MAKING A DANCE MAP

DTAD 107

Concepts/Objectives:
 Students will create a divertissement.
 Students will understand the basic dance elements.
 Students will understand the effects of different choices (in terms of the basic dance
elements) on the quality and meaning of a dance.
 Students will understand how the dance elements enable a choreographer to tell a
story through dance.

Resource Used:
Any music

TABLE OF CONTENTS
1. Vocabulary, Materials, and Handouts
Vocabulary- choreography, dance, direction, divertissement, force,
locomotor, non-locomotor, rhythm, shape, space, tempo, time
Materials - TV/VCR or DVD player, CD/tape player, assortment of
tapes/CDs with varied music (fast, slow, happy, sad, loud, soft, etc.), paper,
pencils or crayons, open space

2. Instructional Strategies and Activities

 Making a Dance Map
o Start with a blank piece of paper and a pencil or crayon. Place three
points anywhere on the paper. Next, draw a pathway that is not a
straight line to connect the three points.
o Label your three points “beginning,” “middle,” and “end.” Mark five other
places on your pathway using hash marks (||). Underneath each set of
hash marks, write a level, a type of shape, and a number between 1 and
8.
o You have created a map for your dance.
o In an open space, walk the pathway as it is shown on your paper. Walk it
again for memory. Make sure you are beginning and ending in the
correct places. Also, watch your directions to make sure that you are
moving identically to the map.
o The third time you walk your pathway, notice where the hash marks are
on the paper and freeze in these places for the right number of seconds
(the number between 1 and 8). Decide what shapes you will make at this
time.
o After moving through the space a couple of times, pick a theme for this
dance that goes with your pathway.
 o Choose movement qualities that match the theme. List these on the back
of your paper so you won’t forget. You might also want to experiment
with different locomotor movements to connect you from point to point.
o Also experiment with different kinds of musical accompaniment, such as
fast, slow, soft, loud, percussive, lyrical. Notice the effect this has on your
movement choices.
3. Performance Assessment
 Performance Event:  The student participates in a class discussion comparing
the basic elements of dance in the Arabian and Chinese divertissements from  The
Nutcracker. The student uses a dance map to create and perform a dance
demonstrating the basic elements of dance.
 Directions: Discuss the basic dance elements and compare them in the two
dances from The Nutcracker. Then, using paper and pencil, make a pathway
using three points. Then add five sets of hash marks to indicate places where
you will pause and make a distinct shape. Then use the map to create a dance,
adding a theme, different locomotor movements, and musical accompaniment.
Perform your dance.
 Performance Scoring Guide
4-EXCELLENT 3-VERY GOOD 2-GOOD 1-FAIR 0-POOR
 The student
 The student  The student creates a dance
creates a dance creates a dance map map and performs
map and clearly and generally  The student it to a minimal
performs the dance performs what it creates an adequate extent.
it represents. represents. dance map and
 The student’s performs it  The student’s
dance clearly  The student’s adequately. dance reflects
demonstrates an dance demonstrates  The student’s minimal
understanding of an understanding of dance reflects basic understanding of
the basic dance most of the basic understanding of the basic dance
elements. dance elements. the basic dance elements.
 In class  In class elements.  In class
discussion, the discussion, the  In class discussion, the
student student discussion, the student
demonstrates an demonstrates a student demonstrates
extensive broad understanding demonstrates basic minimal
understanding of of the dance elements understanding of understanding of
the basic dance in the Arabian and the dance elements the basic dance
elements in the Chinese dances. in the Arabian and elements in the  No
Arabian and Chinese dances. Arabian and participa-
Chinese dances. Chinese dances. tion or
 The student  The student  The student response
 The student follows most follows some follows few or irrele-
follows directions. directions. directions. directions. vant