
This unit is dedicated to the mastery of essential ballet movements and building fundamental techniques including pliés, tendus, dégagés, ronds de jambe, and simple jumps. Much attention will be paid to posture, alignment, and musicality.

Unit Goal:
By the end of this unit, students will show mastery of basic ballet technique at the barre and center and execute a short choreographed combination at the center that includes pliés, tendus, dégagés, and jumps.

3. Building the Foundation
a. Habits of Learning Taxonomy
The instructional approach is matched to a learning taxonomy. Remembering The students will recall major ballet terminology and positions including but not limited to 1st, 2nd, 3rd, and 5th positions; relevé, plié. Understanding Students will explain the purpose of each exercise at the barre and center, including how they contribute to overall technique. Applying Students will apply proper alignment and form as they execute basic ballet steps. Analyzing Students will analyze technique through self-reflection and peer feedback.
Assessing: Through consistent teacher corrections, students will assess and modify their movements to enhance accuracy.
Creating: Students will use the learned movements to choreograph a short dance combination at the end of the unit.
b. Standards
The unit meets the following National Core Arts Standards for Dance:

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

4. Learning Benchmarks in Dance
Week 1: Students are able to demonstrate basic ballet position and barre exercises: plié, tendu, dégagé
Week 2: Increase center work and turns: rond de jambe, pirouettes
Week 3: Addition of jumps: echappé, sautés, adagio
Week 4: Students choreograph simple dance, incorporating steps previously learned
Week 5: Emphasis on refining techniques and performance skills.
Week 6: Execute the routine for the class, focusing on technique, musicality, and artistry.

5. Learning Outcomes
At the end of this unit, students will be able to:

Exhibit correct posture, alignment, and balance while performing basic ballet movements.

Execute barre exercises-plié, tendu, dégagé, and ronds de jambe-with proper technique and control.

Execute simple turns-pirouettes-and jumps-sautés and échappé-with correct form.

Show musicality and expression in their movements.
Choreograph a short ballet combination using the learned techniques.

6. Curriculum Framing Questions
What is the importance of alignment and posture in ballet technique?
How does each movement add to the overall strength and flexibility?
Why is musicality important in ballet, and through what means can we show emotion by moving our bodies?
How will we then use feedback to enhance our dance technique?

7. Student Assessment
Formative Assessment:
Daily observation and correction of technique during class.
Informal self-assessment and peer assessments using checklists e.g., posture, alignment, fluidity.
Summative Assessment:
Students will present at the end of the unit, in front of their class, a choreographed routine demonstrating their ability to execute the learned techniques.
Performance Rubric includes posture, alignment, execution of movement, musicality, expression.
Peer Response
Using positive constructive comments about peer's performance. Take notes from their response to make adaptations to own work.

8. Dance Elements
The elements of dance are
Body: Establishing good posture, alignment, and development of awareness about how the body moves within the space.
Space: The majority of movement will happen at the barre; center work will incorporate moving through varied directions - forward, backward, and side to side.
Time: Rhythmic awareness; utilizing counts in coordination with the music.
Energy: Stress control, strength, fluidity especially when executing jumps and turns.
Relationship: Cooperative effort by peer and constructive feedback toward performance both as individuals and in a group.

9. Unit Details
a. Approximate Time:
Total Length: 6 weeks
Class Length: 60–75 minutes per class
Week 1-2: Emphasize barre work and simple center exercises.
Week 3-4: Turns, jumps, and transitions from barre to center.
Week 5: Rehearsal of choreography and refinement.
Week 6: Performance and reflection.
b. Prerequisite Skills:
Basic understanding of ballet positions and terminology.
Ability to maintain balance and execute simple movements at the barre.
Prior experience with basic stretches and warm-up exercises.

10. Review
At the end of the unit, review the following concepts:
Alignment and posture.
The technical execution of movements: plié, tendu, dégagé, pirouettes, sautés.
Choreography and group dynamics in performance.
Feedback and self-assessment strategies for continuous improvement.

11. Materials
Music: Classical ballet music or piano accompaniment for exercises.
Videos: Instructional videos demonstrating correct technique (for visual learning).
Barre: For basic ballet exercises and stretches.
Dance Notebooks: To track progress and note down key feedback.
Costumes: Optional, depending on the final performance.

12. Accommodation & Differentiation Instruction
Physical Modifications:

Alternative exercises for students with physical limitations, such as seated exercises or using props for balance.
Visual Learners:

Videos, mirror demonstrations, visual cues for correct form.
Kinesthetic Learners:

Hands-on corrections, touch, or positioning to adjust posture.
Auditory Learners:

Verbal cues, descriptive movements, focusing on music for timing.
Advanced Students:

Advanced students can be challenged with more complex variations that include additional jumps or turns in their routines. Struggling Students:

Simplify movements, break down steps into smaller parts, and provide extra individual support.