1. The Language of Dance 1. Question & Research Task
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The Language of Dance 1. Question & Research Task
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Many of the movements learned and performed by dancers have a long history and have been performed by dancers all over the world.
Some of these terms are not written in English, but in French.
By learning the correct terminology of each dance movement, they will be easier to execute and it will be easier for a choreographer to direct an individual dancer or a group.
It is important for dancer’s to learn the name of these movements and how to perform them. How can learning the correct terminology and technique of dance movements make you a stronger, better dancer?
Image Source: World Book
In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
How does understanding the language of dance increase our proficiency as dancers?

2. 2. Information Sources Next 1 2 3 4 5 6
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These digital resources define dance terminology and show video demonstrations of dance movements:
The American Ballet Theatre Dictionary: a comprehensive dictionary of terms, some accompanied by video, from the American Ballet Theatre.
Ballet Glossary: a YouTube playlist of demonstration videos created by the Royal Ballet.
Tap Dance Video Dictionary: a YouTube playlist created by dancer Rodney Howell, search more of his playlists to see more advanced dictionaries.
Jazz Moves for Beginners: a YouTube Playlist created by Howcast, shows examples of Jazz movements with terminology.
Dance Terminology: From Dance Fusion, Performing Arts Studio
For more resources, try the BCPS Databases.
*YouTube videos will need to be screened by the teacher/librarian.
Teacher/Librarian: Select the image above to show a YouTube video demonstration of a dancer performing a Glissade.
Image Source: Royal Opera House

3. Links to Vocabulary Lists
3. Student Activity
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Use the research resources from slide 2 to help you research dance movement terms.
Choose the vocabulary list of the dance course you are taking from the list to the right. Use this vocabulary list of dance movement terms to guide your research.
Use this note taking organizer to record research notes while you research at least 5 different dance movement terms.
Links to Vocabulary Lists
Middle School Dance Elective
Ballet I
Dance I
Dance II
Dance III

4. 4. Assessment Activity
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How does understanding the language of dance increase our proficiency as dancers?
For your assessment you will choose 5 dance movements off of your class vocabulary list provided on slide 3.
You will use a digital camera to record yourself saying the name of the movement, briefly describing the movement with words, and then physically performing the movement on camera.
You could use a Flip-cam, digital camera with filming capability, or even the video camera on a smart phone to capture your assessment.
Your submission will be scored using this rubric.
Dance Instructor Watmora Casey of the Faubourg School of Ballet corrects a student’s foot position.
Image Source: Dance Teacher Magazine

5. 5. Enrichment Activities
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Try creating a ballet or modern dance routine using this virtual dance studio. Create the routine, and then try performing it for your teacher or classmates.
Jacob’s Pillow Interactive: explore this resource created by Jacob's Pillow Dance, a lauded school and dance festival. View performances by artist, genre, or era. Can you identify any of the dance technique and terminology you research from slide 2?
Teacher/Librarian: Select the image above to show “Daily Class” from Royal Ballet Live.
Students: You will see a glimpse into the daily life of a professional dancer. Listen as the instructor uses dance terminology with her class. Why is it important that her dancers know exactly what the instructor is asking for?
Image Source: Royal Ballet Live

6. 6. Teacher Resources
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Learning Standards Alignment
Maryland State Dance Essential Learner Outcomes
Goal 1.3 (Middle) – The student will demonstrate understanding of the language of dance, including technical skills, terminology, and refined physical abilities, by executing increasingly complex movements.
Goal 1.3 (High) – The student will demonstrate proficiency in dance form and technique, discuss ways in which proficiency affects dance performance, and describe how training to achieve proficiency translates to personal life experiences.
Goal 3.3 (Middle) – The student will develop performance competencies.
 Goal 3.3 (High) – The student will demonstrate an understanding of performance competencies and stage production.
Common Core State Standards for English Language Arts & Literacy
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Think: Learners display curiosity and initiative by:
I.A.2 Recalling prior and background knowledge as context for new meaning.
Create: Learners engage with new knowledge by following a process that includes:
I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning.
Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
I.C.1 Interacting with content presented by others.
Grow: Learners participate in an ongoing inquiry-based process by:
I.D.2 Engaging in sustained inquiry.
P21 Framework: 21st Century Student Outcomes
3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Grade Content Area: High School Dance
Time Frame: 1 hour for research, 1 hour for project
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
Teacher/Librarian will need to screen YouTube videos not accessible to students on BCPS devices/in BCPS network.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.