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Dance units: Middle school levels

These Dance units are for Middle School Level students. Several are aligned with the Common Core and all are aligned with the Blueprint for Teaching and Learning in Dance.

Included Resources

Dance is community...community is dance, dance is community...community....

In this Dance Unit, Students will gather insight into self and community through improvisation and dance making. Students will create a dance that addresses the concepts of awareness to self and others: Address – others and different body parts; Nearness – relationship to others; Connect – making connections; and Support – the push and pull in the way we interact with others. This Dance unit is written for the 8th Grade and is aligned with the Blueprint for Teaching and Learning in Dance Benchmarks. This unit was written by Edwin Brathwaite.

Senior choreography project

In this Dance Unit, students will learn how to use an autobiographical literary work (memoir, poem, or story) to develop a solo dance and then collaborate to create a group dance. The students must include a 7th grade student, music, and costumes. This will result in an 8th grade student concert. This Dance unit is written for the 8th Grade and is aligned with the Blueprint for Teaching and Learning in Dance Benchmarks. This unit was written by Sarah Sandford-Perez.

Haiku choreography unit

In this Arts and the Common Core Dance Unit, students learn about the history and origin of the haiku. Students work with the teacher to create examples of haikus. Students suggest themes for haiku and create a list of possible themes to use. Students create a haiku with a dance theme and choreograph a short dance phrase that reflects the theme and rhythm of the haiku. This Dance unit is written for the 8th Grade and is aligned with the Common Core standards and the Blueprint for Teaching and Learning in Dance Benchmarks. This unit was written by Carol Lonnie and Traci Hinton Peterson.

Dance unit: Eight line dances: From then till...

Dance unit: eight line dances:..., dance unit: eight line dances: from then till now.

This Dance unit will focus on the impact of social dances and how these dances helped to build community. Students will learn about the history of line dances and how these dances originated from the 17th‐century English country dances. The unit will also focus on the present form of line dances performed at social events such as the electric slide, the cha‐cha slide, the Wobble. We will begin with the line dances of the 1970s and ‘80s. The students will learn many of these dances along with their patterns and formations. Small groups will be formed, and students will then create their own line dances using various formations and patterns learned in the class. Students will present their dances for the class. This Dance unit is written for the 7th and 8th Grades and is aligned with the Blueprint for Teaching and Learning in Dance Benchmarks. This unit was written by Carol Lonnie.

Dance unit: Flamenco!

In this Dance unit, the students will learn basic flamenco rhythms and movements. They will research the origins of flamenco, and develop a dance based on their research. They will perform their dance, and write a research report. This Dance unit is written for the 7th Grade and is aligned with the Blueprint for Teaching and Learning in Dance Benchmarks. This unit was written by Cheryl Galzur.

Dance unit: Free to be me

This Dance unit includes rich opportunities for learning as it explores strategies for provoking new ideas about dance while making connections to literature and visual arts. The theme explores dealing with the social/emotional challenges of being in middle school, including experiences with individuality, tolerance, and acceptance. Through movement experimentation, the students explore what it means to be “Free to Be Me.” Students use the knowledge they gain through the unit to inform their movement improvisations, leading to choreographic processes. Student work collaboratively to create a dance inspired by quotes, poems, personal narratives, stories, and visual arts. At the end of the unit, students will share their dances with their class and the school community. This unit will help students understand the meaning of individuality, tolerance, and acceptance so that they may live as leaders. This Dance unit is written for the 6th to 8th Grades and is aligned with the Blueprint for Teaching and Learning in Dance Benchmarks. This unit was written by Kristine Ventimiglia.

The science of ballet technique: Creating dan...

The science of ballet techniqu..., the science of ballet technique: creating dances from science.

In this unit, students will explore the many ways science influences movement. The unit provides opportunities for students to evaluate their range of motion and execution of ballet technique, set personal goals, experiment with scientific concepts in anatomy, kinesiology, and physics (Newton’s Laws of Motion), and apply these concepts to self- correct and to help achieve their personal goals. Since turnout is the foundation of ballet technique and one of the most difficult aspects of the technique to understand and master, the unit will focus on the structure and function of the hip joint. The unit is designed to provide middle school students with the knowledge of how to take care of their body, prevent injury, and avoid physical risks in dance class and throughout their life. This dance unit was created by Nicole Kasbar.

Waves: Creating dances from science

Waves: creating dances from sc....

Students will create a short choreographic study that helps them understand and differentiate between longitudinal and transverse waves. Students will research different types of waves and create dances inspired by the waves. They will create a dance study based on what they learned in this unit and their previous classes about the characteristics and behavior of waves. Ultimately, students will create original choreography inspired by phenomena the eye cannot see. This dance unit was created by Cheryl Galzur.

Exploring early modern dance choreographers

Exploring early modern dance c....

Students will research the following dancers/choreographers and develop choreography to share with the class. Students will research history and find choreographic samples from the dancers/choreographers to share with their group. Choreography inspired by these artists will be generated by the group. Isadora Duncan, Michio Ito, José Limón, Katherine Duncan, Lester Horton, and Martha Graham are the dancers/choreographers of study. This dance unit was created by Jan Ford.

This collection is also included in these collections:

• Social Studies

Blog Updates for West Coast Swing and Hustle

Writing dance choreography and sequences.

Why does writing help dancing?

This is your brain on dance.

More information on how our brain is active while we dance can be found in my article about the Brain Exhibit at the Museum of Natural History.

Writing dance sequence enables your brain to actively process information through visual (seeing what we write), kinesthetic (writing what we write), and auditory (saying what we write) senses all at the same time. It allows your brain to create additional neural pathway to the information that you thought was just the physical form of dance.

How to write dance

I have seen many students who were willing to write down the sequence or choreography of the day...if only they knew how. This is your brain's way of saying that it doesn't have a neurological pathway to arrive at the destination. That's probably the problem with your dancing. If your brain can't process the information in multiple ways, then you probably don't fully understand the information. Here are some beginner to advanced examples of how to write a beginner West Coast Swing and Hustle class.

West Coast Swing sample notation

Beginner Notation: Tends to write out the full name of the step or idea. This is ideal for a beginner student to someone struggling to remember the sequence. Any amount of detail can be added to this, such as the rhythm (walk, walk, cha-cha-chaa, cha-cha-chaa) or numeric value (1, 2, 3&4, 5&6). The sooner a student does this the quicker the overall kinesthetic learning process.

Intermediate Notation: This method already shows an abbreviation for the number of times something occurs while retaining the full imprint of the name of the pattern. This method is also good and can contain more detail as needed. Issues arise if there is any difference between the first Sugar Push and the second Sugar Push.

Advanced Notation: This short-hand approach to dance writing is great once names of patterns and their rhythms and structures are already mentally coordinated. This notation is best suited to remember a sequence. It requires that many linguistic, kinesthetic, rhythmic assignments/coding (aka "chunking"). This method is not as helpful to a newcomer, since "SP" would have to assigned the meaning of "Suger Push" prior to the notation process.

Hustle sample notation

Beginner Notation: As in the West Coast Swing notation above, beginner Hustle notation writes out the full name of the step or idea. This is ideal for a beginner student to someone struggling to remember the sequence. Any amount of detail can be added to this, such as the rhythm (quick-quick, slow-slow) or numeric value (&1, 2, 3). The sooner a student does this the quicker the overall kinesthetic learning process.

Intermediate Notation: Similarly, intermediate Hustle Notation consolidated the movements into smaller groupings ("chunks") and is able to use arrows to express different ending positions.

Writing is individualistic

I have many ways of writing down class choreography for myself so that I can remember movements, specific numeric values for complicated steps and even lyrics which are supposed to be highlighted through movement.

Should the teacher give a "hand out" of the class?

Many students have asked me for my notes. As much as I don't mind helping the notations process, it is important that students realize that the act of recalling and expressing movement in a written form will exponentially increase their awareness of their physical movement.

The best part about writing dance sequences is that it facilitates long-term learning by giving the brain multiple ways to process information. If I give my notes away, it does not actually help the student, it just gives them a crutch. However, I don't mind if a student uses my notes to create their own notes in their own language.

When to use video

Video is possibly the greatest tool ever invented for dance choreography. Archiving movement has been a dilemma for choreographers for as long as dance has existed. Dance notation is probably not the best way to archive choreographic works for the long term. It is, however, one of the best ways to augment and accelerate one's learning of dance. As a teacher, choreographer and student, I still write my notes (both by hand or on the computer) so that I am able to examine, recall and analyze my work.

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Free Printable Dance Worksheets for 8th Grade

Fine arts dance worksheets for Grade 8 students to discover and explore various dance forms and techniques. Enhance learning with these printable resources from Quizizz.

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Explore printable Dance worksheets for 8th Grade

Dance worksheets for Grade 8 are an essential tool for teachers looking to engage their students in the world of fine arts. These worksheets provide a comprehensive and interactive approach to learning about various dance styles, techniques, and history. Teachers can use these resources to supplement their lesson plans and help students develop a deeper understanding of the art form. Dance worksheets for Grade 8 are designed to be both educational and enjoyable, ensuring that students remain interested and motivated throughout their fine arts education. With a wide range of topics covered, these worksheets are an invaluable resource for teachers seeking to inspire a love of dance in their students.

Quizizz is a fantastic platform that offers a variety of resources for teachers, including dance worksheets for Grade 8 and other fine arts materials. This platform allows teachers to create interactive quizzes, games, and activities that can be easily integrated into their lesson plans. Quizizz also offers a vast library of pre-made content, making it simple for educators to find relevant and engaging materials for their students. In addition to dance worksheets for Grade 8, Quizizz provides resources for other fine arts subjects such as music, theater, and visual arts. By utilizing Quizizz in their classrooms, teachers can provide a well-rounded fine arts education that caters to the diverse interests and abilities of their students.

Discover a curriculum that will move YOUR STUDENTS

Dance lesson planning made easy.

Crea Movement™ is a beginning dance curriculum for high school classrooms. It is comprehensive and standardized, and includes dance resources to teach students dance technique, creativity movement, composition and dance history.  There are 14 dance units in the dance curriculum are Modern dance: 1) Straight and Curved Shapes, 2) Angular Shapes, 3) Spiral Shapes, 4) Percussive Energy, 5) Sustained Energy, 6) Suspended and Collapsing Energies, and 7) Swinging Energy; and World Dance: 8) Traditional West African, 9) Swing Dance, 10) Afro-Jazz, 11) Ballet, 12) Lyrical Jazz, 13) Hip Hop, and 14) Broadway Jazz.

Our dance curriculum is fully developed and ready to implement with lesson plans, instructional videos, and other dance resources. These resources include dance history, compositional tasks, creative dance, dance rubrics, dance assessments, data trackers, PowerPoints, exit tickets, word walls, content language objectives, and more.

It’s tailored for Beginning dance, but could be scaffolded out for other levels; especially if it’s the first time students are encountering the curriculum.

Whether you wish to improve your dance instruction or bring new energy to your program, Dance for Schools’ dance curriculum will do just that! We’ll help you to improve your use of dance academic and content vocabulary, teach creative dance and personal expression, connect movements and techniques to students’ lives, teach dance history and cultural contexts, write in dance, and help students fall in love with dance as a lifetime activity.

Now Enrolling for 2024-25 School Year!

Sign up 3 or more teachers and receive a free pd day for each school year you subscribe. send us a message to get started, year-long world dance techniques dance curriculum.

Semester 1 (Modern Dance)

• Straight and Curved Shapes
• Angular Shapes
• Spiral Shapes
• Percussive Energy
• Sustained Energy
• Suspended and Collapsing Energies
• Swinging Energy

Semester 2 (World Dance)

• Traditional West African
• Swing Dance
• Lyrical Jazz
• Broadway Jazz

Semester Structure

Dance units, minutes each, dance curriculum overview.

Pacing and Planning

• 180 Lessons
• 40 Minutes Each

Dance Resources

• Technique Assessments and Rubrics
• Data Trackers
• Writing in Dance Activities
• Creative Dance Exercises
• Composition Tasks
• Dance Syllabus
• Dance History Presentations
• Cultural Dance Presentations

Embedded Learning

• Elements of Dance (Space, Time, and Energy)
• Improvisation
• Composition and Choreography
• Working as an Ensemble
• Dance Vocabulary and Content Language
• Dance History
• Daily Assessments

Movement Breakdowns & Instructions

Videos and lesson plans teach teachers each movement series with counts, instructional tips, and Checks for Understanding

Content-Language Objectives

Daily goals include verbal and written vocabulary and ELA supports

Diverse Word Walls

Word Walls include pictures of a variety of dancers with diverse bodies and ethnic backgrounds

Assessments & Rubrics

Student-friendly assessments and rubrics are included with each dance unit, composition task, and project

Printable Resources

Lessons include a variety of printable resources, such as assignments and exit slips

Differentiation

Each movement section includes strategies and tips for intentional differentiation

High School Dance Curriculum Live Demo | Crea Movement (Modern)

Online  Teacher Portal

Instructional Videos, Lesson Plans, and Resources

Online Portal, Planning Calendar and Personal Website

Peer-to-Peer Forum for Collaborating

Dance Professional Development

We offer a variety of options, including getting-started days, summer academy, district-level training, specialty workshops and webinars.

Contact us for more information

Write your Dance: Improve your dancing through journaling

by Melissa Cyr | All Posts , Dancesport Competition , Mental Training | 2 comments

I’ll definitely remember that!”

Who hasn’t said that to themselves in a frenzy of inspiration after your coach’s words finally clicked???

Listen, we all have experienced lessons that flip our perspective 180, or turn on light bulbs so brightly that we proudly think we’ll remember every detail our coach has just transmitted to us.

Unfortunately, the door to the studio magically transports us out of the “zone of dance genius” back into the real world, and often many of those new groundbreaking dance discoveries don’t stick with us past the parking lot. 

Beyond “Do it Again”

So, how do we capture these breakthroughs past our 45 minute lesson?

Of course, you know very well how muscle memory works. It’s the “sticky stuff” that ensures those 100 cucarachas you just practiced will be connected permanently from your brain into your motor skills. 

Nothing can take the place of physically practicing your skills to improve your dancing, but there are other methods that can help secure into your mind the nuances and details you’ve learned.

Visualization is one of them. 

Another way to hang onto the details is taking a video. 

Of course, here at DanceSport Place, we love video as a means to learning, but don’t forget about using good old-fashioned note-taking! 

In fact, both can be useful in different ways to help you retain those valuable dance secrets you just dropped serious coin on. 

Spending a few minutes taking notes can stretch your dance dollars even further, if it means you are retaining more info from each lesson.

“The very nature of handwriting means you have to write and organise as you are thinking, and that kind of organisation affects how you are interpreting the information. “It’s the way the handwriting forces you to organise your thoughts that leads to deeper processing.”   Dr. Jared Hovarth, PhD, University of Melbourne’s Science of Learning Research Center

What sets handwritten note-taking apart from other retention methods, is it combines the motor skill of writing (making it “sticky”) along with the notetaker’s need to summarize and capture the heart of the lesson in their own feeling. 

All in all, this boosts memory!

Personally, I have dance journals from over 30 years ago, when I was a ballet student in NYC. I would take notes of both class choreography I liked, along with technical and artistic notes teachers gave during the class. 

Now that I’m a coach myself, I still use a journal, but it’s mostly my choreography for shows and routines. Some pages are sections of written choreo with timing, others look like a football coaches playbook, with circles and squares to show where dancers are moving or changing partners in different sections.

When I’m choreographing multiple pieces, it helps me so much to reference my journal, to bring me back to the patterns, timing, spacial movement and even feeling I was thinking of for that particular piece. 

If you haven’t yet incorporated journaling into your dance learning, it goes beyond simply a place to document what you’ve done. You can also use it to build good practice habits, set intentions and chart your progress. 

Katie Flashner, dance blogger at The Girl with the Tree Tattoo, has developed several tools to help dancers maximize their dance lessons and practice time, while in the process of achieving their dance goals. 

Katie has the heart of a dancer, but is living out her dance dreams with a modest budget. (who isn’t, after all?!)

This consciousness of making every dance moment count has been the inspiration behind her work. 

With that in mind, she’s just debuted two new journals, A Journal for the Whole Dance Journey and The Choreography Journal. 

A Journal for the Whole Dance Journey

My old dance journals were simply jotted on your standard blank notebook, but Katie’s Whole Dance Journey journal is designed to help the dancer become more efficient in their approach, by offering prompts, checkpoints and progress trackers. 

I love this customized approach, and here’s why:

When you’re a beginning dancer, you can easily see huge leaps in your progress because everything is new! 

If you’re reading this blog, though, you are probably a dancesport competitor of some experience by now. As a more seasoned dancer, we often don’t see the advancement we are making, because change at this level happens more subtly. 

Tracking your notes, feelings, intentions, and even practice time helps you to look back and see steady growth in your dancing, even if you don’t always feel it. 

This journal’s pages contain these kind of helpful prompts and trackers, but also plenty of space for your own notes and ideas. 

The Choreography Journal

As a dance coach, one of my pet peeves is dancers not remembering the choreography on their next lesson. This is such a time waste for both me and the dancers! 

I don’t expect the choreography to be perfect, (working on it is what lesson time is for) but I do expect dancers to remember what we did, pattern-wise. 

It is such a better use of your valuable lesson time to work on the dancing itself, rather than review steps. 

The Choreography Journal is a brilliant idea to help dancers remember their choreography.

Even if you take video of routines, try it as a supplement.

There is space to jot down both timing and patterns, which would be particularly useful to reference while you’re watching your video. (you know, like in your cha cha, where your timing is a mouthful of &s and a’s).

You can also notate the character or story in your journal and there is blank space with a helpful floor diagram to map out how your routine spatially moves around the floor. 

I mentioned earlier about visualization as a supplement to physical practice, video and writing. 

It may not be as talked about as often, as practice time or reviewing video, but it’s an underutilized power tool for peak performance. 

Professional athletes and world-class Olympians alike rely on visualization to not only help perfect their skills, but also improve their mental readiness to compete. 

Imagine using your Choreography Journal to guide you through a competition or performance: with that, you could “rehearse” right rom your desk at work or use the flight time heading to a competition as practice time!

“The more an athlete can image the entire package, the better it’s going to be. Dr. Nicole Detling, PhD, U.S. Olympic team sports psychologist

Improve your Dancing: Write Your Dance

Your development as a dancer goes beyond learning how to move your body. It is a holistic evolution, where heart, expression, character and emotion are created through movements. 

Taking the time to chart your journey through journaling can lead you to faster progress, as well as the satisfaction of seeing your growth over time. 

If you use a journal for your dancing, comment below how it helps you. 

If you haven’t started yet, check out Katie’s journals to guide you to write your dance. 

• Recent Posts

• Write your Dance: Improve your dancing through journaling - November 12, 2019
• The Difference Between Oversway and Throwaway: Ballroom Video Preview - June 8, 2018
• Principles of Movement: Ballroom Basics Video - September 21, 2016

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Grinnell College Tutorial, Fall 1, 2020

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Final Assignment

• An artist’s duty..

Final Project: Tutorial

Writing to Dance, Dancing to Write

OPTIONS!!!!

• “Double” in length/depth
• Add additional research/resources  (Minimum add 2-4 new research sources)
• Meet at least once with Ryland/Zoe  OR
• Take on the “Hands Up, Don’t Shoot” assignment. Link here  https://writing2dance.sites.grinnell.edu/assignment-hands-up-dont-shoot/  OR
• “Unessay” What is a topic, idea, thesis that has presented itself to you due to the material we have covered that you would like to explore further?

Format and Deadlines

• Papers should be around 700 words, fully cited, use rules of MLA 
• Video Essays should be around 3-5 minutes, fully cited, use rules of MLA
• Meet with your writing mentor, Zoe or Ryland at least once as you prepare this project.
• In-class peer to peer feedback: October 6-7
• In Class Presentations of your FINAL version: Week of October 12
• Post to Blackboard Discussion Board Forum by October 16 5PM Eastern

Rubric for success: Working from Professor Daniel Paul O’Donnell’s guidelines.

• it is as interesting as its topic and approach allows
• it is as complete as its topic and approach allows (it doesn’t leave the audience thinking that important points are being skipped over or ignored)
• it is truthful (any questions, evidence, conclusions, or arguments you raise are honestly and accurately presented.)
• it is readable/watchable/listenable (i.e. the production values are appropriately high and the audience is not distracted by avoidable lapses in presentation)
• it is appropriate (i.e. it uses a format and medium that suits its topic and approach)
• it is attractive (i.e. it is presented in a way that leads the audience to trust the author and his or her arguments, examples, and conclusions).
• (In other words, why quote when you could paraphrase? Because evidence is more than just compiled pieces cut-and-pasted from your source; rather, it interweaves assertions with interpretations of those pieces.)
• How you  cite  sources is up to you, and may depend on the form you choose; just ensure that your use of someone else’s ideas is always transparent, and offers a way for me or others to access those ideas in their original forms.

Source:  http://people.uleth.ca/~daniel.odonnell/tag/writing/#grading

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Assignment on Dance

Arts dance assignments can vary to a great extent just like dance varies in its forms such as Latin, ballet, jive, folk, contemporary, rock n roll, free style, etc. Researching for such varied topics for making dance assignments can take up to hours of students valuable time. This section of Researchomatic incorporates all the data on every single form of dance that will help students to make their arts dance assignment at ease.

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Readers Have Thoughts About the ‘Best Books of the 21st Century’

They wanted to know where the poetry and the genre fiction were — and they also wanted to let us know which books were missing.

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When the Book Review published a list of the 100 Best Books of the 21st Century last week, hundreds, then thousands, of readers weighed in, lamenting what was missing and trading reading recommendations in the comments. Others voted in a reader’s Top 100 poll — stay tuned for that list. Responses have been lightly edited for length and clarity.

Some of you liked the list!

Ferrante, truly, forever. A major feminist Bildungsroman covering the slings and arrows of the second half of the 20th century deserves the No. 1 spot. — Kerry Gaertner, Beacon, N.Y.

What I love about lists like these is that they can serve as a lifelong syllabus or homework assignment, not to mention a reason to pick up a book you would never have anything to do with otherwise. Would I have picked up Anthony Powell’s A DANCE TO THE MUSIC OF TIME series without Modern Library’s list of the top novels of the 20th century? Not likely, and what a shame that would be. I don’t read much fantasy, but now my interest is piqued by THE FIFTH SEASON. I never would have given it a second glance, but now I mean to read it. And that’s a wonderful thing. — Becky Lake, Santa Clarita, Calif.

In some ways, this list is flawed. But, in other ways, it is brilliant. Who cares what the actual list is. If it gets me, you and lots of other people reading these and lots of other books, then we are better off for having it in the world! Stop quibbling and open a book. — Tom Braun, Ann Arbor, Mich.

This is exactly how literary prizes should be run: You ask a large, diverse, but uniformly brilliant group of people about the best books they’ve read over a significant period. You don’t ask four people to speed-read 300 books, and then make a decision in two days. This article provides a far more thoughtful, useful aggregation of expert opinion. — Raphael B. Folsom, Norman, Okla.

Others weren’t crazy about it.

A predictable list. A disappointing list. So much political correctness. That can’t be good for art. — Joyce Marshall, Provence, France

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