Overview Unit Three: Traditions and Innovations	Time Frame: 11 - 14 weeks This unit focuses on the dance of cultures and societies, past and present.
Foundational Objectives	Vocabulary and Concepts
The students will: examine ways that dance mirrors and influences individuals, societies and cultures (past and present) examine the work of various dance artists develop critical thought and learn to support interpretations and opinions when responding to dance presentations	innovations in dance styles of dance dance reflects cultures and societies dance in the students' lives
Common Essential Learnings	Resources
develop an understanding of the personal, moral, social and cultural aspects of dance (PSVS) participate in a wide range of language experiences in order to develop their knowledge of dance (C) develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT).	examples of dance in the students' lives dances from a variety of cultures reference materials on various cultures music and legends of various cultures resource people home and community resources dance presentations reference materials such as videos, films, books, magazines, etc. on a variety of dance styles and dance artists reference materials such as videos, films, books, magazines, etc. on innovative dance artists music, percussion instruments themes from other curricular areas
Instruction	Assessment
Examine, research and discuss traditional dances of various cultures. Set up displays about dance. Invite resource people to discuss, teach and show various cultural dances and styles of dance. Learn dances from various cultures. Discuss and research various styles of dance. Create dance compositions in a particular dance style. Research innovations in dance. Respond to dance presentations. Research dance in daily life. Create dance compositions for personal expression.	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques in relation to the students' creative and responsive processes, as well as taking into account any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.