SASF

NY.
ORG

Integrated Technology

SASF
NY.
ORG
 SASF​ ​2017-2018​ ​School​ ​Year: 
_______________________________________________________________________________

 
Technology  
“A​ ​Digital​ ​World” 
 
 
 
 
Performing​ ​Arts​ ​Curriculum 

 
 Table​ ​of​ ​Contents  
 
 
Introduction​_______________________________________________________2 
Program 
Highlights​_________________________________________________________2   
Mission​____________________________________________________________2 
SASF​ ​Guiding​ ​Principles​ ​and​ ​Framework​______________________________3 
Theme:​ ​“A​ ​Digital​ ​World”​___________________________________________4 
Planning​ ​&​ ​Implementing​__________________________________________5-6 
Instructional​ ​Practices​ ​&​ ​Class​ ​structure​________________________7-9 
Curriculum​ ​Structure​______________________________________________10 
An​ ​In-Depth​ ​Look​ ​at​ ​the​ ​Disciplines​_______________________________11 
Learning​ ​Standards​ ​for​ ​the​ ​Arts​___________________________________12 
Art​ ​Standards​ ​Benchmarks​_______________________________________13-15 
Lesson​ ​Spark​ ​Notes​_____________________________________________16-24 
Sample​ ​lessons​_________________________________________________25-28 
Resources​ ​&​ ​Materials​__________________________________________29-31 
Academic​ ​Language​______________________________________________32-33 
Contact​ ​Information​_______________________________________________34 
 

 
 
 

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Introduction: 
The​ ​arts​ ​is​ ​a​ ​platform​ ​by​ ​which​ ​people​ ​communicate​ ​their​ ​perceptions,​ ​responses​ ​and​ ​understanding
of​ ​the​ ​world​ ​to​ ​themselves​ ​and​ ​to​ ​others.​ ​Since​ ​our​ ​first​ ​understandings​ ​of​ ​the​ ​arts,​ ​the​ ​arts​ ​have
been​ ​continually​ ​evolving,​ ​exhibiting​ ​the​ ​ability​ ​of​ ​human​ ​beings​ ​to​ ​symbolize,​ ​think,​ ​and​ ​express
themselves​ ​through​ ​dance,​ ​music,​ ​theatre,​ ​and​ ​the​ ​visual​ ​arts.​ ​Each​ ​genre​ ​of​ ​art​ ​forms​ ​contains​ ​a
unique​ ​form​ ​of​ ​body​ ​knowledge​ ​and​ ​skills​ ​that​ ​distinctively​ ​expands​ ​the​ ​perception,​ ​intellect,​ ​cultural,
and​ ​spiritual​ ​dimensions​ ​of​ ​human​ ​experience.​ ​This​ ​human​ ​ability​ ​to​ ​develop,​ ​manifest,​ ​appreciate,
and​ ​reach​ ​deeper​ ​depths​ ​of​ ​creativity​ ​and​ ​understanding​ ​is​ ​one​ ​of​ ​many​ ​reasons​ ​to​ ​teach​ ​the​ ​arts​ ​in
schools.

The​ ​study​ ​and​ ​practice​ ​of​ ​the​ ​arts​ ​is​ ​proven​ ​to​ ​refine​ ​scholars’​ ​abilities​ ​to​ ​make​ ​connections​ ​between
works​ ​of​ ​art​ ​and​ ​the​ ​everyday​ ​lives​ ​of​ ​people​ ​by​ ​conceptualizing​ ​visual,​ ​kinesthetic​ ​and​ ​auditory
relationships.​ ​Scholars​ ​locate​ ​works​ ​of​ ​art​ ​in​ ​time​ ​and​ ​place,​ ​make​ ​reasoned​ ​judgments​ ​about​ ​them,
and​ ​investigate​ ​how​ ​works​ ​of​ ​art​ ​create​ ​meaning​ ​(the​ ​fundamentals​ ​of​ ​the​ ​common​ ​core​ ​standards
of​ ​New​ ​York​ ​City​ ​Public​ ​Schools).​ ​The​ ​purpose​ ​of​ ​those​ ​standards,​ ​which​ ​express​ ​in​ ​the​ ​highest
form​ ​what​ ​scholars​ ​need​ ​to​ ​learn​ ​and​ ​be​ ​able​ ​to​ ​accomplish​ ​in​ ​the​ ​arts;​ ​is​ ​to​ ​develop​ ​critical,
analytical,​ ​and​ ​effective​ ​learning​ ​and​ ​skills​ ​that​ ​will​ ​prepare​ ​students​ ​for​ ​future​ ​clear​ ​goals
(consistent,​ ​strong​ ​and​ ​clear​ ​benchmarks).
 
Program​ ​Highlights  
The​ ​arts​ ​shape​ ​the​ ​diverse​ ​cultures​ ​of​ ​past​ ​and​ ​present​ ​society​ ​which​ ​in​ ​turn​ ​shapes​ ​our​ ​scholars.
Our​ ​hope​ ​is​ ​that​ ​all​ ​our​ ​scholars​ ​will​ ​learn​ ​through​ ​artistic​ ​expression​ ​and​ ​reinforce​ ​respect​ ​for
themselves​ ​and​ ​others.​ ​SASF’s​ ​programs​ ​provide​ ​enriching,​ ​high-quality​ ​sports,​ ​arts,​ ​and​ ​academic
programming​ ​to​ ​scholars​ ​throughout​ ​NYC​ ​and​ ​Mount​ ​Vernon.​ ​A​ ​variety​ ​of​ ​programs​ ​support​ ​the​ ​age
appropriate​ ​needs​ ​of​ ​elementary​ ​through​ ​high​ ​school​ ​scholars.​ ​The​ ​performing​ ​arts​ ​activities​ ​will
follow​ ​a​ ​performance-based,​ ​skill-building​ ​model​ ​offering​ ​instruction​ ​in​ ​a​ ​safe​ ​and​ ​fun​ ​learning
environment.

Mission: 
The​ ​mission​ ​of​ ​the​ ​Sports​ ​&​ ​Arts​ ​in​ ​Schools​ ​Foundation​ ​is​ ​to​ ​help​ ​bridge​ ​the​ ​opportunity​ ​gap​ ​among
underserved​ ​students​ ​grades​ ​K-12​ ​by​ ​providing​ ​programs​ ​designed​ ​to​ ​improve​ ​academic
performance,​ ​health​ ​and​ ​wellness,​ ​self-confidence,​ ​character​ ​and​ ​attitudes​ ​for​ ​success​ ​in​ ​life.​ ​We
offer​ ​programming​ ​designed​ ​to​ ​improve​ ​New​ ​York​ ​City​ ​children’s​ ​academic​ ​performance,​ ​health,
wellness,​ ​as​ ​well​ ​as​ ​their​ ​attitudes​ ​towards​ ​school,​ ​self-confidence,​ ​character​ ​and​ ​values,​ ​in​ ​addition
to​ ​providing​ ​opportunities​ ​for​ ​lifelong​ ​employment.
 
 
 
 

 
 

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 SASF​ ​Guiding​ ​Principles​ ​and​ ​Framework: 
The​ ​SASF​ ​performing​ ​arts​ ​framework​ ​is​ ​grouped​ ​by​ ​three​ ​disciplines:​ ​Dance,​ ​Music​ ​and​ ​Theater.
These​ ​disciplines​ ​have​ ​specific​ ​and​ ​separate​ ​skills​ ​and​ ​knowledge,​ ​but​ ​they​ ​are​ ​alike​ ​in​ ​their
emphasis​ ​on​ ​the​ ​value​ ​of​ ​observation,​ ​practice,​ ​critique​ ​and​ ​revision​ ​as​ ​activities​ ​that​ ​lead​ ​to​ ​the
well-being​ ​of​ ​a​ ​child.  

SASF​ ​Performing​ ​Arts​ ​curriculum​ ​follows​ ​four​ ​main​ ​concepts: 

1. Leadership​ ​Development​:​ ​A​ ​successful​ ​leader​ ​is​ ​someone​ ​who​ ​inspires​ ​growth​ ​in​ ​self​ ​and
others.​ ​This​ ​involves​ ​a​ ​degree​ ​of​ ​Emotional​ ​Intelligence:​ ​self-awareness,​ ​self-regulation,
self-motivation,​ ​social​ ​awareness,​ ​and​ ​relationship​ ​skills.​ ​Our​ ​programs​ ​engage​ ​scholars​ ​to
develop​ ​these​ ​abilities​ ​through​ ​reflection​ ​and​ ​communication.​ ​By​ ​providing​ ​opportunities​ ​to
practice​ ​these​ ​skills​ ​across​ ​the​ ​curriculum,​ ​we​ ​cultivate​ ​their​ ​leadership​ ​to​ ​positively​ ​impact
their​ ​communities​ ​and​ ​the​ ​world.

2. Social​ ​Emotional​ ​Learning:​ ​Social​ ​and​ ​emotional​ ​learning​ ​(SEL)​ ​is​ ​the​ ​process​ ​through
which​ ​people​ ​acquire​ ​and​ ​effectively​ ​apply​ ​the​ ​knowledge,​ ​attitudes,​ ​and​ ​skills​ ​necessary​ ​to
understand​ ​and​ ​manage​ ​emotions,​ ​set​ ​and​ ​achieve​ ​positive​ ​goals,​ ​feel​ ​and​ ​show​ ​empathy
for​ ​others,​ ​establish​ ​and​ ​maintain​ ​positive​ ​relationships,​ ​and​ ​make​ ​responsible​ ​decisions.
Children​ ​who​ ​have​ ​positive​ ​feelings​ ​about​ ​themselves,​ ​about​ ​others,​ ​who​ ​know​ ​how​ ​to
express​ ​their​ ​emotions​ ​and​ ​relate​ ​to​ ​others​ ​will​ ​be​ ​more​ ​effective​ ​learners,​ ​achievers​ ​and
citizens.

3. Progressive​ ​Learning​:​ ​SASF’s​ ​model​ ​of​ ​progressive​ ​learning​ ​is​ ​based​ ​on​ ​a​ ​Skills-Thinking
Process​ ​whereby​ ​the​ ​basics​ ​are​ ​taught​ ​to​ ​all​ ​scholars​ ​to​ ​create​ ​a​ ​strong​ ​foundation​ ​for
learning.
a. Skills:​ ​Teach​ ​the​ ​basics​ ​and​ ​then​ ​continue​ ​building.​ ​Scholars​ ​need​ ​a​ ​place​ ​to​ ​begin
and​ ​refer​ ​back​ ​to;​ ​a​ ​foundation​ ​of​ ​understanding.
b. Thinking:​ ​Once​ ​the​ ​fundamentals​ ​are​ ​understood,​ ​the​ ​specialist​ ​should​ ​engage
scholars​ ​by​ ​providing​ ​increasingly​ ​challenging​ ​material​ ​that​ ​extend​ ​beyond
demonstration​ ​and​ ​allows​ ​scholars​ ​to​ ​use​ ​their​ ​own​ ​creative​ ​thinking​ ​skills.

4. Emphasis​ ​on​ ​Performance​ ​and​ ​Presentation​:​ ​Scholars​ ​learn​ ​best​ ​with​ ​set​ ​goals.​ ​This​ ​is
part​ ​of​ ​the​ ​contribution​ ​performing​ ​artists​ ​have​ ​made​ ​to​ ​society​ ​and​ ​culture.
The​ ​theme​ ​of​ ​this​ ​curriculum​ ​focuses​ ​on​ ​a​ ​form​ ​of​ ​artistic​ ​inquiry​ ​-​ ​inspired​ ​by​ ​the​ ​Cycle​ ​of​ ​Artistic
Inquiry​ ​and​ ​the​ ​New​ ​National​ ​Art​ ​Standards.​ ​Artistic​ ​inquiry​ ​puts​ ​an​ ​emphasis​ ​on​ ​exploration​ ​of​ ​the
performing​ ​arts​ ​through​ ​a​ ​reflective​ ​and​ ​challenging​ ​art​ ​making​ ​process​ ​that​ ​incorporates​ ​history,
subjects,​ ​various​ ​materials​ ​and​ ​styles​ ​(uniting​ ​theory​ ​and​ ​practice).​ ​This​ ​process​ ​is​ ​best​ ​explored​ ​by
facilitating​ ​a​ ​classroom​ ​where​ ​scholars​ ​are​ ​observing,​ ​creating,​ ​performing,​ ​critiquing​ ​and
revising​.​ ​This​ ​learning​ ​approach​ ​will​ ​not​ ​only​ ​prepare​ ​scholars​ ​for​ ​performance,​ ​but​ ​also​ ​furnish
them​ ​with​ ​the​ ​tools​ ​for​ ​creating​ ​works,​ ​and​ ​making​ ​a​ ​significant​ ​impact​ ​on​ ​the​ ​performing​ ​arts​ ​in
their​ ​communities​ ​and​ ​for​ ​themselves.  

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 Theme:​ ​Technology,​ ​A​ ​Digital​ ​World 
New​ ​tools​ ​for​ ​revolutionizing​ ​Performing​ ​Arts​ ​Education

“Effective​ ​integration​ ​of​ ​technology​ ​is​ ​achieved​ ​when​ ​students​ ​are​ ​able​ ​to​ ​select​ ​technology​ ​tools​ ​to
help​ ​them​ ​obtain​ ​information​ ​in​ ​a​ ​timely​ ​manner,​ ​analyze​ ​and​ ​synthesize​ ​the​ ​information,​ ​and
present​ ​it​ ​professionally.​ ​The​ ​technology​ ​should​ ​become​ ​an​ ​integral​ ​part​ ​of​ ​how​ ​the​ ​classroom
functions​ ​--​ ​as​ ​accessible​ ​as​ ​all​ ​other​ ​classroom​ ​tools."

NATIONAL​ ​EDUCATIONAL​ ​TECHNOLOGY​ ​STANDARDS​ ​FOR​ ​STUDENTS,​ ​INTERNATIONAL

SOCIETY​ ​FOR​ ​TECHNOLOGY​ ​IN​ ​EDUCATION

The effective integration of technology as the SASF theme for 2017–2018 offers us vast opportunity
to respond to the dramatic shift sweeping through our schools. Moreover, it offers us intentional
space and time to envision and integrate technology in STEM, Literacy, the Arts, Sports and
Wellness​ ​and​ ​Leadership.

The use of the varied forms of technology sets the stage for this organization to implement the
rigorous use of video, integrated projects using computers, digital arts, an online Gallery, STEM
projects, and a focus on internet/web based programs to highlight our activities, special events, and
service-learning​ ​initiatives.

Our resources and execution of this technological integration must help to build our students’ skills to
fill​ ​the​ ​ever-widening​ ​employment​ ​gap​ ​affecting​ ​so​ ​many​ ​of​ ​our​ ​young​ ​people​ ​today.

Examples​ ​of​ ​Technology​ ​lessons​ ​in​ ​the​ ​Arts

​ ​•​ ​High​ ​school​ ​Jazz​ ​ensemble​ ​scholars​ ​review​ ​the​ ​videotape​ ​of​ ​the​ ​past​ ​week’s​ ​clinic​ ​with​ ​an
facilitator​ ​and​ ​learn​ ​how​ ​they​ ​can​ ​improve​ ​their​ ​technique​ ​and​ ​performance.
​ ​•​ ​Teachers​ ​and​ ​scholars​ ​visit​ ​visual​ ​and​ ​performing​ ​artists​ ​and​ ​return​ ​to​ ​the​ ​classroom​ ​with​ ​a
videotaped​ ​interview​ ​and​ ​demonstration​ ​of​ ​a​ ​process​ ​to​ ​share​ ​with​ ​other​ ​scholars.
​ ​•​ ​Kindergarten​ ​scholars​ ​use​ ​electronic​ ​media​ ​as​ ​a​ ​tool​ ​and​ ​a​ ​delivery​ ​system​ ​by​ ​taking​ ​digital​ ​photos
of​ ​works​ ​of​ ​art​ ​and​ ​downloading​ ​them​ ​into​ ​a​ ​digital​ ​slideshow​ ​for​ ​an​ ​electronic​ ​gallery.​ ​The​ ​slideshow
itself​ ​may​ ​become​ ​a​ ​work​ ​of​ ​art.
•​ ​Digital​ ​photos​ ​of​ ​a​ ​third-grade​ ​mural​ ​project​ ​are​ ​uploaded​ ​to​ ​a​ ​school​ ​website​ ​and​ ​shared​ ​with​ ​the
community​ ​and​ ​relatives​ ​across​ ​the​ ​country.
​ ​•​ ​Fourth​ ​graders​ ​create​ ​individual​ ​dance​ ​videos​ ​with​ ​the​ ​digital​ ​camera​ ​and​ ​short​ ​videos​ ​to​ ​share
with​ ​other​ ​scholars.
•​ ​Middle​ ​school​ ​scholars​ ​create​ ​three-dimensional​ ​figures,​ ​using​ ​animation​ ​software​ ​and​ ​blueprint
design​ ​to​ ​create​ ​clay​ ​sculptures.
​ ​•​ ​As​ ​part​ ​of​ ​their​ ​community​ ​service,​ ​high​ ​school​ ​scholars​ ​create​ ​digital​ ​or​ ​video​ ​film​ ​documentaries
or​ ​docudramas​ ​to​ ​share​ ​an​ ​experience​ ​in​ ​theatre​ ​class​ ​with​ ​eighth-grade​ ​scholars. 

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 Planning​ ​&​ ​Implementing 
 
Professional​ ​Development   
Professional​ ​Development​ ​is​ ​a​ ​core​ ​component​ ​of​ ​the​ ​Sports​ ​&​ ​Arts​ ​in​ ​Schools​ ​Foundation​ ​school
year​ ​program.​ ​The​ ​teaching​ ​profession​ ​is​ ​in​ ​a​ ​constant​ ​state​ ​of​ ​change.​ ​Art​ ​educators​ ​need​ ​ongoing
professional​ ​development​ ​in​ ​order​ ​to​ ​keep​ ​up​ ​with​ ​changes​ ​that​ ​affect​ ​learning​ ​outcomes​ ​of​ ​their
scholars.​ ​The​ ​Arts​ ​Department​ ​holds​ ​approximately​ ​7​ ​workshops​ ​throughout​ ​the​ ​school​ ​year​ ​for
Performing​ ​Arts​ ​teaching​ ​artists​ ​(it​ ​is​ ​crucial​ ​TA’s​ ​attend)​.​ ​The​ ​purpose​ ​of​ ​the​ ​professional
development​ ​sessions​ ​is​ ​to​ ​maintain​ ​a​ ​high​ ​level​ ​of​ ​quality​ ​and​ ​standards​ ​in​ ​the​ ​performing
arts​.​ ​SASF​ ​supports​ ​the​ ​development​ ​and​ ​learning​ ​opportunities​ ​of​ ​all​ ​of​ ​our​ ​teaching​ ​artists​ ​and​ ​we
encourage​ ​them​ ​to​ ​participate​ ​in​ ​all​ ​relevant​ ​training.
 
Exhibition​ ​Opportunities​ ​and​ ​Culminating​ ​Events  
Our​ ​sites​ ​have​ ​the​ ​opportunity​ ​to​ ​host​ ​at​ ​least​ ​one​ ​culminating​ ​event​ ​during​ ​the​ ​school​ ​year.​ ​ ​SASF
sees​ ​this​ ​as​ ​the​ ​perfect​ ​opportunity​ ​to​ ​engage​ ​family,​ ​friends​ ​and​ ​staff​ ​in​ ​what​ ​the​ ​students​ ​are
learning​ ​and​ ​to​ ​bring​ ​the​ ​school’s​ ​community​ ​together.​ ​*It​ ​is​ ​mandatory​ ​for​ ​all​ ​sites​ ​to​ ​take​ ​part​ ​in
Lights​ ​On​ ​Afterschool,​ ​host​ ​one​ ​culminating​ ​event​ ​and​ ​participate​ ​in​ ​one​ ​art​ ​event​ ​per​ ​season.

★ Art​ ​Day
Students​ ​who​ ​participate​ ​in​ ​Art​ ​Day​ ​and​ ​show​ ​extra​ ​engagement​ ​will​ ​be​ ​considered​ ​for
participation​ ​in​ ​Girl​ ​Redesigned,​ ​a​ ​culminating​ ​art​ ​showcase​ ​in​ ​March,​ ​2018.

★ Step​ ​Competition
★ Girl​ ​Redesigned
★ Annual​ ​Spring​ ​Arts​ ​Showcase

Trips​ ​&​ ​Off​ ​Site​ ​Events  

Quality​ ​performing​ ​arts​ ​curriculum​ ​extends​ ​beyond​ ​the​ ​walls​ ​of​ ​the​ ​classroom.​ ​The​ ​Arts​ ​and
Programming​ ​Department​ ​plans​ ​trips​ ​as​ ​a​ ​part​ ​of​ ​SASF​ ​standards​ ​and​ ​as​ ​a​ ​way​ ​to​ ​further
implement​ ​our​ ​curriculum​ ​and​ ​lesson​ ​plans​ ​with​ ​SASF​ ​teaching​ ​artists.​ ​Trips​ ​may​ ​include​ ​a​ ​live
performance,​ ​workshops,​ ​speaking​ ​engagements​ ​and​ ​more.

Essential​ ​Components 
Ultimately,​ ​our​ ​goals​ ​are​ ​outlined​ ​by​ ​seven​ ​essential​ ​components​ ​of​ ​our​ ​Performing​ ​Arts
Department:
1. Positive​ ​&​ ​Safe​ ​Learning​ ​Environment​:​ ​Create​ ​a​ ​safe​ ​environment​ ​for​ ​participatory​ ​and
inclusive​ ​learning​ ​in​ ​and​ ​through​ ​the​ ​performing​ ​arts​ ​for​ ​every​ ​group​ ​of​ ​scholars.​ ​Emphasize
the​ ​importance​ ​of​ ​safety​ ​in​ ​movement​ ​and​ ​space.
2. Culturally​ ​Relevant​ ​Content​:​ ​By​ ​studying​ ​the​ ​history​ ​of​ ​the​ ​performing​ ​arts,​ ​we​ ​begin​ ​to
understand​ ​the​ ​mind​ ​of​ ​great​ ​artists​ ​and​ ​how​ ​they​ ​responded​ ​to​ ​the​ ​events​ ​and​ ​culture​ ​of

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 their​ ​time.​ ​We​ ​can​ ​see​ ​how​ ​artists​ ​were​ ​influenced​ ​by​ ​other​ ​art​ ​styles​ ​and​ ​social​ ​change.​ ​By
studying​ ​the​ ​history​ ​of​ ​the​ ​performing​ ​arts​ ​we​ ​gain​ ​knowledge​ ​of​ ​traditional​ ​methods​ ​and
techniques​ ​studied​ ​and​ ​performed,​ ​in​ ​addition​ ​to​ ​insight​ ​as​ ​to​ ​how​ ​art​ ​has​ ​evolved​ ​and​ ​what
is​ ​ahead​ ​for​ ​the​ ​future.​ ​Henceforth,​ ​this​ ​knowledge​ ​teaches​ ​us​ ​more​ ​about​ ​ourselves​ ​as
performers​ ​and​ ​about​ ​how​ ​the​ ​audience​ ​has​ ​received​ ​the​ ​performing​ ​arts​ ​over​ ​time.
3. Model​ ​of​ ​Scholar​ ​Leadership​:​ ​Maximizing​ ​learning​ ​in​ ​and​ ​through​ ​performing​ ​arts​ ​while
actively​ ​developing​ ​scholars​ ​unique​ ​voice​ ​and​ ​providing​ ​opportunities​ ​for​ ​leadership.
4. Challenging​ ​Curriculum​:​ ​The​ ​SASF​ ​Performing​ ​Arts​ ​Curriculum​ ​is​ ​built​ ​on​ ​a​ ​full​ ​range​ ​of
academic​ ​language,​ ​literacy,​ ​and​ ​other​ ​content​ ​area​ ​skills​ ​that​ ​are​ ​standard​ ​aligned.​ ​This​ ​will
allow​ ​our​ ​scholars​ ​to​ ​develop​ ​knowledge​ ​of​ ​performing​ ​arts​ ​language​ ​and​ ​terms,​ ​aesthetics,
and​ ​how​ ​to​ ​communicate​ ​about​ ​the​ ​performing​ ​arts.
5. Meeting​ ​Community​ ​&​ ​Student​ ​Needs​:​ ​Our​ ​programs​ ​are​ ​designed​ ​to​ ​meet​ ​the​ ​needs​ ​of
the​ ​scholars,​ ​school​ ​and​ ​community​ ​in​ ​general​ ​which​ ​means​ ​that​ ​each​ ​program​ ​is​ ​uniquely
designed.
6. Comprehensive​ ​Assessment​:​ ​Build​ ​and​ ​implement​ ​valid​ ​and​ ​comprehensive​ ​performing
arts​ ​assessment​ ​systems​ ​designed​ ​to​ ​promote​ ​reflective​ ​practice​ ​and​ ​data-driven​ ​planning​ ​in
order​ ​to​ ​improve​ ​academic,​ ​linguistic,​ ​and​ ​sociocultural​ ​outcomes​ ​for​ ​each​ ​specific​ ​group​ ​of
scholars.
7. Professional​ ​Development​ ​and​ ​Support​:​ ​Provide​ ​coherent,​ ​comprehensive​ ​and​ ​ongoing
performing​ ​arts​ ​professional​ ​development​ ​based​ ​on​ ​well-defined​ ​standards​ ​of​ ​practice.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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 Instructional​ ​Practices​ ​&​ ​Class​ ​structure 

Creating​ ​a​ ​safe​ ​learning​ ​environment​ ​for​ ​scholars​ ​is​ ​essential​ ​to​ ​a​ ​successful​ ​learning​ ​institution.
The​ ​space,​ ​attire,​ ​music,​ ​and​ ​the​ ​way​ ​in​ ​which​ ​scholars​ ​conduct​ ​themselves​ ​are​ ​all​ ​important
components.

Physical​ ​Space
Space​ ​is​ ​extremely​ ​important​ ​in​ ​all​ ​performing​ ​arts​ ​classes.​ ​The​ ​physical​ ​space​ ​in​ ​which​ ​dance,
theater​ ​and​ ​music​ ​takes​ ​place​ ​affects​ ​the​ ​quality​ ​of​ ​the​ ​experiences.​ ​Ideally,​ ​the​ ​classroom​ ​space
should​ ​be​ ​spacious,​ ​clean​ ​and​ ​clear​ ​of​ ​objections​ ​or​ ​distractions.​ ​Because​ ​we​ ​work​ ​with​ ​limited
resources,​ ​our​ ​instructors​ ​must​ ​be​ ​able​ ​to​ ​adapt​ ​and​ ​improvise​ ​in​ ​any​ ​environment.​ ​At​ ​once,​ ​with
careful​ ​instruction​ ​a​ ​cafeteria​ ​can​ ​transform​ ​into​ ​a​ ​dance​ ​room,​ ​a​ ​gym​ ​can​ ​become​ ​a​ ​stage​ ​and​ ​a
classroom​ ​can​ ​act​ ​as​ ​a​ ​music​ ​studio.

Equipment
The​ ​Arts​ ​Department​ ​is​ ​your​ ​best​ ​resource​ ​for​ ​ensuring​ ​preparation​ ​for​ ​all​ ​performing​ ​arts​ ​classes.
Depending​ ​on​ ​each​ ​sites​ ​budget,​ ​all​ ​resources,​ ​equipment​ ​and​ ​materials​ ​can​ ​be​ ​purchased​ ​through
your​ ​ASPD​ ​with​ ​the​ ​assistance​ ​of​ ​the​ ​Arts​ ​Department.

Costumes/Class​ ​Attire
All​ ​attire​ ​and​ ​costumes​ ​should​ ​be​ ​appropriate​ ​and​ ​comfortable.​ ​SASF​ ​guidelines​ ​for​ ​attire​ ​are​ ​as
follows:

o spaghetti​ ​strap​ ​tanks,​ ​V​ ​necks​ ​(especially​ ​on​ ​the​ ​ladies)​ ​or​ ​showing​ ​of​ ​the​ ​midriff​ ​is
prohibited​.
o Short​ ​shorts​ ​and​ ​short​ ​skirts​ ​are​​ ​prohibited​.
o If​ ​the​ ​costume​ ​is​ ​white,​ ​make​ ​sure​ ​the​ ​proper​ ​undergarments​ ​are​ ​underneath​ ​so​ ​that
nothing​ ​is​ ​seen​ ​under​ ​stage​ ​lighting​ ​(same​ ​applies​ ​to​ ​Black​ ​leggings​ ​/​ ​leotards).
SASF​ ​reserves​ ​the​ ​right​ ​to​ ​change​ ​costumes​ ​should​ ​they​ ​be​ ​deemed​ ​inappropriate.

Music
Please​ ​make​ ​sure​ ​the​ ​music​ ​is​ ​appropriate.​ ​The​ ​music​ ​should​ ​be​ ​edited​ ​and​ ​should​ ​be​ ​a​ ​clean​ ​cut.
​ ASF​ ​reserves​ ​the​ ​right​ ​to​ ​change
No​ ​suggestive​ ​lyrics​ ​are​ ​allowed​ ​in​ ​class​ ​or​ ​during​ ​performances.​ S
music​ ​should​ ​it​ ​be​ ​deemed​ ​inappropriate.

Length​ ​of​ ​Class

SASF​ ​suggests​ ​a​ ​minimum​ ​of​ ​1​ ​hour​ ​per​ ​day​ ​for​ ​each​ ​performing​ ​arts​ ​class.​ ​Best​ ​instructional
practices​ ​allow​ ​for​ ​3​ ​classes​ ​per​ ​week.

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Performer​ ​&​ ​Audience​ ​Etiquette
Live​ ​performances​ ​are​ ​a​ ​special​ ​experience​ ​for​ ​our​ ​scholars.​ ​Each​ ​performance​ ​is​ ​unique​ ​and​ ​can
act​ ​as​ ​a​ ​reflection​ ​of​ ​the​ ​hard​ ​work​ ​and​ ​dedication​ ​scholars​ ​put​ ​into​ ​their​ ​SASF​ ​classes.​ ​This
experience​ ​is​ ​a​ ​part​ ​of​ ​being​ ​a​ ​performer,​ ​but​ ​it​ ​is​ ​also​ ​a​ ​part​ ​of​ ​being​ ​an​ ​audience​ ​member.​ ​It​ ​is
important​ ​to​ ​remind​ ​your​ ​scholars​ ​of​ ​the​ ​appropriate​ ​conduct​ ​on​ ​stage​ ​(as​ ​the​ ​performer)​ ​as​ ​well​ ​as
in​ ​the​ ​audience​ ​(as​ ​the​ ​viewer).​ ​Part​ ​of​ ​the​ ​observation,​ ​critique​ ​and​ ​reflection​ ​process​ ​of​ ​SASF
performing​ ​arts​ ​classes​ ​requires​ ​scholars​ ​to​ ​be​ ​active​ ​viewers​ ​during​ ​class​ ​time.​ ​Therefore,
audience​ ​etiquette​ ​is​ ​a​ ​reminder​ ​of​ ​how​ ​to​ ​respect​ ​their​ ​peers​ ​when​ ​they​ ​perform​ ​their​ ​work.

Remind​ ​your​ ​scholars​ ​of​ ​the​ ​following:

➢ Stay​ ​in​ ​your​ ​seats​ ​and​ ​give​ ​the​ ​performers​ ​your​ ​full​ ​attention​ ​throughout​ ​the​ ​show.
➢ If​ ​you​ m
​ ust​ ​leave,​ ​you​ ​should​ ​do​ ​so​ ​quietly​ ​and​ ​return​ ​to​ ​your​ ​seat​ ​at​ ​an​ ​appropriate​ ​moment
during​ ​the​ ​performance
➢ Keep​ ​cell​ ​phones​ ​and​ ​electronic​ ​devices​ ​off​ ​at​ ​all​ ​times​ ​during​ ​the​ ​performance
➢ Be​ ​an​ ​appreciative​ ​and​ ​active​ ​viewer​ ​by​ ​encouraging​ ​the​ ​performers!

It​ ​may​ ​be​ ​helpful​ ​to​ ​introduce​ ​performance​ ​and​ ​audience​ ​etiquette​ ​during​ ​the​ ​introductory
days​ ​of​ ​school​ ​year.​ ​ ​Below​ ​are​ ​some​ ​suggested​ ​questions​ ​that​ ​can​ ​help​ ​start​ ​a​ ​discussion
on​ ​etiquette:

➢ How​ ​many​ ​of​ ​you​ ​have​ ​attended​ ​a​ ​play,​ ​dance​ ​or​ ​intimate​ ​music​ ​performance?​ ​Discuss​ ​the
kinds​ ​of​ ​performances​ ​they​ ​have​ ​seen.​ ​How​ ​was​ ​it​ ​different​ ​from​ ​seeing​ ​a​ ​movie​ ​or​ ​watching
television?
➢ What​ ​were​ ​some​ ​aspects​ ​of​ ​the​ ​performances​ ​that​ ​you​ ​enjoyed​ ​most?​ ​Explain​ ​why.
➢ Explain​ ​the​ ​elements​ ​of​ ​a​ ​performance​ ​that​ ​are​ ​projected​ ​to​ ​audiences​ ​(entertainment,
instruction,​ ​etc.).
➢ Describe​ ​what​ ​it​ ​is​ ​like​ ​to​ ​speak​ ​in​ ​front​ ​of​ ​an​ ​audience.

 
➢ Have​ ​any​ ​of​ ​you​ ​ever​ ​performed​ ​in​ ​front​ ​of​ ​an​ ​audience?​ ​If​ ​so,​ ​describe​ ​what​ ​it​ ​was​ ​like​ ​-
Was​ ​it​ ​fun?​ ​Scary?​ ​Was​ ​it​ ​difficult​ ​or​ ​easy​ ​to​ ​do?
 
Class​ ​Structure:
Connection​ ​from​ ​the​ ​Individual​ ​to​ ​the​ ​Performing​ ​Arts
The​ ​performing​ ​arts​ ​can​ ​provide​ ​the​ ​opportunity​ ​for​ ​collaboration​ ​with​ ​other​ ​art​ ​forms​ ​and​ ​ideas​ ​as
well​ ​as​ ​a​ ​connection​ ​with​ ​the​ ​audience.

Daily​ ​Routine
An​ ​extremely​ ​important​ ​aspect​ ​to​ ​ensuring​ ​classroom​ ​management​ ​involves​ ​establishing​ ​an
effective​ ​routine.​ ​This​ ​will​ ​allow​ ​for​ ​a​ ​consistent​ ​process​ ​and​ ​understanding​ ​of​ ​how​ ​to​ ​get​ ​ready​ ​to
practice​ ​and​ ​perform.​​ ​The​ ​daily​ ​routine​ ​can​ ​include,​ ​but​ ​may​ ​not​ ​be​ ​limited​ ​to​ ​a​ ​warm-up,​ ​exercise,
practice,​ ​review​ ​and​ ​cool​ ​down​.

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Vocabulary
An​ ​important​ ​component​ ​of​ ​instruction​ ​in​ ​the​ ​arts​ ​is​ ​teaching​ ​the​ ​terminology​ ​of​ ​the​ ​discipline​ ​so​ ​that
scholars​ ​can​ ​discuss​ ​works​ ​of​ ​art​ ​precisely.​ ​A​ ​selection​ ​of​ ​these​ ​key​ ​terms​ ​in​ ​each​ ​discipline​ ​is
included.
Lesson​ ​Plans
Although lesson plans will be designed and implemented differently by the instructors, this curriculum
outlines the key elements to structuring a successful class in dance, theater and music. See the
Resources​ ​&​ ​Guides​ ​section​ ​(page​ ​22)​ ​for​ ​additional​ ​information​ ​on​ ​Lesson​ ​Planning.

Essential​ ​Questions:  
These​ ​questions​ ​help​ ​aid​ ​you​ ​as​ ​an​ ​instructor​ ​in​ ​the​ ​lesson​ ​planning​ ​and​ ​preparation​ ​process.​ ​In
preparation​ ​for​ ​creating​ ​lesson​ ​plans​ ​and​ ​an​ ​overall​ ​structure​ ​of​ ​your​ ​class,​ ​please​ ​consider​ ​the
following​ ​questions:​​ ​The​ ​big​ ​idea​ ​-​ ​Why​ ​are​ ​you​ ​teaching​ ​this​ ​lesson?​ ​What​ ​do​ ​you​ ​want​ ​the​ ​scholars​ ​to
know?​ ​Why​ ​should​ ​anyone​ ​care​ ​about​ ​this​ ​topic?

Objectives​ ​-​ ​What​ ​explicit​ ​behaviors​ ​should​ ​you​ ​be​ ​able​ ​to​ ​observe
in​ ​your​ ​lesson?​ ​Depending​ ​on​ ​the​ ​class,​ ​the​ ​objective​ ​of​ ​a​ ​lesson
can​ ​shift​ ​within​ ​a​ ​class​ ​period;​ ​but​ ​every​ ​lesson​ ​still​ ​needs​ ​to​ ​have
an​ ​objective.
➢ Connections​ ​to​ ​standards​ ​-​ ​How​ ​does​ ​this​ ​lesson​ ​relate​ ​to​ ​your
required​ ​state​ ​and​ ​national​ ​standards?​ ​If​ ​you​ ​are​ ​teaching​ ​above
standard,​ ​then​ ​this​ ​should​ ​be​ ​made​ ​clear.
➢ Procedures​ ​-​ ​What​ ​is​ ​the​ ​planned​ ​sequence​ ​of​ ​events?​ ​How​ ​will
the​ ​class​ ​be​ ​paced?​ ​What​ ​materials​ ​are​ ​needed​ ​to
complete​ ​the​ ​lesson?

Essential​ ​Questions​ ​for​ ​scholars:   

How​ ​can​ ​we​ ​change​ ​today​ ​for​ ​a​ ​better​ ​tomorrow?

What​ ​can​ ​I​ ​do​ ​to​ ​challenge​ ​myself​ ​tomorrow?
What​ ​is​ ​optimism?​ ​ ​How​ ​can​ ​optimistic​ ​thinking​ ​be​ ​used​ ​as​ ​a​ ​learning​ ​tool?
How​ ​can​ ​leadership​ ​components​ ​like​ ​optimistic​ ​thinking,​ ​self-management,
self-awareness,​ ​and​ ​social​ ​awareness​ ​be​ ​used​ ​to​ ​enhance​ ​learning​ ​and
help​ ​our​ ​scholars​ ​to​ ​succeed?​ ​ ​How​ ​does​ ​the​ ​performing​ ​arts​ ​help​ ​convey
messages​ ​and​ ​our​ ​inner​ ​feelings​ ​to​ ​others?

 
 

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​9 

 Curriculum​ ​Structure  
Our​ ​curriculum​ ​is​ ​divided​ ​into​ ​3​ ​cycles​ ​(4​ ​lessons​ ​sparks​ ​are​ ​provided​ ​for​ ​each​ ​discipline​ ​of​ ​the
performing​ ​arts:​ ​dance,​ ​theater​ ​and​ ​music).

CYCLE​ ​1:
September​ ​-​ ​December
DANCE THEATER MUSIC

● Danc-eology ● From​ ​Green​ ​Screen​ ​to ● Introduction​ ​to​ ​Music

● Earth’s​ ​rotation Big​ ​Screen Technology​ ​&​ ​the​ ​Music
● Dance​ ​through ● Lights,​ ​Camera,​ ​and Industry
Symmetry Flash ● Exploring​ ​Song​ ​Structure
● Light​ ​Painting/​ ​Black ● Creating​ ​motion​ ​in​ ​Stills ● DAW​ ​&​ ​Drum​ ​Beats
light​ ​Dancing ● Elements​ ​of​ ​Production ● Music​ ​in​ ​Poetry

​ ​CYCLE​ ​2:
​ ​January​ ​-​ ​March
DANCE THEATER MUSIC

● Movement​ ​through ● Onion​ ​Peel ● Popular​ ​Music​ ​&​ ​Videos

Images ● 101​ ​of​ ​Production ● Rhythms​ ​&​ ​Arts:​ ​Gesture
● DIML​ ​(Dance,​ ​Illusions, ● Books​ ​VS.​ ​Plays​ ​VS. Drawing
Music,​ ​&​ ​Lighting) Musical​ ​Theater ● The​ ​Life​ ​and​ ​Music​ ​of
● Choreographic​ ​Process ● Acting​ ​VS.​ ​Improvisation Michael​ ​Jackson
● Technology​ ​&​ ​Internet ● Seeing​ ​and​ ​Feeling
Sound​ ​Vibrations

CYCLE​ ​3:
​ ​ ​ ​ ​ ​ ​ ​ ​April​ ​-​ ​June
DANCE THEATER MUSIC

● Costume​ ​and​ ​Set​ ​Design ● Creating​ ​the​ ​Storyboard ● Jazz,​ ​Blues,​ ​Hip​ ​Hop
● Experimenting​ ​with ● Reflecting,​ ​responding ● Live​ ​VS.​ ​Studio​ ​Versions
Visual​ ​effects and​ ​Analysing ● Working​ ​with​ ​Audio​ ​for
● Developing​ ​a​ ​Theme ● Rehearsing​ ​and​ ​Filming film
● Reflecting,​ ​responding, ● Costume​ ​and​ ​Set​ ​Design ● At​ ​the​ ​Heart​ ​of
and​ ​Analyzing Production

 
 
 
 

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 An​ ​In-depth​ ​Look​ ​at​ ​the​ ​Disciplines 

DANCE 
Dance​ ​at​ ​SASF​ ​organizes​ ​leads​ ​and​ ​promotes​ ​interest​ ​in​ ​activities​ ​such​ ​as​ ​Traditional​ ​Jazz,​ ​African
Dance,​ ​Folk​ ​Dance,​ ​Hip-Hop,​ ​Ballet,​ ​Contemporary,​ ​Modern,​ ​Ballroom​ ​and​ ​Step.​ ​Movement​ ​is
integral​ ​to​ ​all​ ​levels​ ​of​ ​dance​ ​learning.​ ​Dance​ ​is​ ​the​ ​kinesthetic​ ​art​ ​form,​ ​and​ ​all​ ​dance​ ​learning​ ​must
take​ ​place​ ​first​ ​in​ ​the​ ​body.​ ​Through​ ​careful​ ​instruction,​ ​all​ ​scholars​ ​should​ ​become​ ​literate​ ​in​ ​dance,
by​ ​developing​ ​the​ ​means​ ​to​ ​express​ ​critical​ ​insights​ ​using​ ​dance​ ​terms.​ ​All​ ​scholars​ ​should​ ​also​ ​be
able​ ​to​ ​make​ ​social,​ ​cultural​ ​and​ ​historical​ ​connections​ ​through​ ​dance​ ​and​ ​connect​ ​dance​ ​to​ ​other
disciplines.

THEATER 
Our​ ​theater​ ​classes​ ​organize,​ ​lead​ ​and​ ​promote​ ​interest​ ​in​ ​activities​ ​such​ ​as​ ​drama,​ ​musical​ ​theater,
comedy​ ​and​ ​tragedy.​ ​Students​ ​will​ ​explore​ ​the​ ​history​ ​of​ ​theater​ ​including​ ​Classical​ ​and​ ​Hellenistic
Greece,​ ​Roman​ ​Theater,​ ​Post-Classical​ ​Theater​ ​in​ ​the​ ​West​ ​and​ ​Eastern​ ​theatrical​ ​traditions.
Theater​ ​allows​ ​scholars​ ​to​ ​try​ ​out​ ​roles​ ​and​ ​play​ ​pretend​ ​as​ ​well​ ​as​ ​think​ ​and​ ​act​ ​creatively​ ​by
solving​ ​problems​ ​individually​ ​or​ ​collaboratively​ ​and​ ​by​ ​employing​ ​originality,​ ​flexibility,​ ​and
imagination.​ ​It​ ​is​ ​expected​ ​that​ ​all​ ​Theater​ ​classes​ ​help​ ​scholars​ ​develop​ ​the​ ​acting​ ​skills​ ​necessary
for​ ​creative​ ​dramatic​ ​performance.

MUSIC 
Scholars​ ​in​ ​the​ ​SASF​ ​music​ ​classes​ ​are​ ​introduced​ ​to​ ​many​ ​topics​ ​of​ ​music​ ​which​ ​include​ ​but​ ​are
not​ ​limited​ ​to​ ​an​ ​understanding​ ​and​ ​appreciation​ ​of​ ​music,​ ​notation​ ​and​ ​rhythm,​ ​harmony​ ​and
explorations​ ​in​ ​cultural​ ​world​ ​music,​ ​musical​ ​eras​ ​and​ ​a​ ​basic​ ​understanding​ ​of​ ​music​ ​theory.​ ​The
music​ ​program​ ​is​ ​designed​ ​to​ ​challenge​ ​scholars​ ​in​ ​the​ ​music​ ​making​ ​process​ ​by​ ​allowing​ ​them​ ​to
use​ ​a​ ​variety​ ​of​ ​instruments.​ ​Our​ ​music​ ​classes​ ​range​ ​from​ ​Marching​ ​Band​ ​to​ ​Music​ ​Theory,​ ​Music
Production,​ ​Chorus,​ ​Voice​ ​and​ ​African​ ​Drums.

 
 
 
 

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Arts​ ​Standards  

This​ ​curriculum​ ​is​ ​designed​ ​for​ ​a​ ​range​ ​of​ ​scholars,​ ​aged​ ​K-12.​ ​Each​ ​lesson​ ​should​ ​be​ ​prepared​ ​with
consideration​ ​for​ ​the​ ​artistic​ ​development​ ​and​ ​learning​ ​abilities​ ​of​ ​each​ ​child.​ ​The​ ​New​ ​York​ ​City
Department​ ​of​ ​Education’s​ ​Blueprint​ ​for​ ​Teaching​ ​and​ ​Learning​ ​should​ ​be​ ​consulted​ ​for​ ​each
developmental​ ​stage.​ ​For​ ​your​ ​reference,​ ​please​ ​visit​ ​the​ ​webpage.

​ ​Five​ ​Major​ ​Strands​ ​of​ ​Arts​ ​Learning​ ​to​ ​Consider:

1. Art​ ​Making​:​ ​The​ ​art-making​ ​strands​ ​indicate​ ​what​ ​scholars​ ​should​ ​be​ ​able​ ​to​ ​accomplish
at​ ​the​ ​end​ ​of​ ​benchmark​ ​years:​ ​second,​ ​fifth,​ ​eighth,​ ​and​ ​twelfth​ ​grades.​ ​These​ ​charts
provide​ ​“snapshots”​ ​of​ ​the​ ​learning​ ​process​ ​-​ ​the​ ​skills,​ ​knowledge,​ ​and​ ​appreciation​ ​that
should​ ​be​ ​mastered​ ​in​ ​selected​ ​areas,​ ​and​ ​how​ ​these​ ​are​ ​honed​ ​as​ ​students​ ​mature.
2. Literacy​ ​in​ ​the​ ​Performing​ ​Arts:​​ ​Scholars​ ​develop​ ​a​ ​working​ ​knowledge​ ​of​ ​performing
arts​ ​language​ ​and​ ​aesthetics,​ ​and​ ​apply​ ​it​ ​to​ ​analyzing,​ ​evaluating,​ ​documenting,
creating,​ ​and​ ​performing.​ ​They​ ​recognize​ ​their​ ​roles​ ​as​ ​articulate,​ ​literate​ ​artists​ ​when
communicating​ ​with​ ​their​ ​families,​ ​schools,​ ​and​ ​communities.
3. Making​ ​Connections:​​ ​This​ ​strand​ ​provides​ ​social,​ ​cultural​ ​and​ ​historical​ ​contexts​ ​in
which​ ​scholars​ ​may​ ​understand​ ​various​ ​art​ ​genres,​ ​while​ ​indicating​ ​links​ ​to​ ​other
disciplines​ ​in​ ​the​ ​curriculum.​ ​Scholars​ ​are​ ​expected​ ​to​ ​apply​ ​knowledge​ ​and​ ​skills​ ​learned
in​ ​class​ ​to​ ​assist​ ​them​ ​in​ ​interpreting​ ​the​ ​world​ ​around​ ​them.
4. Community​ ​and​ ​Cultural​ ​Resources:​​ ​New​ ​York​ ​City​ ​is​ ​rich​ ​in​ ​community​ ​and​ ​cultural
resources.​ ​Scholars​ ​should​ ​be​ ​actively​ ​engaged​ ​with​ ​the​ ​art​ ​exhibits,​ ​museums,​ ​galleries,
schools,​ ​studios,​ ​community-based​ ​organizations,​ ​libraries,​ ​and​ ​artists​ ​that​ ​contribute​ ​to
the​ ​cultural​ ​and​ ​economic​ ​vitality​ ​of​ ​the​ ​city.​ ​These​ ​resources​ ​are​ ​integral​ ​to​ ​the
development​ ​of​ ​young​ ​artists​ ​by​ ​expanding​ ​their​ ​horizons​ ​and​ ​enhancing​ ​the​ ​instruction
they​ ​receive​ ​in​ ​school.
5. Careers​ ​and​ ​Lifelong​ ​Learning:​​ ​The​ ​career-building​ ​skills​ ​learned​ ​in​ ​art​ ​activities​ ​are
those​ ​required​ ​in​ ​all​ ​other​ ​fields​ ​of​ ​endeavor:​ ​goal​ ​setting,​ ​planning,​ ​working
independently​ ​and​ ​in​ ​teams.​ ​While​ ​some​ ​scholars​ ​will​ ​pursue​ ​careers​ ​in​ ​art-related​ ​fields,
all​ ​scholars​ ​should​ ​come​ ​to​ ​regard​ ​art​ ​as​ ​an​ ​important​ ​means​ ​of​ ​expression​ ​and​ ​as​ ​a
source​ ​of​ ​lifelong​ ​enjoyment.

**Please​ ​note​ ​that​ ​each​ ​standard​ ​listed​ ​below​ ​is​ ​a​ ​benchmark​ ​goal​ ​for​ ​what​ ​scholars​ ​should​ ​have
learned​ ​by​ ​the​ ​end​ ​of​ ​each​ ​grade​ ​level​ ​range,​ ​i.e.​ ​K-5,​ ​what​ ​all​ ​scholars​ ​should​ ​know​ ​by​ ​the​ ​end​ ​of
5th​ ​grade.​ ​ ​For​ ​more​ ​detailed​ ​objectives​ ​under​ ​each​ ​benchmark,​ ​please​ ​visit​ ​The​​ ​New​ ​York​ ​City
Department​ ​of​ ​Education’s​ ​Blueprint​ ​for​ ​Teaching​ ​and​ ​Learning.
 
 
 
 

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Arts​ S
​ tandards​ ​Benchmarks  
Kindergarten​ ​through​ ​Grade​ ​5​ ​Benchmarks:
Dance ✴ Through​ ​movement​ ​exploration,​ ​observation,​ ​replication​ ​and​ ​recall,​ ​students​ ​develop​ ​kinesthetic
and​ ​self​ ​awareness;​ ​understand​ ​dance​ ​concepts;​ ​and​ ​build​ ​fine​ ​and​ ​large​ ​motor​ ​skills.​ ​They
invent​ ​dance​ ​movements​ ​to​ ​create​ ​their​ ​own​ ​short​ ​dances;​ ​learn​ ​basic​ ​vocabulary​ ​of​ ​various
dance​ ​forms​ ​and​ ​simple​ ​dances;​ ​reflect​ ​upon​ ​their​ ​own​ ​and​ ​other's’​ ​work;​ ​and​ ​understand​ ​the
purpose,​ ​routine​ ​and​ ​behavior​ ​of​ ​a​ ​dance​ ​class.
✴ Students​ ​expand​ ​their​ ​dance​ ​vocabulary​ ​of​ ​words​ ​and​ ​symbols​ ​to​ ​further​ ​refine​ ​their
understanding​ ​and​ ​communication​ ​of​ ​ideas​ ​and​ ​themes​ ​in​ ​dance.​ ​They​ ​practice​ ​constructive
criticism​ ​using​ ​dance​ ​language,​ ​and​ ​explore​ ​the​ ​elements​ ​that​ ​contribute​ ​to​ ​expression​ ​and
meaning​ ​in​ ​dance.
✴ Students​ ​understand​ ​the​ ​significance​ ​of​ ​dance​ ​in​ ​their​ ​own​ ​and​ ​other​ ​cultures,​ ​explore​ ​creativity​ ​in
dance​ ​in​ ​response​ ​to​ ​other​ ​arts​ ​and​ ​subject​ ​themes,​ ​use​ ​video​ ​technology​ ​for​ ​reflection,​ ​and
relate​ ​dance​ ​to​ ​personal​ ​health.
✴​ ​Students​ ​illuminate​ ​their​ ​relationship​ ​to​ ​dance​ ​by​ ​exploring​ ​dances​ ​of​ ​different​ ​cultures​ ​and
periods,​ ​find​ ​shared​ ​elements​ ​among​ ​the​ ​arts,​ ​use​ ​video​ ​and​ ​interactive​ ​technology​ ​to​ ​support
dance​ ​learning,​ ​and​ ​analyze​ ​the​ ​effects​ ​of​ ​dance​ ​on​ ​body​ ​and​ ​mind.
Theater ✴ Students​ ​continue​ ​to​ ​activate​ ​and​ ​expand​ ​their​ ​imaginations,​ ​and​ ​explore​ ​the​ ​analytical,
concentration​ ​and​ ​process​ ​skills​ ​associated​ ​with​ ​acting.
✴ Students​ ​exercise​ ​and​ ​refine​ ​the​ ​actor’s​ ​instrument—the​ ​body,​ ​voice​ ​and​ ​mind—through​ ​ongoing
exploration​ ​of​ ​the​ ​physical,​ ​vocal,​ ​characterization​ ​and​ ​staging​ ​components​ ​of​ ​acting.
✴ Students​ ​participate​ ​in​ ​a​ ​variety​ ​of​ ​group​ ​and​ ​solo​ ​activities​ ​in​ ​rehearsal​ ​and​ ​performance,
demonstrating​ ​self-​ ​discipline​ ​and​ ​the​ ​ability​ ​to​ ​work​ ​collaboratively.
✴ Students​ ​gain​ ​skills​ ​as​ ​emergent​ ​playwrights​ ​by​ ​identifying​ ​and​ ​using​ ​elements​ ​of​ ​dramatic
literature​ ​in​ ​writing,​ ​theater​ ​exercises​ ​and​ ​activities..
✴ Students​ ​investigate​ ​the​ ​various​ ​management​ ​and​ ​artistic​ ​roles​ ​of​ ​the​ ​director.
✴ Students​ ​use​ ​theater​ ​vocabulary​ ​to​ ​communicate​ ​basic​ ​directorial​ ​concepts​ ​and​ ​ideas​ ​to​ ​actors
and​ ​designers.
✴ Students​ ​work​ ​constructively​ ​with​ ​peers​ ​engaging​ ​in​ ​guided​ ​activities​ ​as​ ​emerging​ ​directors.
✴ Students​ ​examine​ ​theater​ ​history​ ​to​ ​further​ ​understand​ ​its​ ​social​ ​and​ ​cultural​ ​context.
✴ Students​ ​practice​ ​constructive​ ​responses​ ​to​ ​theater​ ​performance​ ​using​ ​observable​ ​evidence​ ​to
support​ ​opinion.
Music ✴ Students​ ​engage​ ​in​ ​activities​ ​to​ ​experience​ ​elements​ ​of​ ​music.
✴ Students​ ​develop​ ​awareness​ ​of​ ​human​ ​expression​ ​through​ ​music​ ​making.
✴ Students​ ​discover​ ​the​ ​singing​ ​voice​ ​and​ ​build​ ​technique​ ​singing​ ​and​ ​playing​ ​instruments.
✴ Students​ ​show​ ​respect​ ​for​ ​their​ ​instruments,​ ​music​ ​materials,​ ​and​ ​learning​ ​environment.
✴ Students​ ​learn​ ​routines​ ​that​ ​contribute​ ​to​ ​positive​ ​music-making​ ​experiences.
✴ Students​ ​explore​ ​music​ ​in​ ​the​ ​following​ ​areas:​ ​Elements,​ ​Notation,​ ​Vocabulary,​ ​Genre/Style,
Instruments,​ ​Voices,​ ​Ensembles,​ ​Production​ ​and​ ​Technology.
✴ Students​ ​realize​ ​that​ ​music​ ​reflects​ ​composer's’​ ​emotions,​ ​ideas,​ ​imagination,​ ​and​ ​cultural
context.
✴ Students​ ​make​ ​connections​ ​between​ ​music​ ​and​ ​personal​ ​feelings.

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 Grade​ ​6​ ​through​ ​Grade​ ​8​ ​Benchmarks:
Dance ✴ Students​ ​apply​ ​an​ ​understanding​ ​of​ ​choreographic​ ​principles​ ​and​ ​structures​ ​when​ ​learning,
developing,​ ​and​ ​performing​ ​dances,​ ​demonstrate​ ​the​ ​ability​ ​to​ ​self-correct​ ​in​ ​response​ ​to
suggestions,​ ​and​ ​develop​ ​personal​ ​technical​ ​goals​ ​for​ ​improving​ ​dance​ ​skills.
✴ Through​ ​critical​ ​and​ ​practical​ ​investigation,​ ​students​ ​develop​ ​the​ ​vocabulary​ ​and​ ​concepts​ ​to
discuss​ ​dances​ ​and​ ​dance​ ​making​ ​in​ ​terms​ ​of​ ​style,​ ​structure​ ​and​ ​design.​ ​They​ ​expand​ ​their
understanding​ ​of​ ​the​ ​origins​ ​of​ ​and​ ​connections​ ​between​ ​dance​ ​styles​ ​in​ ​the​ ​ongoing​ ​evolution​ ​of
the​ ​art​ ​form.
✴ Through​ ​research​ ​and​ ​analysis,​ ​students​ ​gain​ ​a​ ​sense​ ​of​ ​the​ ​development​ ​of​ ​dance​ ​styles​ ​through
history.​ ​They​ ​increase​ ​their​ ​understanding​ ​of​ ​musical​ ​structures​ ​and​ ​qualities​ ​in​ ​relation​ ​to​ ​dance,
and​ ​integrate​ ​other​ ​art​ ​forms​ ​in​ ​the​ ​creation​ ​of​ ​dance​ ​pieces.​ ​.
✴ They​ ​identify​ ​goals​ ​for​ ​personal​ ​growth,​ ​and​ ​begin​ ​to​ ​look​ ​at​ ​next​ ​steps.
Theater ✴ Students​ ​enhance​ ​and​ ​develop​ ​their​ ​performance​ ​skills​ ​while​ ​learning​ ​to​ ​work​ ​in​ ​diverse​ ​styles​ ​and
forms,​ ​such​ ​as​ ​improvisation,​ ​theater​ ​games,​ ​spoken​ ​word,​ ​physical​ ​theater,​ ​story​ ​theater,​ ​or
musical​ ​theater.
✴ Students​ ​continue​ ​to​ ​develop​ ​the​ ​processes​ ​and​ ​the​ ​analytical​ ​and​ ​imaginative​ ​skills​ ​associated
with​ ​acting.
​ ​✴​ ​Students​ ​enhance​ ​and​ ​develop​ ​their​ ​performance​ ​skills​ ​while​ ​learning​ ​to​ ​work​ ​in​ ​diverse​ ​styles​ ​and
forms.
✴ Students​ ​will​ ​increase​ ​their​ ​range​ ​of​ ​expression​ ​as​ ​playwrights​ ​through​ ​the​ ​use​ ​of​ ​vocabulary​ ​and
dramatic​ ​structure,​ ​and​ ​by​ ​exploring​ ​various​ ​theatrical​ ​styles​ ​and​ ​forms.
✴ Working​ ​alone​ ​and​ ​in​ ​groups,​ ​students​ ​begin​ ​to​ ​recognize​ ​and​ ​articulate​ ​their​ ​personal​ ​vision​ ​and
the​ ​cultural​ ​context​ ​of​ ​their​ ​work.
✴ Students​ ​develop​ ​a​ ​holistic​ ​understanding​ ​of​ ​theater​ ​and​ ​the​ ​diverse​ ​skills​ ​required​ ​of​ ​a​ ​director.
✴ Students​ ​become​ ​competent​ ​in​ ​the​ ​basic​ ​elements​ ​of​ ​directing​ ​and​ ​recognize​ ​the​ ​work​ ​of​ ​directors
in​ ​theater​ ​productions.
✴ Students​ ​apply​ ​an​ ​understanding​ ​of​ ​dramatic​ ​text​ ​and​ ​theater​ ​history​ ​in​ ​their​ ​critical​ ​responses​ ​as
they​ ​enhance​ ​their​ ​skills​ ​to​ ​critique​ ​live​ ​performance.
✴ Students​ ​use​ ​vocabulary​ ​that​ ​is​ ​authentic​ ​and​ ​integral​ ​to​ ​theater.
✴ Students​ ​share​ ​their​ ​theater​ ​learning​ ​by​ ​performing​ ​for​ ​others.
✴ Students​ ​cultivate​ ​a​ ​personal​ ​response​ ​to​ ​an​ ​affinity​ ​for​ ​theater​ ​as​ ​a​ ​part​ ​of​ ​their​ ​lives.
Music ✴ Students​ ​apply​ ​understanding​ ​of​ ​elements​ ​of​ ​music​ ​through​ ​performance​ ​activities.
✴ Students​ b​ ecome​ ​aware​ ​of​ ​themselves​ ​as​ ​musicians​ ​through​ ​performance,​ ​improvisation,​ ​and
composition.
✴ Students​ ​build​ ​and​ ​apply​ ​vocal​ ​and​ ​instrumental​ ​technique.
✴ Students​ ​take​ ​responsibility​ ​for​ ​their​ ​instruments,​ ​music​ ​materials,​ ​and​ ​learning​ ​environment.
✴ Students​ ​follow​ ​established​ ​routines​ ​that​ ​contribute​ ​to​ ​positive​ ​music-making​ ​experiences.
✴ Students​ ​explore​ ​music​ ​in​ ​the​ ​following​ ​areas:​ ​Elements,​ ​Notation,​ ​Vocabulary,​ ​Genre/Style,
Instruments,​ ​Voices,​ ​Ensembles,​ ​Production​ ​and​ ​Technology.
✴ Students​ ​identify​ ​vocal​ ​and​ ​instrumental​ ​music.
✴ Students​ ​realize​ ​that​ ​music​ ​reflects​ ​composer's’​ ​emotions,​ ​ideas,​ ​imagination,​ ​and​ ​cultural​ ​context.
✴ Students​ ​make​ ​connections​ ​between​ ​music​ ​and​ ​personal​ ​feelings.
✴ Students​ ​identify​ ​the​ ​various​ ​aspects/options​ ​of​ ​lifelong​ ​music​ ​involvement.
✴ Students​ ​extend​ ​their​ ​music-making​ ​experiences​ ​beyond​ ​the​ ​school​ ​community.
✴ Students​ ​define​ ​and​ ​categorize​ ​various​ ​aspects/options​ ​of​ ​lifelong​ ​music​ ​involvement.

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 Grade​ ​9​ ​through​ ​Grade​ ​12​ ​Benchmarks:
Dance ✴ Students​ ​teach​ ​and​ ​demonstrate​ ​for​ ​peers,​ ​create​ ​improvisational​ ​problems​ ​for​ ​class​ ​exploration,
develop​ ​a​ ​repertoire​ ​of​ ​their​ ​own​ ​choreography​ ​and​ ​other​ ​works,​ ​engage​ ​in​ ​all​ ​aspects​ ​of
performance​ ​and​ ​production,​ ​and​ ​demonstrate​ ​the​ ​ability​ ​to​ ​self-correct​ ​without​ ​suggestion.
✴ Through​ ​critical​ ​analysis​ ​and​ ​comparison,​ ​students​ ​gain​ ​verbal,​ ​written​ ​and​ ​practical​ ​fluency​ ​in
dance​ ​styles​ ​and​ ​concepts,​ ​incorporating​ ​their​ ​understanding​ ​into​ ​their​ ​work​ ​as​ ​emerging
choreographers​ ​and​ ​performers.
Theater ✴ Students​ ​increase​ ​their​ ​ability​ ​as​ ​imaginative​ ​and​ ​analytical​ ​actors​ ​while​ ​continuing​ ​to​ ​participate
as​ ​collaborative​ ​ensemble​ ​members.
✴ Students​ ​demonstrate​ ​the​ ​ability​ ​to​ ​reflect​ ​on​ ​and​ ​think​ ​critically​ ​about​ ​their​ ​work.
✴ Through​ ​sequential​ ​and​ ​sustained​ ​activities​ ​in​ ​various​ ​theater​ ​forms,​ ​like​ ​commedia​ ​d’ell​ ​Arte,
students​ ​improve​ ​upon​ ​and​ ​gain​ ​new​ ​performance​ ​skills.
✴ Lead​ ​workshop​ ​or​ ​series​ ​of​ ​exercises​ ​for​ ​fellow​ ​students​ ​in​ ​at​ ​least​ ​one​ ​of​ ​the​ ​following​ ​areas,
through​ ​which​ ​the​ ​students​ ​demonstrate​ ​understanding​ ​of​ ​and​ ​proficiency​ ​in:​ ​speech​ ​and​ ​voice,
improvisation,​ ​movement.
✴ Students​ ​perform​ ​in​ ​a​ ​program​ ​of​ ​scenes,​ ​monologues​ ​and​ ​structured​ ​improvisations​ ​that​ ​includes
works​ ​from​ ​a​ ​variety​ ​of​ ​styles,​ ​periods,​ ​genres​ ​and​ ​cultures.
✴ Students​ ​develop​ ​their​ ​ability​ ​as​ ​playwrights​ ​in​ ​a​ ​variety​ ​of​ ​theatrical​ ​styles​ ​and​ ​forms.
✴ Students​ ​explore​ ​personal​ ​voice​ ​and​ ​individual​ ​expression​ ​by​ ​applying​ ​diverse​ ​conventions​ ​of
dramatic​ ​writing​ ​to​ ​their​ ​original​ ​work.
✴ Students​ ​refine​ ​their​ ​ability​ ​as​ ​playwrights​ ​to​ ​express​ ​point​ ​of​ ​view​ ​and​ ​personal​ ​vision.
✴ Students​ ​develop​ ​their​ ​communicative,​ ​personal,​ ​imaginative​ ​and​ ​analytical​ ​skills​ ​while
investigating​ ​the​ ​role​ ​of​ ​the​ ​director.
Music ✴ Students​ ​synthesize​ ​elements​ ​of​ ​music,​ ​notation,​ ​and​ ​performance​ ​practice.
✴ Students​ e ​ merge​ ​as​ ​artists​ ​through​ ​performance,​ ​improvisation,​ ​and​ ​composition.
✴ Students​ i​ ntegrate​ ​vocal​ ​and​ ​instrumental​ ​technique,​ ​artistry,​ ​historical​ ​context,​ ​and​ ​performance
practice.
✴ Students​ ​assume​ ​leadership​ ​roles​ ​specific​ ​to​ ​performance,​ ​ensemble,​ ​and​ ​classroom.
✴ Students​ ​create​ ​and​ ​critique​ ​ensemble​ ​music-making​ ​procedures​ ​and​ ​behaviors.
✴ Students​ ​explore​ ​music​ ​in​ ​the​ ​following​ ​areas:​ ​Elements,​ ​Notation,​ ​Vocabulary,​ ​Genre/Style,
Instruments,​ ​Voices,​ ​Ensembles,​ ​Production​ ​and​ ​Technology.
✴ Students​ ​develop​ ​expertise​ ​in​ ​vocal​ ​and​ ​instrumental​ ​music.
✴ Students​ ​demonstrate​ ​an​ ​understanding​ ​of​ ​correlations​ ​to​ ​music’s​ ​role​ ​in​ ​society​ ​in​ ​a​ ​variety​ ​of
contexts.
✴ Students​ ​demonstrate​ ​an​ ​understanding​ ​of​ ​the​ ​ways​ ​in​ ​which​ ​musical​ ​elements,​ ​artistic
development,​ ​and​ ​processes​ ​interrelate.
✴ Students​ ​creatively​ ​express​ ​their​ ​personal​ ​connections​ ​to​ ​a​ ​wide​ ​variety​ ​of​ ​musical​ ​styles.
✴ Students​ ​develop​ ​awareness​ ​of​ ​issues​ ​that​ ​shape​ ​and​ ​affect​ ​various​ ​musical​ ​communications​ ​in
the​ ​world.
✴ Students​ ​express​ ​informed​ ​opinions.
✴ Students​ ​demonstrate​ ​lifelong​ ​music​ ​involvement.

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 DANCE​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​1  
Danc-eology Dance​ ​through​ ​Symmetry

Objective:​​ ​Scholars​ ​will​ ​explore​ ​and​ ​demonstrate​ ​their Objective:​​ ​Scholars​ ​will​ ​explore​ ​symmetry​ ​and​ ​how​ ​it​ ​applies​ ​to
understanding​ ​of​ ​the​ ​basic​ ​elements​ ​of​ ​dance​ ​-​ ​body,​ ​space,​ ​time, their​ ​body.​ ​They​ ​will​ ​use​ ​their​ ​own​ ​bodies​ ​to​ ​relate​ ​and​ ​explore
energy,​ ​and​ ​relationship​ ​in​ ​technological​ ​practices:​ ​Using different​ ​angles​ ​of​ ​symmetry.​ ​Question:​ ​What​ ​is​ ​symmetry?​ ​How
rehearsal​ ​videos,​ ​critiquing​ ​and​ ​evaluating​ ​themselves​ ​and​ ​other
does​ ​symmetry​ ​work​ ​with​ ​the​ ​body?​ ​How​ ​do​ ​you​ ​create​ ​a
dancers.​ ​Questions:​ ​How​ ​does​ ​technology​ ​have​ ​an​ ​impact​ ​dance
forms?​ ​What​ ​advances​ ​has​ ​technology​ ​brought​ ​to​ ​the​ ​art​ ​form?​ ​In symmetrical​ ​pose​ ​with​ ​your​ ​body​ ​in​ ​different​ ​levels?
which​ ​ways​ ​has​ ​technology​ ​been​ ​used​ ​in​ ​dance?​ ​What​ ​are​ ​the Overall​ ​expectation:
pros​ ​and​ ​cons​ ​of​ ​technology​ ​use​ ​in​ ​dance? a. Scholars​ ​will​ ​analyze​ ​each​ ​other's​ ​shapes​ ​and​ ​moves
Overall​ ​Expectation: through​ ​the​ ​elements​ ​of​ ​dance.
1.​ ​Research​ ​different​ ​forms​ ​of​ ​dance​ ​and​ ​their​ ​form​ ​from​ ​a​ ​visual b. Scholars​ ​will​ ​work​ ​with​ ​mathematical​ ​concepts​ ​in​ ​a
perspective. different​ ​way.
2.​ ​Identify​ ​movement​ ​components​ ​within​ ​a​ ​dance.
c. Allows​ ​scholars​ ​to​ ​become​ ​their​ ​own​ ​creators​ ​and​ ​offer
3.​ ​Demonstrate​ ​appropriate​ ​behaviors​ ​will​ ​performing​ ​and
watching​ ​dance. each​ ​other​ ​positive​ ​criticism.
4.​ ​Define​ ​dance​ ​(short​ ​definition​ ​of​ ​what​ ​they​ ​think​ ​dance​ ​is) d. Create​ ​a​ ​symmetrical​ ​dance​ ​in​ ​groups​ ​using​ ​floor
5.​ ​Foundation​ ​element:​ ​Body​ ​(students​ ​begin​ ​to​ ​identify​ ​body patterns.
parts​ ​and​ ​practice​ ​use​ ​of​ ​body​ ​in​ ​space) e. Locomotor​ ​and​ ​nonlocomotor​ ​movement
6.​ ​Positions​ ​and​ ​structure​ ​ ​(Students​ ​observe​ ​visual​ ​stimuli  
(pictures,​ ​objects)​ ​that​ ​depict​ ​the​ ​human​ ​body​ ​in​ ​a​ ​range​ ​of
positions​ ​and​ ​shapes.
7.​ ​Discuss​ ​what​ ​makes​ ​a​ ​"good"​ ​dance​ ​performance​ ​(group​ ​is​ ​in
sync,​ ​on​ ​beat,​ ​has​ ​energy,​ ​everyone​ ​knows​ ​the​ ​steps,​ ​spacing​ ​is
even​ ​between​ ​dancers,​ ​etc.)
8.​ ​Videotape​ ​entire​ ​group​ ​together​ ​as​ ​well​ ​as​ ​small​ ​groups​ ​to
evaluation​ ​and​ ​self​ ​assessment. 

Earth’s​ ​Rotation Light​ ​Painting/​ ​Black​ ​Light​ ​Dancing

Objective: Objective:
Scholars​ ​will​ ​demonstrate​ ​knowledge​ ​of​ ​the​ ​universe​ ​and​ ​the Scholars​ ​will​ ​investigate​ ​black​ ​light​ ​dancing.​ ​Through​ ​critical
Earth's​ ​rotation.​ ​Describe​ ​the​ ​movement​ ​of​ ​Earth,​ ​the​ ​Moon,​ ​stars, analysis​ ​students​ ​will​ ​explore​ ​how​ ​lighting​ ​compliments
and​ ​other​ ​planets.​ ​Having​ ​access​ ​to​ ​a​ ​video​ ​to​ ​show​ ​how​ ​the movement.​ ​Scholars​ ​will​ ​investigate​ ​how​ ​to​ ​uv​ ​lighting​ ​can​ ​create
galaxy​ ​co-exists​ ​through​ ​movement​ ​is​ ​needed​ ​in​ ​order​ ​to​ ​make​ ​a certain​ ​designs​ ​on​ ​the​ ​body​ ​and​ ​objects​ ​by​ ​using​ ​fluorescent
critical​ ​analysis.​ ​Scholars​ ​will​ ​investigate​ ​axes,​ ​orbit,​ ​revolution, paint.​ ​How​ ​does​ ​blacklight​ ​work?​ ​What​ ​is​ ​flourescent​ ​paint?​ ​What
and​ ​rotation​ ​through​ ​creative​ ​movement. is​ ​ultraviolet​ ​light?​ ​What​ ​are​ ​phosphors?​ ​Comparing​ ​and
Overall​ ​expectation: contrasting​ ​the​ ​black​ ​and​ ​normal​ ​choreographic​ ​pieces​ ​what​ ​were
Have​ ​scholars​ ​respond​ ​with​ ​movement​ ​to​ ​each​ ​term​ ​called​ ​out​ ​by the​ ​differences?
instructor. Overall​ ​expectation:
a. Have​ ​scholars​ ​exercise​ ​various​ ​terms​ ​as​ ​the​ ​teacher Scholars​ ​will​ ​explore​ ​how​ ​lighting​ ​controls​ ​how​ ​audiences​ ​view
calls​ ​them​ ​out. and​ ​experience​ ​work.
b. Scholars​ ​can​ ​form​ ​small​ ​groups​ ​to​ ​create​ ​movement​ ​/ a. Scholars​ ​will​ ​create​ ​designs​ ​on​ ​dark​ ​colored​ ​clothing/
dances​ ​as​ ​the​ ​other​ ​group​ ​identifies​ ​what​ ​term​ ​was create​ ​masks​ ​with​ ​fluorescent​ ​paint.
each​ ​group​ ​has​ ​used​ ​in​ ​their​ ​movement. b. Scholars​ ​will​ ​ ​explore​ ​terminology​ ​applicable​ ​to​ ​this
c. Defining​ ​terms,​ ​exploring,​ ​and​ ​identifying​ ​different​ ​ideas lesson​ ​as​ ​well​ ​as​ ​using​ ​the​ ​dance​ ​rubric​ ​for​ ​creation​ ​of
for​ ​different​ ​creations. works.
c. Scholars​ ​will​ ​create​ ​choreographic​ ​dance​ ​routines​ ​using
  the​ ​fluorescent​ ​outfits​ ​that​ ​they​ ​created.
  d. Teacher​ ​will​ ​record​ ​their​ ​choreographic​ ​works​ ​for
  viewing​ ​and​ ​critique. 

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 DANCE​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​2 
Movement​ ​through​ ​Images DIML​ ​(Dance,​ ​Illusions,​ ​Music​ ​and​ ​Lighting)

Objective: Objective:
Scholars​ ​will​ ​explore​ ​the​ ​body​ ​as​ ​object​ ​in​ ​a​ ​photograph Scholars​ ​will​ ​explore​ ​the​ ​connection​ ​between​ ​music,
through​ ​different​ ​movement​ ​sequences​ ​captured​ ​by creating​ ​illusions,​ ​and​ ​lighting​ ​manipulations​ ​in​ ​dance.​ ​Is
camera.​ ​When​ ​pictures​ ​are​ ​put​ ​together​ ​in​ ​a​ ​book​ ​format the​ ​dancer's​ ​movement​ ​created​ ​by​ ​the​ ​sounds​ ​of​ ​ ​music?
and​ ​flipped​ ​through​ ​students​ ​choreographic​ ​movements Does​ ​dance​ ​exist​ ​independently​ ​from​ ​music?​ ​If​ ​one​ ​were
are​ ​seen. to​ ​execute​ ​a​ ​dance​ ​routine​ ​in​ ​different​ ​ways:​ ​1.​ ​Dance
Overall​ ​expectations: routine​ ​with​ ​music​ ​and​ ​no​ ​lighting​ ​effects​ ​2.​ ​Dance​ ​routine
a. Scholars​ ​will​ ​creative​ ​process,​ ​the​ ​elements​ ​of without​ ​music​ ​only​ ​lighting​ ​effects,​ ​3.​ ​Dance​ ​routine​ ​with
dance​ ​(body,​ ​space,​ ​time,​ ​energy,​ ​and lighting​ ​effects​ ​and​ ​no​ ​music​ ​,​ ​4.​ ​Dance​ ​routine​ ​with​ ​no
relationship),​ ​and​ ​a​ ​variety​ ​of​ ​sources​ ​to​ ​develop lighting​ ​effects​ ​or​ ​music,​ ​5.​ ​Dance​ ​routine​ ​with​ ​both​ ​lighting
movement​ ​vocabulary. effects​ ​and​ ​music.​ ​ ​What​ ​would​ ​be​ ​the​ ​difference​ ​in​ ​viewer
b. Scholars​ ​will​ ​combine​ ​choreography​ ​and perception?​ ​What​ ​would​ ​be​ ​the​ ​difference​ ​in​ ​performer
composition​ ​in​ ​a​ ​variety​ ​of​ ​ways​ ​to​ ​compose experience?
individual​ ​and​ ​ensemble​ ​creations. Resource:
c. Scholars​ ​will​ ​apply​ ​dance​ ​presentation​ ​skills​ ​in​ ​a https://wordlesstech.com/dance-performance-interacti
variety​ ​of​ ​contexts​ ​and​ ​performances. ve-digital-projection/
d. Scholars​ ​will​ ​use​ ​critical​ ​analysis​ ​process​ ​to Overall​ ​expectations:
reflect​ ​on​ ​and​ ​evaluate​ ​their​ ​own​ ​dance​ ​works. a. Scholars​ ​will​ ​examine​ ​musicality​ ​in​ ​relation​ ​to
  dance​ ​creation.
b. Scholars​ ​will​ ​explore​ ​the​ ​manipulation​ ​of​ ​lighting
to​ ​complement​ ​the​ ​dancers​ ​body.
c. Exploring​ ​the​ ​different​ ​uses​ ​of​ ​light​ ​and​ ​music​ ​in
performance​ ​pieces.
Terminology
Focusing
Shadow​ ​effects
Plotting 
 

Choreographic​ ​Process Technology​ ​and​ ​Internet

Objective: Objective:
Develop​ ​and​ ​refine​ ​artistic​ ​technique​ ​for​ ​live​ ​performance Technology​ ​has​ ​brought​ ​cultures​ ​and​ ​people​ ​together.
and​ ​filming.​ ​Explore​ ​video​ ​filming​ ​to​ ​improve​ ​aspects​ ​of Information​ ​and​ ​latest​ ​dance​ ​crazes​ ​are​ ​easily​ ​accessible,
technique.​ ​What​ ​should​ ​a​ ​dancer​ ​know​ ​in​ ​order​ ​to​ ​prepare and​ ​people​ ​no​ ​longer​ ​have​ ​to​ ​travel​ ​across​ ​seas.
for​ ​the​ ​creation​ ​of​ ​an​ ​artistic​ ​piece?​ ​How​ ​does​ ​filming​ ​ones Overall​ ​expectations:
rehearsal​ ​assist​ ​in​ ​the​ ​evaluation​ ​and​ ​revision​ ​process? a. Scholars​ ​should​ ​research​ ​and​ ​critique​ ​a​ ​dance
Overall​ ​expectations: genre​ ​from​ ​any​ ​era​ ​and​ ​culture.
a. Scholars​ ​will​ ​work​ ​collaboratively​ ​to​ ​contribute​ ​to b. Analysis​ ​and​ ​an​ ​open​ ​conversation​ ​should​ ​be
to​ ​helping​ ​each​ ​other​ ​in​ ​the​ ​creative​ ​process. held​ ​on​ ​the​ ​differences​ ​of​ ​how​ ​technology​ ​and
b. Scholars​ ​will​ ​work​ ​on​ ​technical​ ​dance​ ​skills​ ​that costuming​ ​have​ ​changed​ ​(if​ ​it​ ​has)
they​ ​will​ ​be​ ​able​ ​to​ ​view,​ ​critique​ ​and​ ​revise. c. Scholars​ ​should​ ​investigate​ ​the​ ​positive​ ​and
c. Will​ ​utilize​ ​mind​ ​and​ ​body​ ​as​ ​a​ ​tool​ ​of​ ​artistic negative​ ​perspective​ ​that​ ​the​ ​internet​ ​can​ ​have
expression. on​ ​a​ ​cultural​ ​performance.
 
 

 
 
 

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 DANCE​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​3 
Costume​ ​and​ ​Set​ ​Design Experimenting​ ​with​ ​Visual​ ​Effects

Objective: Objective:
Scholars​ ​will​ ​learn​ ​the​ ​importance​ ​of​ ​costuming​ ​and​ ​set​ ​design​ ​as Scholars​ ​will​ ​reenact​ ​a​ ​scene​ ​without​ ​expressing​ ​the​ ​their​ ​actions
a​ ​pre-production​ ​process​ ​to​ ​the​ ​creative​ ​works.​ ​Scholars​ ​will verbally.​ ​By​ ​recording​ ​their​ ​reactions​ ​to​ ​effects​ ​around​ ​them
engage​ ​in​ ​discussing​ ​the​ ​elements,​ ​roles,​ ​production​ ​process, scholars​ ​will​ ​experience​ ​both​ ​behind​ ​and​ ​in​ ​front​ ​of​ ​the​ ​camera
responsibilities,​ ​and​ ​responsibilities​ ​when​ ​creating​ ​a​ ​production. work.​ ​By​ ​setting​ ​up​ ​different​ ​scenarios​ ​scholars​ ​are​ ​able​ ​to​ ​act,
Overall​ ​expectation: film,​ ​ ​and​ ​view​ ​their​ ​works.
a. Understanding​ ​what​ ​costuming​ ​can​ ​communicate Overall​ ​expectation:
b. The​ ​scholars​ ​will​ ​demonstrate​ ​an​ ​understanding​ ​of a. Scholars​ ​will​ ​engage​ ​in​ ​conversation​ ​on​ ​different​ ​ways
clothing​ ​communicating​ ​character​ ​by​ ​participating​ ​in​ ​a of​ ​communicating​ ​and​ ​creating​ ​concepts.
discussion​ ​and​ ​using​ ​clothes​ ​to​ ​create​ ​a​ ​character. b. Scholars​ ​will​ ​think​ ​about​ ​different​ ​energy​ ​levels​ ​and
c. Scholars​ ​will​ ​demonstrate​ ​their​ ​understanding​ ​of​ ​how​ ​to emotions​ ​to​ ​create​ ​on​ ​stage.
communicate​ ​with​ ​clothing​ ​(using​ ​color,​ ​texture​ ​and c. Scholars​ ​will​ ​create​ ​their​ ​own​ ​visual​ ​effect​ ​scenes​ ​that
shape)​ ​by​ ​creating​ ​a​ ​design​ ​rendering​ ​for​ ​a​ ​specific produce​ ​a​ ​storyline​ ​(example:​ ​earthquake,​ ​smoke).
character. d. Scholars​ ​will​ ​use​ ​a​ ​video​ ​device​ ​to​ ​film​ ​their​ ​creations
and​ ​put​ ​together​ ​to​ ​make​ ​a​ ​small​ ​silent​ ​movie. 
 
Developing​ ​a​ ​Theme Reflecting,​ ​Responding​ ​and​ ​Analysing

Objective​: Objective​:
Scholars​ ​will​ ​use​ ​a​ ​children's​ ​storybook​ ​as​ ​the​ ​inspiration​ ​to​ ​create Scholars​ ​will​ ​review​ ​works​ ​created​ ​using​ ​higher​ ​order​ ​thinking,
an​ ​individual​ ​storyline​ ​ ​sequence.​ ​Literary​ ​sources,​ ​such​ ​a interaction​ ​with​ ​one​ ​another,​ ​and​ ​offer​ ​each​ ​other​ ​authentic
children's​ ​books,​ ​often​ ​have​ ​vivid​ ​themes​ ​that​ ​provide​ ​an​ ​excellent feedback.​ ​By​ ​viewing​ ​professional​ ​works​ ​and​ ​using​ ​the​ ​same
stimulus​ ​for​ ​dance.​ ​Scholars​ ​will​ ​explore​ ​themes​ ​through
methods​ ​that​ ​they​ ​found​ ​useful,​ ​scholars​ ​can​ ​develop​ ​for​ ​ ​their
improvised​ ​movement​ ​to​ ​create​ ​short​ ​movement​ ​phrases.
Overall​ ​expectation:​ ​Creating,​ ​Presenting​ ​and​ ​Performing own​ ​works.​ ​How​ ​are​ ​the​ ​ideas,​ ​thoughts,​ ​feelings​ ​and​ ​emotions
a. ​ ​The​ ​Creative​ ​Process:​ ​use​ ​the​ ​creative​ ​process,​ ​the that​ ​are​ ​associated​ ​with​ ​each​ ​of​ ​the​ ​identified​ ​themes​ ​expressed
elements​ ​of​ ​dance​ ​(body,​ ​space,​ ​time,​ ​energy​ ​and in​ ​movement?
relationship),​ ​and​ ​a​ ​variety​ ​of​ ​sources​ ​to​ ​develop Overall​ ​expectations:
movement​ ​vocabulary. a. Critical​ ​Analysis​ ​Process:​ ​use​ ​the​ ​critical​ ​analysis
b. ​ ​Use​ ​the​ ​elements​ ​of​ ​dance​ ​to​ ​create​ ​and​ ​perform process​ ​to​ ​reflect​ ​on​ ​and​ ​evaluate​ ​their​ ​own​ ​and​ ​others'
increasingly​ ​complex​ ​dance​ ​phrases​ ​inspired​ ​by​ ​a dance​ ​works​ ​and​ ​activities.
theme. b. ​ ​Develop​ ​and​ ​use​ ​aesthetic​ ​criteria​ ​to​ ​evaluate​ ​both​ ​the
c. Choreography​ ​and​ ​Composition:​ ​combine​ ​the​ ​elements content​ ​and​ ​the​ ​fluency​ ​or​ ​expressiveness​ ​of​ ​student
of​ ​dance​ ​in​ ​a​ ​variety​ ​of​ ​ways​ ​in​ ​composing​ ​individual compositions.
and​ ​ensemble​ ​dance​ ​creations. c. ​ ​Continuing​ ​Engagement:​ ​demonstrate​ ​an
d. ​ ​Create​ ​a​ ​complex​ ​dance​ ​composition​ ​that​ ​explores​ ​a understanding​ ​of​ ​the​ ​purpose​ ​and​ ​possibilities​ ​of
self-​ ​or​ ​teacher-selected​ ​theme;​ ​and continuing​ ​engagement​ ​in​ ​dance​ ​arts.
e. ​ ​Use​ ​a​ ​variety​ ​of​ ​compositional​ ​approaches​ ​to​ ​express​ ​a d. ​ ​Develop​ ​and​ ​maintain​ ​a​ ​traditional​ ​or​ ​digital​ ​dance
broad​ ​range​ ​of​ ​ideas​ ​and​ ​moods​ ​through​ ​dance. portfolio​ ​that​ ​demonstrates​ ​the​ ​depth​ ​and​ ​breadth​ ​of
  their​ ​learning.
Terminology
Elements​ ​of​ ​Dance
Body
Space
Time
Energy
Relationship 
 
 

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 THEATER​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​1 
From​ ​Green​ ​Screen​ ​to​ ​Big​ ​Screen Lights,​ ​Camera,​ ​and​ ​Flash

Objective: Objective:
​ ​Scholars​ ​will​ ​draft​ ​and​ ​create​ ​storylines​ ​which​ ​will​ ​be ​ ​Scholars​ ​will​ ​be​ ​introduced​ ​to​ ​terminology​ ​and​ ​their
recorded.​ ​Once​ ​scholars​ ​work​ ​has​ ​been​ ​recorded functions,​ ​how​ ​they​ ​can​ ​be​ ​manipulated​ ​to​ ​capture​ ​images
facilitator​ ​will​ ​use​ ​any​ ​Green​ ​Screen​ ​application​ ​to​ ​create​ ​a in​ ​different​ ​moments​ ​in​ ​time.​ ​By​ ​using​ ​glow​ ​sticks,​ ​blinking
different​ ​backdrop​ ​for​ ​their​ ​choreographic​ ​creation. lights,​ ​or​ ​flashlights​ ​scholars​ ​will​ ​create​ ​movements​ ​and
Scholars​ ​will​ ​explore​ ​communication,​ ​collaboration,​ ​critical use​ ​a​ ​camera​ ​to​ ​capture​ ​their​ ​movement.​ ​What​ ​worked
thinking,​ ​and​ ​creativity. well?​ ​What​ ​would​ ​you​ ​do​ ​different?
Overall​ ​expectation: Overall​ ​expectation:
a. Scholars​ ​can​ ​create​ ​their​ ​own​ ​scenic​ ​backdrops a. Scholars​ ​will​ ​create​ ​shapes​ ​and​ ​designs​ ​in​ ​space
to​ ​use​ ​for​ ​their​ ​creative​ ​works. using​ ​movement.
b. Promotes​ ​teamwork​ ​and​ ​the​ ​sharing​ ​of​ ​creative d. Promotes​ ​teamwork​ ​and​ ​the​ ​sharing​ ​of​ ​creative
ideas​ ​and​ ​development. ideas​ ​and​ ​development.
c. Scholars​ ​will​ ​work​ ​on​ ​the​ ​process​ ​of​ ​creating​ ​and e. Scholars​ ​will​ ​explore​ ​different​ ​prop​ ​theme​ ​ideas
explore​ ​how​ ​technology​ ​adds​ ​a​ ​different for​ ​their​ ​choreographic​ ​works.
perspective​ ​to​ ​artforms.    
 

Creating​ ​Motion​ ​in​ ​Stills Elements​ ​of​ ​Production

Objective: Objective:
Scholars​ ​will​ ​create​ ​a​ ​Parallax​ ​image​ ​by​ ​using Introduce​ ​to​ ​scholars​ ​the​ ​importance​ ​of​ ​stage​ ​lighting​ ​and
images,​ ​photoshop,​ ​and​ ​After​ ​Effects.​ ​Scholars​ ​can its​ ​importance​ ​in​ ​visibility.​ ​Scholars​ ​will​ ​explore​ ​the
learn​ ​how​ ​to​ ​transform​ ​a​ ​photo​ ​into​ ​‘2.5D’ reasoning​ ​for​ ​lighting​ ​onstage.​ ​They​ ​will​ ​discuss​ ​the
animated​ ​sequence​ ​which​ ​creates​ ​movement​ ​in importance​ ​of​ ​lighting​ ​to​ ​emphasis​ ​focus​ ​to​ ​certain​ ​areas
photography. of​ ​the​ ​stage,​ ​creating​ ​a​ ​certain​ ​ambiance​ ​for​ ​viewers,​ ​as
Overall​ ​expectation: well​ ​as​ ​creating​ ​special​ ​effects.​ ​Have​ ​scholars​ ​read
a. Scholars​ ​will​ ​work​ ​with​ ​each​ ​other through​ ​a​ ​script​ ​and​ ​create​ ​the​ ​kind​ ​of​ ​lighting​ ​they​ ​will
capturing​ ​dance​ ​movement​ ​on​ ​film,​ ​and use.​ ​What​ ​are​ ​the​ ​purposes​ ​of​ ​lighting?​ ​What​ ​is​ ​the
the​ ​power​ ​of​ ​photography. difference​ ​between​ ​the​ ​functions​ ​of​ ​a​ ​cyc​ ​and​ ​traveler?
b. Scholars​ ​will​ ​learn​ ​terminology​ ​used​ ​in​ ​the Resource:​​ ​http://www.stagelightingguide.co.uk/
process​ ​of​ ​creating​ ​movement​ ​in​ ​a​ ​picture. Overall​ ​expectation:
c. Work​ ​using​ ​photoshop,​ ​cutting​ ​out​ ​layers, a. Discuss​ ​the​ ​mood​ ​that​ ​color​ ​brings​ ​to​ ​an​ ​art
making​ ​objects​ ​3D,​ ​and​ ​layering​ ​objects. piece.
  b. Explore​ ​how​ ​the​ ​lighting​ ​direction​ ​affects​ ​the
  theme.
c. Scholars​ ​will​ ​learn​ ​about​ ​cues​ ​and​ ​calls.
 
 

 
 
 

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 THEATER​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​2 
Onion​ ​Peel 101​ ​of​ ​Production

Objective: Objective:
Scholars​ ​will​ ​extract​ ​key​ ​information​ ​from​ ​an​ ​initial​ ​concept​ ​then Scholars​ ​will​ ​study​ ​the​ ​historical​ ​background,​ ​plot​ ​development,
use​ ​it​ ​to​ ​develop​ ​designs​ ​that​ ​bring​ ​the​ ​characters​ ​and​ ​settings​ ​to story​ ​line,​ ​character​ ​analysis,​ ​and​ ​character​ ​relationships,​ ​in​ ​order
life.​ ​Scholars​ ​act​ ​by​ ​developing,​ ​communicating,​ ​and​ ​sustaining to​ ​develop​ ​designs​ ​for​ ​set,​ ​costumes,​ ​props,​ ​lights,​ ​and​ ​sound.
characters​ ​in​ ​improvisation​ ​in​ ​informal​ ​and​ ​formal​ ​settings.​ ​In Students​ ​will​ ​explore​ ​all​ ​types​ ​of​ ​staging​ ​and​ ​then​ ​make​ ​the
separate​ ​groups​ ​scholars​ ​should​ ​read,​ ​analyze,​ ​and​ ​discuss​ ​a choices​ ​that​ ​would​ ​best​ ​suit​ ​the​ ​script​ ​they​ ​are​ ​handling.​ ​Through
piece​ ​of​ ​their​ ​liking​ ​and​ ​create​ ​their​ ​visual​ ​concept. this​ ​they​ ​will​ ​fully​ ​understand​ ​the​ ​tasks​ ​that​ ​are​ ​essential​ ​to
Overall​ ​expectations: producing.​ ​Facilitator​ ​will​ ​research​ ​any​ ​literature​ ​and​ ​offer​ ​parts​ ​for
a. Scholars​ ​will​ ​use​ ​science​ ​and​ ​technological​ ​resources students​ ​to​ ​act.​ ​EX:​ ​The​ ​Little​ ​Gingerbread​ ​Boy,​ ​“The​ ​Wizard​ ​of
to​ ​develop​ ​visual​ ​and​ ​staging​ ​elements​ ​that Oz​ ​and​ ​Toto​ ​Too”​ ​by​ ​April​ ​Clarke,​ ​“The​ ​Wonderful​ ​Wizard​ ​of​ ​Oz”
complement​ ​the​ ​text. by​ ​Tim​ ​Kelly
b. Scholars​ ​will​ ​understand​ ​how​ ​to​ ​introduce​ ​other​ ​media Overall​ ​expectations:
to​ ​enhance​ ​theater​ ​productions. a. Scholars​ ​will​ ​understand​ ​the​ ​different​ ​characters,
c. Understand​ ​all​ ​technical​ ​aspects​ ​that​ ​contribute​ ​to​ ​a various​ ​roles,​ ​and​ ​their​ ​role​ ​in​ ​a​ ​production​ ​(whether​ ​as
theater​ ​production. a​ ​primary​ ​actor,​ ​costume​ ​designer,​ ​or​ ​lighting​ ​crew).
d. Scholars​ ​should​ ​be​ ​given​ ​a​ ​history​ ​of​ ​theater​ ​and b. Scholars​ ​should​ ​use​ ​imagination​ ​to​ ​create​ ​different
hypothesize​ ​what​ ​was​ ​the​ ​purpose​ ​of​ ​theater​ ​during themes​ ​and​ ​ideas​ ​for​ ​their​ ​character.
different​ ​decades. c. Scholars​ ​will​ ​work​ ​on​ ​working​ ​hands​ ​on​ ​from​ ​concept​ ​to
  creation.
 
Books​ ​VS.​ ​Plays​ ​VS.​ ​Musical​ ​Theater Acting​ ​VS.​ ​Improv

​ ​Objective: Objective:
Scholars​ ​will​ ​compare​ ​and​ ​analyze​ ​the​ ​difference​ ​between​ ​a Scholars​ ​will​ ​compare​ ​and​ ​analyze​ ​and​ ​practice​ ​the​ ​difference
novel,​ ​play,​ ​and​ ​musical​ ​theater​ ​films.​ ​What​ ​does​ ​a​ ​monologue between​ ​acting​ ​and​ ​improvisation.​ ​What​ ​does​ ​a​ ​monologue​ ​show
show​ ​us?​ ​What​ ​is​ ​the​ ​purpose​ ​of​ ​a​ ​scene?​ ​What​ ​information​ ​do us?​ ​What​ ​is​ ​the​ ​purpose​ ​of​ ​a​ ​scene?​ ​What​ ​information​ ​do​ ​you​ ​get
you​ ​get​ ​from​ ​certain​ ​scenes?​ ​How​ ​does​ ​lighting​ ​contribute​ ​to​ ​the from​ ​certain​ ​scenes?​ ​How​ ​does​ ​lighting​ ​contribute​ ​to​ ​the​ ​mood​ ​of
mood​ ​of​ ​that​ ​scene? that​ ​scene?
Overall​ ​expectations: Overall​ ​expectations:
a. Differentiating​ ​between​ ​different​ ​types​ ​of​ ​literature​ ​and a. ​ ​Demonstrate​ ​use​ ​of​ ​advanced​ ​acting​ ​skills​ ​to​ ​create
theater​ ​works​ ​ ​and​ ​why​ ​they​ ​are​ ​important. and​ ​sustain​ ​believable​ ​characterization.
b. Scholars​ ​will​ ​create​ ​and​ ​improvise​ ​scripts​ ​based​ ​on b. Allow​ ​scholars​ ​to​ ​cultivate​ ​their​ ​acting/character
personal​ ​experience. development​ ​skills.
c. Understanding​ ​the​ ​purpose​ ​and​ ​process​ ​of​ ​analyzing​ ​a c. Basic​ ​acting​ ​techniques,​ ​intention​ ​gaol,​ ​taking​ ​on​ ​a
script. character.
d. Scholars​ ​will​ ​learn​ ​to​ ​investigate​ ​a​ ​character​ ​and​ ​take
on​ ​that​ ​role.
 
 
 

 
 
 

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 THEATER​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​3 
Creating​ ​the​ ​Storyboard Reflecting,​ ​Responding​ ​and​ ​Analyzing

Objective: Objective:
Planning​ ​is​ ​a​ ​vital​ ​part​ ​of​ ​an​ ​creative​ ​arts​ ​form​ ​as​ ​it​ ​helps​ ​to Scholars​ ​will​ ​review​ ​works​ ​created​ ​using​ ​higher​ ​order​ ​thinking,
ensure​ ​that​ ​the​ ​message​ ​of​ ​the​ ​piece​ ​is​ ​appropriately​ ​conveyed. interaction​ ​with​ ​one​ ​another,​ ​and​ ​offer​ ​each​ ​other​ ​authentic
Scholars​ ​will​ ​create​ ​storyboards​ ​for​ ​their​ ​creative​ ​pieces​ ​and feedback.​ ​By​ ​viewing​ ​professional​ ​works​ ​and​ ​using​ ​the​ ​same
engage​ ​scholars​ ​in​ ​conversation.​ ​ ​How​ ​will​ ​your​ ​group​ ​present
methods​ ​that​ ​they​ ​found​ ​useful,​ ​scholars​ ​can​ ​develop​ ​for​ ​ ​their
your​ ​ideas?​ ​What​ ​choices​ ​will​ ​your​ ​group​ ​make​ ​in​ ​regards​ ​to​ ​film
techniques?​ ​What​ ​does​ ​your​ ​group​ ​want​ ​your​ ​audience​ ​to​ ​see own​ ​works.​ ​Scholars​ ​will​ ​create​ ​their​ ​own​ ​short​ ​film​ ​based​ ​on​ ​the
and​ ​experience?​ ​How​ ​do​ ​you​ ​plan​ ​the​ ​choreography​ ​and​ ​filming critiques​ ​they​ ​observed​ ​from​ ​another​ ​professional​ ​work.​ ​How​ ​are
before​ ​filming​ ​takes​ ​place? the​ ​ideas,​ ​thoughts,​ ​feelings​ ​and​ ​emotions​ ​that​ ​are​ ​associated
Overall​ ​expectations: with​ ​each​ ​of​ ​the​ ​identified​ ​themes​ ​expressed​ ​in​ ​movement?
a. ​ ​Critical​ ​Analysis​ ​Process:​ ​use​ ​the​ ​critical​ ​analysis Overall​ ​expectations:
process​ ​to​ ​reflect​ ​on​ ​and​ ​evaluate​ ​their​ ​own​ ​and​ ​others' a. Critical​ ​Analysis​ ​Process:​ ​use​ ​the​ ​critical​ ​analysis
dance​ ​works​ ​and​ ​activities. process​ ​to​ ​reflect​ ​on​ ​and​ ​evaluate​ ​their​ ​own​ ​and​ ​others'
b. ​ ​Develop​ ​and​ ​use​ ​aesthetic​ ​criteria​ ​to​ ​evaluate​ ​both​ ​the dance​ ​works​ ​and​ ​activities.
content​ ​and​ ​the​ ​fluency​ ​or​ ​expressiveness​ ​of​ ​student b. Develop​ ​and​ ​use​ ​aesthetic​ ​criteria​ ​to​ ​evaluate​ ​both​ ​the
compositions. content​ ​and​ ​the​ ​fluency​ ​or​ ​expressiveness​ ​of​ ​student
Terminology:​ ​Storyboard,​ ​Plotlines,​ ​Silent​ ​Film compositions.
 

Rehearsing​ ​and​ ​Filming Costume​ ​and​ ​Set​ ​Design

Objective: Objective:
Scholars​ ​will​ ​experience​ ​the​ ​difference​ ​between​ ​performing​ ​dance Scholars​ ​will​ ​learn​ ​the​ ​importance​ ​of​ ​costuming​ ​and​ ​set​ ​design​ ​as
for​ ​film​ ​and​ ​performing​ ​dance​ ​live. a​ ​pre-production​ ​process​ ​to​ ​the​ ​creative​ ​works.​ ​Scholars​ ​will
Overall​ ​expectation:
engage​ ​in​ ​discussing​ ​the​ ​elements,​ ​roles,​ ​production​ ​process,
a. ​ ​The​ ​Creative​ ​Process:​ ​use​ ​the​ ​creative​ ​process,​ ​the
elements​ ​of​ ​dance​ ​(body,​ ​space,​ ​time,​ ​energy​ ​and responsibilities,​ ​and​ ​responsibilities​ ​when​ ​creating​ ​a​ ​production.
relationship),​ ​and​ ​a​ ​variety​ ​of​ ​sources​ ​to​ ​develop Overall​ ​expectation:
movement​ ​vocabulary. a. Understanding​ ​what​ ​costuming​ ​can​ ​communicate
b. ​ ​Choreography​ ​and​ ​Composition:​ ​combine​ ​the​ ​elements b. The​ ​scholars​ ​will​ ​demonstrate​ ​an​ ​understanding​ ​of
of​ ​dance​ ​in​ ​a​ ​variety​ ​of​ ​ways​ ​in​ ​composing​ ​individual clothing​ ​communicating​ ​character​ ​by​ ​participating​ ​in​ ​a
and​ ​ensemble​ ​dance​ ​creations. discussion​ ​and​ ​using​ ​clothes​ ​to​ ​create​ ​a​ ​character.
c. ​ ​Performance:​ ​apply​ ​dance​ ​presentation​ ​skills​ ​in​ ​a c. Scholars​ ​will​ ​demonstrate​ ​their​ ​understanding​ ​of​ ​how​ ​to
variety​ ​of​ ​contexts​ ​and​ ​performances.
communicate​ ​with​ ​clothing​ ​(using​ ​color,​ ​texture​ ​and
d. ​ ​Critical​ ​Analysis​ ​Process:​ ​use​ ​the​ ​critical​ ​analysis
process​ ​to​ ​reflect​ ​on​ ​and​ ​evaluate​ ​their​ ​own​ ​and​ ​others' shape)​ ​by​ ​creating​ ​a​ ​design​ ​rendering​ ​for​ ​a​ ​specific
dance​ ​works​ ​and​ ​activities. character.
e. ​ ​Continuing​ ​Engagement:​ ​Demonstrate​ ​an
understanding​ ​of​ ​the​ ​purpose​ ​and​ ​possibilities​ ​of
continuing​ ​engagement​ ​in​ ​dance​ ​arts.

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 MUSIC​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​1 
Intro​ ​to​ ​Technology​ ​&​ ​the​ ​Music​ ​Industry Exploring​ ​Song​ ​Structure 

Objective: Objective:
Scholars​ ​will​ ​create​ ​an​ ​original​ ​composition​ ​using ​ ​Scholars​ ​will​ ​be​ ​introduced​ ​to​ ​a​ ​songwriting​ ​method
DAW​ ​loop-based​ ​editing​ ​software.​ ​Why​ ​and​ ​how​ ​has that​ ​will​ ​help​ ​them​ ​gather​ ​their​ ​ideas​ ​and​ ​get​ ​them
technology​ ​become​ ​linked​ ​to​ ​the​ ​creation​ ​of​ ​and writing​ ​and​ ​thinking​ ​in​ ​song​ ​form.
recording​ ​of​ ​music,​ ​even​ ​for​ ​acoustic​ ​or​ ​traditional​ ​styles Overall​ ​expectation:
of​ ​music?​ ​Why​ ​is​ ​it​ ​important​ ​for​ ​proper​ ​care​ ​and​ ​use​ ​of a. Scholars​ ​will​ ​discuss​ ​song​ ​structure​ ​and​ ​explore
the​ ​technology​ ​within​ ​the​ ​workspace? various​ ​ways​ ​of​ ​writing​ ​music.
Overall​ ​expectation: b. Scholars​ ​will​ ​create​ ​original​ ​lyrics,​ ​melody​ ​and
a. Scholars​ ​will​ ​discover​ ​how​ ​technology​ ​is​ ​used​ ​in​ ​the form.
production​ ​of​ ​music.​​ ​How​ ​technology​ ​aids​ ​in​ ​live c. Scholars​ ​will​ ​have​ ​the​ ​opportunity​ ​to​ ​record​ ​their
music​ ​performance:​ ​the​ ​synthesizer​ ​&​ ​other​ ​MIDI song.​ ​(optional)
controllers. Terminology:​​ ​verse,​ ​lyrics,​ ​bridge,​ ​ ​melody,​ ​harmony,
b. Scholars​ ​will​ ​discuss​ ​and​ ​justify​ ​the​ ​impact​ ​of chords 
innovations​ ​in​ ​the​ ​arts.  
c. Create​ ​works​ ​through​ ​the​ ​conscious​ ​manipulation​ ​of
the​ ​elements​ ​of​ ​music,​ ​using​ ​a​ ​variety​ ​of​ ​traditional
and​ ​nontraditional​ ​sound​ ​sources,​ ​including​ ​electronic
sound-generating​ ​equipment​ ​and​ ​music​ ​generation
programs.
Terminology:​​ ​Computer​ ​navigation

DAW​ ​&​ ​Drum​ ​Beats Music​ ​in​ ​Poetry

Objective: Objective:
Scholars​ ​will​ ​create​ ​a​ ​simple​ ​drumbeat​ ​loop​ ​using ​ ​Scholars​ ​are​ ​introduced​ ​to​ ​two​ ​poetic​ ​forms​ ​that
Virtual​ ​Instruments​ ​and​ ​MIDI.​ ​Why​ ​and​ ​how​ ​has originated​ ​as​ ​forms​ ​of​ ​song​ ​--​ ​Ballad​ ​and​ ​Blues.
technology​ ​become​ ​linked​ ​to​ ​the​ ​creation​ ​of​ ​and Overall​ ​expectation:
recording​ ​of​ ​music,​ ​even​ ​for​ ​acoustic​ ​or​ ​traditional​ ​styles a. Scholars​ ​will​ ​read​ ​several​ ​examples​ ​of​ ​both​ ​forms
of​ ​music?​ ​Why​ ​is​ ​it​ ​important​ ​for​ ​proper​ ​care​ ​and​ ​use​ ​of of​ ​poetry​ ​and​ ​learn​ ​about​ ​the​ ​history​ ​behind​ ​their
the​ ​technology​ ​within​ ​the​ ​workspace? origin.
Overall​ ​expectation: b. Scholars​ ​will​ ​learn​ ​about​ ​“ballads”​ ​and​ ​the​ ​roots
a. Scholars​ ​will​ ​learn​ ​how​ ​to​ ​arrange​ ​song​ ​structure. that​ ​stem​ ​from​ ​British​ ​and​ ​American​ ​literature.
b. Scholars​ ​will​ ​investigate​ ​how​ ​producing​ ​drum c. Scholars​ ​will​ ​explore​ ​the​ ​Langston​ ​Hughes​ ​and
tracks​ ​usually​ ​involves​ ​using​ ​several​ ​techniques, Harlem​ ​Renaissance--​ ​discuss​ ​blues​ ​stanzas.
including​ ​live​ ​recording,​ ​programming,​ ​sampling, Terminology:​​ ​ballad,​ ​blues,​ ​stanzas,​ ​poetry,​ ​Middle​ ​Ages,
audio​ ​quantizing,​ ​and​ ​sound​ ​replacement. relics,​ ​iambic​ ​pentameter,​ ​rhythm,​ ​measure
c. Scholars​ ​will​ ​understand​ ​the​ ​structure​ ​of​ ​a​ ​beat.
Terminology:​​ ​Effects,​ ​Loops,​ ​Tracks

 
 
 
 

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 MUSIC​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​2 
Popular​ ​Music​ ​and​ ​Videos Rhythm​ ​&​ ​Arts:​ ​Gesture​ ​Drawing

Objective: Objective:
Scholars​ ​will​ ​examine​ ​the​ ​importance​ ​of​ ​videos​ ​to​ ​the Scholars​ ​will​ ​explore​ ​connections​ ​between​ ​music​ ​and
music​ ​industry​ ​and​ ​the​ ​role​ ​that​ ​music​ ​plays​ ​in​ ​popular visual​ ​art​ ​by​ ​creating​ ​a​ ​series​ ​of​ ​line​ ​drawings​ ​influenced
culture. by​ ​various​ ​genres​ ​of​ ​music.
Overall​ ​expectation: Overall​ ​expectation:
a. Scholars​ ​will​ ​have​ ​the​ ​opportunity​ ​to​ ​interview a. Scholars​ ​will​ ​draw​ ​connections​ ​between​ ​music
each​ ​other​ ​about​ ​their​ ​musical​ ​preferences​ ​and and​ ​arts.
this​ ​information​ ​will​ ​be​ ​tallied. b. Scholars​ ​will​ ​be​ ​exposed​ ​to​ ​Cuban,​ ​Flamenco,
b. Scholars​ ​will​ ​view​ ​and​ ​listen​ ​to​ ​videos,​ ​with​ ​and Classical,​ ​Jazz​ ​and​ ​Contemporary​ ​musical​ ​styles.
without​ ​sound,​ ​in​ ​order​ ​to​ ​analyze​ ​aesthetic​ ​visual Terminology:​ ​gesture​ ​drawing,​ ​genre,​ ​Flamenco,
elements. Classical​ ​Era,​ ​synchronize
c. Scholars​ ​will​ ​explore​ ​the​ ​history​ ​of​ ​the​ ​music
video​ ​and​ ​independent​ ​projects​ ​on​ ​music​ ​videos
for​ ​selected​ ​musical​ ​genres.
Terminology:​ ​pop​ ​culture,​ ​lighting,​ ​imagery,
characterization,​ ​tone,​ ​abstract,​ ​theme
Suggested​ ​Bands/Artists​:​ ​The​ ​Beatles,​ ​Elvis​ ​Presley,
David​ ​Bowie,​ ​Michael​ ​Jackson

The​ ​Life​ ​and​ ​Music​ ​of​ ​Michael​ ​Jackson Seeing​ ​and​ ​Feeling​ ​Sound​ ​Vibrations

Objective: Objective:
Scholars​ ​will​ ​explore​ ​some​ ​of​ ​Michael​ ​Jackson’s Scholars​ ​will​ ​examine​ ​the​ ​existence​ ​of​ ​sound​ ​by
most​ ​famous​ ​videos,​ ​music​ ​and​ ​information​ ​from​ ​his listening​ ​to​ ​and​ ​seeing​ ​sound​ ​waves​ ​while
younger​ ​years.​ ​Who​ ​were​ ​some​ ​of​ ​Michael​ ​Jackson’s conducting​ ​a​ ​set​ ​of​ ​simple​ ​activities​ ​in​ ​class.
musical​ ​influences​ ​as​ ​a​ ​child?​ ​What​ ​types​ ​of​ ​music Overall​ ​expectation:
did​ ​he​ ​compose​ ​and​ ​perform?​ ​What​ ​types​ ​of​ ​jobs​ ​did a. Scholars​ ​will​ ​draw​ ​connections​ ​between
Michael​ ​Jackson​ ​have​ ​related​ ​to​ ​the​ ​music​ ​industry science,​ ​math​ ​visual​ ​arts​ ​and​ ​music​ ​by
and​ ​music​ ​careers?​ ​Why​ ​was​ ​Michael​ ​Jackson exploring​ ​the​ ​3​ ​characteristics​ ​of​ ​sound
considered​ ​the​ ​“King’​ ​of​ ​Pop?​ ​What​ ​sounds energy.
contribute​ ​to​ ​Pop​ ​music? b. Scholars​ ​will​ ​discuss​ ​how​ ​engineers​ ​study
Overall​ ​expectation: sound​ ​waves​ ​to​ ​help​ ​people​ ​who​ ​can​ ​not
a. Scholars​ ​will​ ​research,​ ​analyze,​ ​ask hear​ ​or​ ​talk.
questions,​ ​and​ ​critique​ ​selected​ ​song​ ​of Terminology:​​ ​sound,​ ​energy,​ ​pitch,​ ​volume,​ ​frequency,
Michael​ ​Jackson. vibrations,​ ​sound​ ​wave,​ ​transfer​ ​of​ ​energy,​ ​wave​ ​length
b. Scholars​ ​will​ ​learn​ ​“I’ll​ ​be​ ​there”​ ​on​ ​a
keyboard
c. Understanding​ ​music​ ​in​ ​relation​ ​to​ ​history,
culture,​ ​and​ ​time.
d. Scholars​ ​will​ ​focus​ ​on​ ​musical​ ​composition
and​ ​important​ ​rhythmical​ ​facts.
Terminology:​​ ​Pop,​ ​R&B,​ ​Blues

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 MUSIC​ ​LESSON​ ​SPARKS​ ​CYCLE​ ​3 
Jazz,​ ​Blues,​ ​&​ ​Hip​ ​Hop Live​ ​VS.​ ​Studio​ ​Versions

Objective: Objective:
Scholars​ ​will​ ​explore​ ​12-bar​ ​blues​ ​form​ ​though​ ​singing. Scholars​ ​will​ ​listen​ ​to​ ​a​ ​variety​ ​of​ ​live​ ​and​ ​studio​ ​version
Moreover,​ ​understanding​ ​the​ ​theory​ ​and​ ​progression musical​ ​selections​ ​and​ ​note​ ​their​ ​observations​ ​about​ ​each.
provides​ ​students​ ​a​ ​medium​ ​for​ ​discussion​ ​of​ ​the​ ​blues. Overall​ ​expectation:
Students​ ​will​ ​have​ ​the​ ​opportunity​ ​to​ ​write​ ​and​ ​perform a. Scholars​ ​will​ ​engage​ ​in​ ​a​ ​discussion​ ​about​ ​their
their​ ​own​ ​12-bar​ ​Blues​ ​verses. ideas​ ​on​ ​why​ ​music​ ​sounds​ ​different​ ​“live”​ ​vs​ ​in
Overall​ ​expectation: the​ ​studio.
a. Scholars​ ​will​ ​explore​ ​the​ ​roots​ ​of​ ​20th​ ​century b. Scholars​ ​will​ ​touch​ ​on​ ​mixing​ ​and​ ​mastering​ ​and
music​ ​styles.​ ​Including​ ​jazz,​ ​rhythm​ ​and​ ​blues, discuss​ ​the​ ​roles​ ​of​ ​a​ ​recording​ ​engineer​ ​and
rock​ ​and​ ​roll,​ ​and​ ​hip​ ​hop. producer.
b. Scholars​ ​will​ ​examine​ ​what​ ​music​ ​technology c. Scholars​ ​will​ ​have​ ​a​ ​debate​ ​about​ ​if​ ​they​ ​feel​ ​love
was​ ​used​ ​to​ ​create​ ​these​ ​styles​ ​of​ ​music. music​ ​is​ ​better​ ​than​ ​recorded.​ ​They​ ​will​ ​also​ ​talk
c. ​ ​Scholars​ ​will​ ​examine​ ​music​ ​structure​ ​and​ ​it about​ ​the​ ​differences​ ​in​ ​terms​ ​of​ ​performance
differences​ ​in​ ​genres​ ​of​ ​music. level.
**Suggested​ ​songs​ ​to​ ​explore:​​ ​“Good​ ​Morning​ ​Blues”​ ​by Terminology:​ ​live,​ ​recorded,​ ​studio,​ ​mixing,​ ​mastering
Lead​ ​Bello,​ ​“Working​ ​Man’s​ ​Blues”​ ​by​ ​Barbara​ ​Dane  

Working​ ​with​ ​Audio​ ​for​ ​Film At​ ​the​ ​Heart​ ​of​ ​Production

Objective: Objective:
Scholars​ ​will​ ​learn​ ​and​ ​demonstrate​ ​their​ ​knowledge​ ​about Scholars​ ​will​ ​discover​ ​the​ ​elements​ ​that​ ​enhances​ ​a
different​ ​equipment,​ ​techniques,​ ​and​ ​importance​ ​of performer's​ ​performance.​ ​This​ ​lesson​ ​allows​ ​scholars
creating​ ​the​ ​correct​ ​music​ ​for​ ​film​ ​scenes.​ ​Scholars​ ​will explore​ ​sound​ ​manipulation.​ ​What​ ​are​ ​ways​ ​in​ ​which​ ​the
learn​ ​about​ ​different​ ​methods​ ​to​ ​create​ ​sound​ ​effects​ ​for voice​ ​is​ ​different​ ​than​ ​instruments?
movie​ ​productions.​ ​What​ ​is​ ​the​ ​importance​ ​of​ ​creating​ ​the ​ ​Overall​ ​expectations:
right​ ​sound​ ​effects​ ​for​ ​different​ ​scenes​ ​of​ ​a​ ​film?​ ​What​ ​are a. Scholars​ ​will​ ​examine​ ​how​ ​technology​ ​has
the​ ​reasons​ ​for​ ​creating​ ​auditory​ ​sounds​ ​and​ ​music​ ​in​ ​film manipulated​ ​the​ ​recording​ ​process​ ​(instruments
productions?​ ​What​ ​are​ ​some​ ​of​ ​the​ ​feelings​ ​that​ ​a​ ​viewer and​ ​voice).
can​ ​experience​ ​when​ ​listening​ ​to​ ​certain​ ​musical b. Understanding​ ​the​ ​different​ ​ways​ ​that​ ​music
productions​ ​in​ ​film. recording​ ​has​ ​changed​ ​in​ ​the​ ​digital​ ​era.
Overall​ ​expectations: c. Scholars​ ​will​ ​make​ ​connections​ ​between​ ​the​ ​use
a. Scholars​ ​will​ ​create​ ​their​ ​own​ ​musical​ ​piece​ ​for​ ​a of​ ​electricity​ ​to​ ​create​ ​and​ ​manipulate​ ​early
short​ ​film. synthesizers​ ​acoustic​ ​instruments​ ​and
b. Scholars​ ​will​ ​learn​ ​how​ ​to​ ​use​ ​sound​ ​and​ ​audio​ ​in soundwaves.
post-production​ ​process. d. Scholars​ ​will​ ​analyze:​ ​What​ ​are​ ​sound​ ​waves,
c. Scholars​ ​will​ ​learn​ ​how​ ​sounds​ ​work​ ​and​ ​how​ ​it​ ​is and​ ​how​ ​sound​ ​travels,​ ​analog​ ​VS.​ ​digital,
recorded.  difference​ ​between​ ​hybrid​ ​and​ ​“pure​ ​electronic”
instruments. 

 
 

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 SASF​ ​PERFORMING​ ​ARTS​ ​PLAN 
Lesson​ ​Title Music​ ​&​ ​Technology​ ​(Piano/Keyboard)

Focus​ ​Question/ Scholars​ ​will​ ​explore​ ​some​ ​of​ ​Michael​ ​Jackson’s​ ​most​ ​famous​ ​videos,​ ​music​ ​and​ ​information​ ​from​ ​his
objective younger​ ​years.
● Scholars​ ​will​ ​learn​ ​“I’ll​ ​Be​ ​There”​ ​on​ ​the​ ​keyboard.
● Scholars​ ​will​ ​either​ ​create​ ​or​ ​make​ ​a​ ​quiz​ ​about​ ​Michael​ ​Jackson.
● Scholars​ ​will​ ​perform​ ​I’ll​ ​Be​ ​There.

Date​ ​of​ ​Lesson Staff Lesson​ ​Duration Grade

(sessions/weeks/days/ho
09/02/2017 SASF​ ​Teaching​ ​Artist urs) ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​6-8,​ ​9-12
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​M​ ​-​ ​TH

Theme: Please​ ​specify​ ​genre

​ ​Dance ​ ​Step
​ ​ ​ ​ ​ ​Technology ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Instrumental​ ​/​ ​Chorus
​ ​Theater ✔​​ ​Music
Key​ ​Vocabulary scales,​ ​note​ ​names,​ ​note​ ​values​ ​(whole,​ ​half,​ ​quarter,​ ​eighth),​ ​producer,​ ​composer,​ ​arrangement,
studio,​ ​tempo,​ ​time​ ​signature,​ ​key​ ​signature

Materials/Supplies ● Alfred​ ​Piano​ ​1​ ​A​ ​Book

/Space ● Keyboard
● Youtube​ ​&​ ​Projector​ ​for​ ​videos​ ​and​ ​performances
● I’ll​ ​Be​ ​There​ ​(Beginners​ ​arrangement)​ ​*TA​ ​will​ ​arrange​ ​based​ ​on​ ​student​ ​abil

Procedure

Warm​ ​Up: Scholars​ ​will​ ​work​ ​on​ ​a​ ​10​ ​minute​ ​warm​ ​up​ ​scales​ ​/​ ​chromatic​ ​chords.

Introduction​ ​&​ ​Instruction: Discuss​ ​the​ ​life​ ​and​ ​music​ ​of​ ​Michael​ ​Jackson​ ​based​ ​on​ ​internet​ ​research,​ ​edited​ ​for​ ​appropriate
content.​ ​Focus​ ​on​ ​the​ ​important​ ​facts​ ​and​ ​compositions​ ​(early-mid​ ​career)
Watch​ ​video​ ​of​ ​“I’ll​ ​Be​ ​There”​ ​from​ ​1971​ ​and​ ​1983.
Introduce​ ​the​ ​keyboard​ ​and​ ​have​ ​students​ ​explore​ ​the​ ​musical​ ​alphabet.

Activity​ ​&​ ​Practice: Scholars​ ​will​ ​learn​ ​chord​ ​progression​ ​and​ ​lyrics​ ​of​ ​I’ll​ ​Be​ ​There.​ ​Scholars​ ​can​ ​harmonize​ ​as
well​ ​as​ ​accompany​ ​with​ ​piano​ ​(chorus).

Debrief​ ​/​ ​cool​ ​down​ ​/

reflection: Scholars​ ​will​ ​review​ ​recorded​ ​rehearsal​ ​for​ ​critique​ ​and​ ​revisions.
Who​ ​were​ ​some​ ​of​ ​Michael​ ​Jackson’s​ ​musical​ ​influences​ ​as​ ​a​ ​child?
What​ ​types​ ​of​ ​music​ ​did​ ​he​ ​compose​ ​and​ ​perform?
What​ ​types​ ​of​ ​jobs​ ​did​ ​Michael​ ​Jackson​ ​have​ ​related​ ​to​ ​the​ ​music​ ​industry?

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​25 

 SASF​ ​PERFORMING​ ​ARTS​ ​PLAN 
Lesson​ ​Title Dance​ ​in​ ​Film

Focus​ ​Question/ Scholars​ ​will​ ​view​ ​dance​ ​films​ ​and​ ​explore​ ​the​ ​differences​ ​between​ ​dance​ ​film,​ ​dance
objective movies​ ​and​ ​videos​ ​of​ ​live​ ​dance​ ​performances.

Date​ ​of​ ​Lesson Staff Lesson​ ​Duration Grade

​ ​ ​ ​ ​ ​ ​09/02/2017 ​ ​SASF​ ​TEACHING (sessions/weeks/days/ ​ ​ ​ ​ ​ ​ ​ ​5th​ ​-​ ​12th
ARTIST hours)
​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​M​ ​-​ ​W

Theme: ✔​ ​ ​ ​​ ​Dance Please​ ​specify​ ​genre

​ ​Step
​ ​ ​ ​ ​ ​ ​Technology Ex:Contemporary​ ​Dance
​ ​Theater ​ ​Music

Key​ ​Vocabulary Silent​ ​film,​ ​live​ ​performances,​ ​recorded​ ​performances,​ ​elements​ ​of​ ​dance

Materials/Supplies Video​ ​recording​ ​device,​ ​music,​ ​radio,​ ​Youtube,​ ​Projector,​ ​Internet

/Space

Procedure Scholars​ ​will​ ​work​ ​on​ ​a​ ​10​ ​minute​ ​warm​ ​up​ ​(Brisk​ ​walking,​ ​Jumping​ ​jacks​ ​or​ ​small​ ​jumps​ ​in​ ​place,
Light​ ​jogging,​ ​marching,​ ​prancing,​ ​skipping​ ​(around​ ​the​ ​room​ ​or​ ​in​ ​place),​ ​Lunges​ ​across​ ​the​ ​floor
Warm​ ​Up: or​ ​a​ ​large​ ​Charleston​ ​step,​ ​Push​ ​Ups,​ ​variations​ ​to​ ​challenge​ ​core​ ​stability​ ​and​ ​balance.

Scholars​ ​will​ ​use​ ​critical​ ​analysis​ ​process​ ​to​ ​reflect​ ​on​ ​and​ ​evaluate​ ​their​ ​own​ ​and​ ​others’​ ​dance​ ​works​ ​and
activities.​ ​Scholars​ ​will​ ​compare​ ​and​ ​contrast​ ​two​ ​American​ ​choreographic​ ​works;
Develop​ ​and​ ​use​ ​aesthetic​ ​criteria​ ​to​ ​evaluate​ ​both​ ​the​ ​content​ ​and​ ​the​ ​fluency​ ​or​ ​expressiveness​ ​of​ ​student
Introduction​ ​&​ ​Instruction: compositions.​ ​Show​ ​students​ ​an​ ​excerpt​ ​of​ ​a​ ​dance​ ​film,​ ​a​ ​dance​ ​movie,​ ​and​ ​a​ ​dance​ ​performance
recording.
Activity​ ​&​ ​Practice:
Possible​ ​examples​ ​for​ ​Film​ ​Dance:​​ ​Bill​ ​Robinson​ ​-​ ​“African​ ​Dance”​ ​(1943),​ ​66​ ​(Old)​ ​Movie​ ​Dance​ ​Scenes
Mashup​ ​(Mark​ ​Robinson​ ​-​ ​ ​Uptown​ ​Funk​ ​ft.​ ​Bruno​ ​Mars),​ ​Loie​ ​Fuller​ ​(1905)​ ​(Silent​ ​short​ ​film),​ ​Soko​ ​-​ ​Loie
Fuller​ ​-​ ​Extrait​ ​La​ ​Danseuse.​ ​Gene​ ​Kelly​ ​&​ ​Jerry​ ​Mouse​ ​-​ ​“The​ ​Worry​ ​Song”​ ​(1945),​ ​How​ ​Gene​ ​Kelly​ ​Danced
with​ ​Jerry.
Possible​ ​examples​ ​for​ ​Dance​ ​Movie:​ ​Step​ ​Up,​ ​Save​ ​the​ ​Last​ ​Dance,​ ​Black​ ​Swan,​ ​Saturday​ ​Night​ ​Fever
Debrief​ ​/​ ​cool​ ​down​ ​/ Possible​ ​examples​ ​of​ ​Dance​ ​Performance​ ​Recording:​ ​Butoh​ ​Dance​ ​Performance​ ​in​ ​Japan​ ​(Youtube),
reflection: Orpheus​ ​Labyrinth​ ​2012​ ​(Youtube)

Scholars​ ​will:
Define​ ​dance​ ​film​ ​and​ ​how​ ​it​ ​is​ ​different​ ​from​ ​dance​ ​movies,​ ​music​ ​videos​ ​or​ ​live​ ​performance.
Develop​ ​criteria​ ​to​ ​evaluate​ ​dance​ ​in​ ​film.
What​ ​mediums​ ​can​ ​be​ ​used​ ​to​ ​show​ ​dance.
How​ ​are​ ​these​ ​techniques​ ​useful​ ​for​ ​dance​ ​in​ ​film?

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​26 

  
SASF​ P
​ ERFORMING​ ​ARTS​ ​PLAN 
Lesson​ ​Title Tell​ ​-​ ​Tale​ ​Theater

Focus​ ​Question/ Scholars​ ​will​ ​discuss​ ​the​ ​elements​ ​that​ ​contributes​ ​to​ ​creating​ ​moods​ ​in​ ​stories.​ ​Analyze
objective different​ ​points​ ​of​ ​view​ ​of​ ​the​ ​characters,​ ​audience,​ ​or​ ​reader.

Date​ ​of​ ​Lesson Staff Lesson​ ​Duration Grade

​ ​ ​ ​ ​ ​ ​ ​09/02/2017 SASF​ ​Teaching​ ​Artist (sessions/weeks/days/
hours) ​ ​ ​ ​ ​ ​ ​ ​ ​6​ ​-​ ​8
​ ​ ​ ​ ​ ​ ​T,​ ​TH,​ ​F

Content​ ​Area Please​ ​specify​ ​genre

​ ​Dance ​ ​Step
Ex:​ ​Wizard​ ​of​ ​Oz
Technology ✔​​ ​ ​​ ​Theater ​ ​Music

Key​ ​Vocabulary Perspectives,​ ​staging,​ ​role​ ​play,​ ​narrator,​ ​dramatic​ ​irony,​ ​suspense

Materials/Supplies Selected​ ​materials​ ​to​ ​read.​ ​Short​ ​play,​ ​recording​ ​device,​ ​music​ ​device​ ​(if​ ​applicable)
/Space

Procedure Scholars​ ​will​ ​discuss​ ​and​ ​mention​ ​stories​ ​that​ ​they​ ​heard​ ​or​ ​movies​ ​that​ ​they​ ​have​ ​seen
that​ ​have​ ​been​ ​suspenseful.
Warm​ ​Up:
Scholars​ ​will​ ​improvise​ ​a​ ​scary​ ​scenario.​ ​The​ ​first​ ​scholar​ ​should​ ​set​ ​the​ ​first​ ​story​ ​plot​ ​as
each​ ​other​ ​scholar​ ​adds​ ​to​ ​the​ ​storyline.​ ​The​ ​story​ ​must​ ​be​ ​clear​ ​and​ ​detailed​ ​with​ ​a
beginning,​ ​middle,​ ​and​ ​end.​ ​Scholars​ ​should​ ​be​ ​able​ ​to​ ​identify​ ​main​ ​characters,​ ​different
Introduction​ ​&​ ​Instruction: roles,​ ​and​ ​setting.​ ​Make​ ​sure​ ​to​ ​film​ ​and​ ​repeat​ ​the​ ​exercise​ ​starting​ ​with​ ​the​ ​last​ ​(this​ ​will
tell​ ​the​ ​point​ ​of​ ​a​ ​view​ ​of​ ​a​ ​different​ ​character).

Together​ ​read​ ​“Tell​ ​Tale​ ​Heart”​ ​and​ ​have​ ​the​ ​scholars​ ​analyze​ ​and​ ​create​ ​a
Activity​ ​&​ ​Practice: representation​ ​of​ ​the​ ​work​ ​from​ ​the​ ​point​ ​of​ ​view​ ​of​ ​the​ ​narrator,​ ​and​ ​then​ ​again​ ​from
another​ ​character.​ ​For​ ​a​ ​challenge​ ​split​ ​class​ ​into​ ​three​ ​groups​ ​to​ ​create​ ​representations
for​ ​narrator,​ ​old​ ​man,​ ​and​ ​the​ ​heart​ ​itself.

Scholars​ ​are​ ​encouraged​ ​to​ ​create​ ​a​ ​storyboard​ ​to​ ​described​ ​the​ ​technical​ ​design​ ​of​ ​their
Debrief​ ​/​ ​cool​ ​down​ ​/ creations.​ ​Facilitator​ ​should​ ​apply​ ​background​ ​knowledge,​ ​research,​ ​and​ ​historical​ ​and
reflection: cultural​ ​context​ ​to​ ​the​ ​development​ ​of​ ​concepts​ ​for​ ​dramatic​ ​works.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​27 

 SASF​ ​PERFORMING​ ​ARTS​ ​PLAN 
Lesson​ ​Title

Focus​ ​Question/
objective

Date​ ​of​ ​Lesson Staff Lesson​ ​Duration Grade

(sessions/weeks/days/ho
urs)

Theme: Please​ ​specify​ ​genre

​ ​ ​ ​ ​ ​Technology ❏​ ​Dance ❏Step
❏Theater ❏​ ​Music
Key​ ​Vocabulary

Materials/Supplies
/Space

Procedure

Warm​ ​Up:

Introduction​ ​&​ ​Instruction:

Activity​ ​&​ ​Practice:

Debrief​ ​/​ ​cool​ ​down​ ​/

reflection:

 
 

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​28 

  
Resources​ ​and​ ​Materials:​ ​APPS​ ​AT​ ​YOUR​ ​FINGERTIPS! 
D​ ​a​ ​n​ ​c​ ​e 

Song​ ​Mark SongMark​ ​helps​ ​dancers​ ​teach,​ ​choreograph,​ ​and​ ​rehearse​ ​more​ ​efficiently.
(free) ● Manipulate​ ​music,​ ​slow​ ​down​ ​songs
● Keep​ ​track​ ​of​ ​timestamps​ ​when​ ​choreographing
● Set​ ​loops
● Convert​ ​YouTube​ ​videos​ ​to​ ​MP3​ ​files,​ ​import/download​ ​your​ ​saved​ ​cuts​ ​for​ ​future​ ​use,
transfer​ ​tracks​ ​to/from​ ​your​ ​computer

Shazam Shazam​ ​will​ ​identify​ ​any​ ​song​ ​around​ ​you.

(free)

Magisto Magisto​ ​turns​ ​your​ ​everyday​ ​videos​ ​and​ ​photos​ ​into​ ​exciting,​ ​memorable​ ​movies.
(free) ● Create​ ​simple​ ​edits​ ​to​ ​videos,​ ​like​ ​trimming​ ​and​ ​combining​ ​clips​ ​together
● Add​ ​effects​ ​or​ ​audio
● Auto​ ​stabilize​ ​videos,​ ​add​ ​transitions​ ​between​ ​clips,​ ​integrate​ ​photos,​ ​or​ ​throw​ ​a​ ​filter
over​ ​the​ ​video
● Share​ ​your​ ​finished​ ​masterpiece​ ​straight​ ​to​ ​Instagram

8counts 8Counts​ ​is​ ​perfect​ ​for​ ​choreographers​ ​who​ ​make​ ​a​ ​ton​ ​of​ ​different​ ​combos​ ​but​ ​have​ ​a
(free) hard​ ​time​ ​storing​ ​it​ ​all​ ​in​ ​their​ ​heads.
● Write​ ​out​ ​your​ ​choreography​ ​in​ ​eight-count​ ​sheets​ ​of​ ​the​ ​music
● If​ ​your​ ​team​ ​or​ ​students​ ​need​ ​a​ ​reminder​ ​too,​ ​you​ ​can​ ​email​ ​this​ ​sheet​ ​out​ ​to​ ​them

PlayBook.Dance Playbook​ ​is​ ​a​ ​useful​ ​app​ ​when​ ​blocking​ ​a​ ​piece.
(free) ● Use​ ​dots​ ​to​ ​plan​ ​out​ ​dance​ ​formations​ ​for​ ​your​ ​sets​ ​without​ ​pen​ ​and​ ​paper

Coach’s​ ​Eye Coach’s​ ​Eye​ ​was​ ​developed​ ​and​ ​is​ ​marketed​ ​to​ ​athletes,​ ​but​ ​it​ ​has​ ​a​ ​lot​ ​of​ ​practical​ ​use
($4.99) for​ ​dancers​ ​as​ ​well.​ ​Coach’s​ ​eye​ ​provides​ ​a​ ​blueprint​ ​of​ ​those​ ​notes​ ​that​ ​dancers​ ​can
refer​ ​to​ ​outside​ ​of​ ​rehearsal,​ ​so​ ​that​ ​hard​ ​work​ ​doesn’t​ ​go​ ​to​ ​waste.
● Clean​ ​angles,​ ​pinpoint​ ​errors​ ​in​ ​technique,​ ​or​ ​make​ ​note​ ​to​ ​change​ ​parts​ ​of​ ​their
choreography
● Slow-motion​ ​review​ ​lets​ ​you​ ​watch​ ​yourself​ ​and​ ​annotate​ ​the​ ​sections​ ​that​ ​you​ ​need​ ​to
remember​ ​to​ ​change​ ​or​ ​fix
● Physically​ ​draw​ ​on​ ​the​ ​screen​ ​with​ ​arrows,​ ​circles,​ ​and​ ​squares​ ​for​ ​a​ ​more​ ​visual​ ​cue
● If​ ​you’re​ ​cleaning​ ​multiple​ ​people​ ​for​ ​a​ ​performance,​ ​it​ ​could​ ​be​ ​useful​ ​to​ ​record​ ​the​ ​set,
make​ ​cleaning​ ​notes,​ ​and​ ​share

Ballet​ ​Lite This​ ​is​ ​a​ ​great​ ​tool​ ​to​ ​have​ ​for​ ​ballet​ ​dancers​ ​and​ ​teachers.
(free) ● Gives​ ​the​ ​basics​ ​of​ ​ballet​ ​terminology,​ ​spelling​ ​and​ ​correct​ ​technique.
● Good​ ​to​ ​use​ ​if​ ​you’re​ ​looking​ ​for​ ​new​ ​ballet​ ​moves​ ​to​ ​challenge​ ​your​ ​students​ ​with

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​29 

 Note​ ​tracks​ ​is​ ​a​ ​powerful​ ​App​ ​that​ ​can​ ​be​ ​used​ ​by​ ​dancers​ ​and​ ​dance​ ​teachers​ ​writing
Note​ ​tracks and​ ​planning​ ​out​ ​a​ ​routine​ ​with​ ​a​ ​song.
● Take​ ​notes,​ ​sketch​ ​drawings,​ ​add​ ​symbols​ ​all​ ​along​ ​an​ ​audio​ ​timeline
● Advanced​ ​audio​ ​features​ ​include​ ​markers​ ​so​ ​no​ ​more​ ​fast​ ​forwarding/rewinding.

How​ ​to​ ​Tap​ ​Dance ​ ​The​ ​How​ ​to​ ​Tap​ ​Dance​ ​app​ ​is​ ​the​ ​source​ ​for​ ​mastering​ ​the​ ​art​ ​of​ ​tap​ ​dance.
(free) ● Learn​ ​to​ ​dance​ ​like​ ​Fred​ ​Astaire​ ​or​ ​Ginger​ ​Rogers
● Get​ ​clearly​ ​instructed,​ ​fun-to-use​ ​videos​ ​for​ ​less​ ​than​ ​the​ ​price​ ​of​ ​one​ ​class.
● Improve​ ​self-esteem​ ​and​ ​focus​ ​with​ ​tap​ ​lessons

T​ ​h​ ​e​ ​a​ ​t​ ​e​ ​r 

Index​ ​Card A​ ​corkboard​ ​writing​ ​app​ ​that​ ​makes​ ​it​ ​easy​ ​to​ ​capture,​ ​organize,​ ​and​ ​compile​ ​your​ ​ideas.​ ​Whether
(free) you​ ​are​ ​an​ ​author,​ ​screenwriter,​ ​or​ ​academic​ ​researcher,​ ​Index​ ​Card​ ​can​ ​help​ ​you​ ​become​ ​a
more​ ​efficient,​ ​organized​ ​writer

Sock​ ​Puppets Create​ ​and​ ​Share​ ​Your​ ​Own​ ​Lip-Synched​ ​Cartoons!

(free) ● Create​ ​puppet​ ​shows
● Add​ ​props,​ ​scenery​ ​and​ ​backgrounds
● Hit​ ​record​ ​and​ ​the​ ​puppets​ ​will​ ​automatically​ ​lip-synch​ ​to​ ​your​ ​voice

Notability Notability​ ​is​ ​a​ ​great​ ​app​ ​for​ ​marking​ ​up​ ​scripts.
($9.99) ● Upload​ ​any​ ​PDF​ ​(or​ ​it​ ​will​ ​convert​ ​a​ ​Word​ ​doc)​ ​for​ ​you​ ​and​ ​then​ ​you​ ​can​ ​highlight​ ​and
annotate​ ​it,​ ​draw,​ ​add​ ​photos,​ ​record​ ​voice​ ​notes​ ​and​ ​loads​ ​more.

Vocal​ ​Warm-Ups This​ ​app​ ​allows​ ​you​ ​to​ ​explore​ ​ ​vocal​ ​routines​ ​as​ ​though​ ​you​ ​are​ ​rehearsing​ ​with​ ​a
&​ ​Tongue recorded​ ​group​ ​of​ ​fellow​ ​singers,​ ​or​ ​with​ ​only​ ​the​ ​piano​ ​and​ ​the​ ​vocal​ ​teacher​ ​giving
Twisters advice.
(free) ● Tongue​ ​twisters,​ ​tips​ ​for​ ​auditions​ ​and​ ​a​ ​Starting-Note​ ​Finder​ ​are​ ​included

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​30 

 Music 
Ear​ ​Trainer Ear​ ​Trainer​ ​is​ ​an​ ​educational​ ​tool​ ​designed​ ​for​ ​musicians,​ ​music​ ​students​ ​and​ ​anyone
(free) interested​ ​in​ ​improving​ ​ones​ ​musical​ ​ear.
● Explore​ ​160​ ​individual​ ​exercises​ ​covering​ ​intervals,​ ​chords,​ ​scales​ ​and​ ​relative​ ​pitch

ImproVox ImproVox​ ​is​ ​a​ ​new​ ​vocal​ ​instrument.

(free) ● Real-time​ ​pitch​ ​correction​ ​and​ ​harmonization​ ​enable​ ​you​ ​to​ ​create​ ​lush​ ​harmonies​ ​as​ ​you
sing​ ​-​ ​and​ ​always​ ​sound​ ​in​ ​tune!
● Add​ ​vibrant​ ​textures​ ​with​ ​effects​ ​like​ ​reverb,​ ​echo,​ ​and​ ​flanger,​ ​record​ ​your​ ​performance
and​ ​share​ ​it​ ​with​ ​friends

Garageband This​ ​digital​ ​audio​ ​workstation​ ​and​ ​music​ ​sequencer​ ​provides​ ​a​ ​multi-layered​ ​platform​ ​from
(free) which​ ​to​ ​learn​ ​and​ ​compose​ ​music.
● Discover​ ​over​ ​100​ ​synthesized​ ​instruments​ ​that​ ​can​ ​be​ ​used​ ​to​ ​create​ ​music​ ​tracks.​ ​The
user’s​ ​own​ ​voice​ ​or​ ​instrumentals​ ​can​ ​also​ ​be​ ​recorded​ ​into​ ​the​ ​production​ ​to​ ​generate
digital​ ​files​ ​for​ ​multiple​ ​tracks​ ​that​ ​can​ ​be​ ​controlled​ ​and​ ​edited.

Notes​ ​for​ ​Little This​ ​app​ ​can​ ​be​ ​used​ ​to​ ​introduce​ ​beginners​ ​to​ ​music​ ​notation​ ​and​ ​basic​ ​composition.
Composers ● The​ ​user​ ​taps​ ​on​ ​the​ ​treble​ ​clef​ ​screen​ ​to​ ​make​ ​notes,​ ​hear​ ​the​ ​names​ ​of​ ​notes,​ ​and
● create​ ​simple​ ​songs.​ ​Ideal​ ​as​ ​an​ ​accompaniment​ ​to​ ​starting​ ​music​ ​lessons.

Edmodo Edmodo​ ​is​ ​everything​ ​teachers​ ​need​ ​to​ ​connect​ ​&​ ​communicate​ ​with​ ​students,​ ​parents
and​ ​peers.
● Browse​ ​through​ ​a​ ​selection​ ​of​ ​resources

Notion This​ ​is​ ​an​ ​easy-to-use​ ​music-creation​ ​tool​ ​right​ ​at​ ​your​ ​fingertips.
● Sync​ ​your​ ​music​ ​files​ ​across​ ​multiple​ ​devices
● Gives​ ​you​ ​the​ ​ability​ ​to​ ​capture​ ​your​ ​musical​ ​ideas​ ​anywhere

Music​ ​Flash This​ ​flash​ ​card​ ​application​ ​can​ ​be​ ​used​ ​in​ ​individual​ ​lessons,​ ​home​ ​study,​ ​or​ ​in​ ​group
Class classes​ ​with​ ​the​ ​built-in​ ​games​ ​or​ ​with​ ​games​ ​led​ ​by​ ​you.​ ​Because​ ​you​ ​know​ ​how​ ​you
($3.99) want​ ​to​ ​teach​ ​or​ ​how​ ​your​ ​students​ ​learn​ ​best,​ ​you​ ​can​ ​tailor​ ​the​ ​app​ ​to​ ​exactly​ ​what​ ​you
want.
● Define​ ​the​ ​notes​ ​on​ ​the​ ​grand​ ​staff​ ​that​ ​you​ ​want​ ​your​ ​student​ ​to​ ​drill.
● Decide​ ​if​ ​the​ ​application​ ​should​ ​test​ ​or​ ​teach.
● Decide​ ​how​ ​many​ ​cards​ ​to​ ​drill,​ ​how​ ​long​ ​to​ ​test,​ ​and​ ​how​ ​quickly​ ​students​ ​must​ ​answer.
● Drill​ ​in​ ​letter​ ​names,​ ​solfège,​ ​piano​ ​keyboard,​ ​and​ ​several​ ​other​ ​options.
● Review​ ​the​ ​incorrect​ ​notes​ ​and​ ​save​ ​them​ ​for​ ​student​ ​drilling.

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​31 

 ACADEMIC​ ​LANGUAGE 
DANCE  E   R 
energy​ ​(sharp,​ ​smooth,​ ​shaky,​ ​strong)   repetition  
A 
F  retrograde  
abstract  
fall/Recover   rondo​ ​round/arch  
accent  
floor​ ​Patterns  rotation 
accumulation  
​ ​force/Energy   S 
across​ ​the​ ​Floor​ ​alignment 
G  self-space​ ​(non-locomotor) 
allegro 
general​ ​Space   speed​ ​(fast,​ ​slow,​ ​moderate) 
arabesque​ ​asymmetrical  
(locomotor)​ ​gesture   stage​ ​crew  
attitude  
gliding/bouncy,  stage​ ​directions:​ ​up​ ​stage/down​ ​stage/ 
axial  
H  center  
B 
heavy/light​ ​improvisation   stage​ ​manager​ ​style-specific​ ​vocabulary 
balance  
I  sustained  
ball​ ​change  
isolation   swinging  
ballet:​ ​plié,​ ​relevé,​ ​chasse  
P  T 
C 
parallel   theme​ ​time/space  
call​ ​and​ ​Response​ ​canon  
phrase​ ​point/flex​ ​positions​ ​of​ ​the​ ​feet  transition 
center  
pull/push,​ ​fall/recover   transposition  
choreography  
Q  turned​ ​out​ ​turn-out 
contrast  
quality​ ​of​ ​movement   U 
crossover 
quarter​ ​relationships​ ​(over/under,​ ​in  unity​ ​upstage/downstage​ ​ ​(forward, 
 
front/behind,​ ​etc.)   backward,​ ​sideways,​ ​up/down)  
  upstaging​ ​variation​ ​variety 
 

Theater  director   place  

E  playwright  
A 
exposition   playwright’s​ ​intention  
accents​ ​and​ ​dialects 
F  plot  
action  
facial​ ​expression   posture/gesture  
antagonist  
falling   production​ ​elements  
audience​ ​etiquette  
G  projection 
B 
gesture   prop​ ​master  
backstage  
H  proscenium 
blackout  
hero/heroine   R 
blocking  
I  reactions  
blocking​ ​cast 
improvisation   rehearsal  
breaks  
inciting   rising  
C 
incident   S 
casting  
lighting   scene 
character  
lighting​ ​designer   Scenery 
character​ ​choice  
M  ​ ​scenic​ ​Elements 
climax  
major​ ​themes   set  
composition  
makeup   sound​ ​designer 
concept  
monologues/dialogue​ ​movement  speech​ ​patterns  
conflict  
movement   stage 
costume  
N  stage​ ​crew  
costume​ ​designer   
narrative   stage-composition​ ​music  
costume​ ​setting:​ ​environment,​ ​time​ ​& 
narrator   stage​ ​fright  
place  
P  stage​ ​manager  
crew  
pantomime   T 
D 
pitch   time 
denouement  
physicalization  V 
dialogue  
​ ​vocal  
diction  
volume/tempo 

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​32 

  
ACADEMIC​ ​LANGUAGE 
Music  crescendo   line   pulse  
D  legato   Q 
A 
da​ ​capo   lento   quarter​ ​note  
a​ ​cappella  
decrescendo   lullaby   quartet  
AB​ ​form  
diaphragm   lyrics   R 
ABA​ ​form  
dictation   M  Refrain 
ABC​ ​form  
double​ ​bar   major   register  
accidental  
downbeat​ ​down   measure   repeat  
Allegro 
bow​ ​drums   Melodic​ ​shape   rest 
Alto 
duet   melody   rhythm  
anatomy  
dynamics   meter   ritardando  
Andante 
E  metronome   round  
arco  
echo   mezzo​ ​forte​ ​(mf)   S 
Articulate 
eighth​ ​note   mezzo​ ​piano​ ​(mp)   scale  
aural  
embouchure   minor   T 
B 
ensemble   moderato   tradition 
ballad  
etiquette   mood   theme  
band  
F  motif   timbre  
bar​ ​line 
fermata   N  time​ ​signature  
​ ​Baroque  
fine   natural   title  
bass  
first​ ​ending   notation   tonic 
beat  
flat​ ​forte​ ​(f)  note   treble​ ​clef  
bow​ ​lift  
G   nursery​ ​rhyme  trombone  
bow​ ​speed  
grand​ ​staff  O   trumpet 
bow​ ​weight  
Guitar  octave   U 
brass​ ​family  
H   opera   unison  
C 
half​ ​note   oral   V 
call​ ​&​ ​response  
Harmony  P  verse  
cannon  
I  pattern   viola  
cello  
Improvisation  pentatonic   violin  
chant  
Instrument  percussion​ ​family   voice  
chord  
​ ​interlude   performance   W 
chorus  
interval   piano​ ​(p)   warm​ ​up  
Classical  
intonation  pickup   whole​ ​note 
clef  
​ ​I-V-I​ ​Chord   pitch  
coda  
J  pizzicato  
composer 
Jazz  posture  
concert  
K   progression 
Key​ ​signature  
L 
larynx  
ledger  

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​33 

 CONTACT​ ​INFORMATION​ ​|​ ​ART​ ​DEPARTMENT
 
Michelle​ ​Durante Coreen​ ​Robledo Kiana​ ​Newell
Director​ ​of​ ​Arts Performing​ ​Arts​ ​Coordinator Art​ ​Dept.​ ​Assistant
(​718)​ ​786-7110​ ​Ext:​ ​8189 (​718)​ ​786-7110​ ​Ext:​ ​8201 (718)​ ​786-7110​ ​Ext:​ ​8221
[email protected] [email protected]  [email protected]

​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​Page​ ​|​ ​34