Teacher Resources

Asian Dance
Teacher Resources

TEACHER TIPS
and TOOLS

How to implement engaging research, including mini-skills lessons and student reference sheets.

**TARGETED LEARNING STYLES**
Field Dependent		Field Independent
Visual		Kinesthetic	Tactile
Active	Reflective	Global Understanding	Analytical Understanding

TIME FRAME:

2 days for research.
1-2 days for creation of product.
1-2 days for student presentations.

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Grade Level/Content Area/Unit:	Dance Education Grades 9-10
Focus: Enduring Understanding or Essential Question	Historical and Cultural Aspects of Dance
BCPS Dance Curriculum Indicator:	Students will explore, perform and create dances from various historical, cultural, and social genres to increase their knowledge and appreciation of dance and its relationship to other significant components of human history and experience. Students will demonstrate the ability to relate dance experience to other disciplines in order to increase knowledge and understanding. Students will identify, analyze, and apply various criteria in dance aesthetics in order to develop critical and creative thinking skills.
MSDE Voluntary State Curriculum: Library Media Content Standards/ Core Learning Goals	Use reference skills in order to locate information in a variety of sources. Use research skills in order to evaluate, select, record, and reorganize information. Use critical thinking skills in order to solve research problems.
National Content Standards for Dance (National Dance Association)	5. Content Standard: Demonstrating and understanding dance in various cultures and historical periods.
National Information Literacy Standards for Student Learning (American Association of School Librarians)	1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth.
National Technology Education Standards for Students (International Society for Technology in Education) Grades 9- 12	Students use technology to locate, evaluate, and collect information from a variety of sources. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhance models, prepare publications, and produce other creative works. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
en Gauge 21st Century Skills (North Central Regional Educational Laboratory)	Basic Literacy: Language proficiency (in English) and numeric at levels necessary to function on the job and in society to achieve one's goals and to develop one's knowledge and potential in this Digital Age. Technological Literacy: Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals. Multicultural Literacy: The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others. Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.

Grades 9- 12