Submitted by Debbie Isom-Chodyniecki, Winston-Salem/Forsyth Schools

Lesson Title
Choreography Project

Grade Level or Course
Dance I

Time Allotment
2 (35 minute) lessons for the creative process
1 (35 minute) lesson for video recorded evaluation

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

2.01- Employ the use of improvisation (free and structured) to discover and generate movement.

2.02- Explore movement with a partner or group and exhibit spontaneous decision-making to select movement for dance.

2.03- Identify and explore a range of stimuli (visual, auditory, tactile, kinesthetic) to create dance movement.

2.04- Recognize and explain how the creative process in dance is influenced by personal movement styles.

2.07- Define and identify the choreographic principles of unity, variety, contrast, repetition, and transition.

3.01- Recognize and demonstrate the use of the human body as an instrument of expression.

4.01- Identify a variety of artistic decisions that are required to create and perform dance.

4.02- Identify and discuss possible aesthetic criteria for evaluating dance including skill of performer, style and quality of movement, technical elements, visual or emotional impact, compositional elements (variety, contrast, unity, transition, and repetition) and choreographer´┐Żs intent.

6.01- Demonstrate capabilities and limitations of the body through movement exploration.

8.02- Demonstrate understanding of concentration and focus as part of the role of a performer of dance.

Alignment with NC High School Exit Exam:


  1. Learner will follow instructions to draw conclusions or make informed decisions.

  2. Learner will use main ideas and supporting details to organize and communicate information.

  3. Learner will evaluate ideas and information to make informed decisions.

  4. Learner will listen carefully and thoughtfully to understand, evaluate, and synthesize information.

Processing Information:

  1. Learner will interpret multiple sets of data to determine the best course of action.

Problem Solving:

  1. Plan logical steps and organize resources to accomplish a task within a given time frame.

  2. Evaluate situations to determine conflict and resolution.


Lesson Objective(s):

Each student will culminate various elements of basic movement and choreography to produce a short composition. Specific guidelines and choice of music will be provided. The grade/evaluation will take place in the form of video documentation and a teacher-created rubric.

Materials/Equipment Needed:

Selected music, three cd/tape players, and video recorder.


Lesson Procedure:

Lesson 1 (35 minutes)

  1. Inform students that their project will take place as a movement exam. Each student will choose his or her music from three teacher selected songs. They will create their own short movement compositions. Each composition must include: (1)movement on a high, medium and low level, (2)use of regular, slow and fast tempos, (3)three different traveling steps, (4)changing points of space three times, (5)an eight count freeze used three different times, (6)at least eight counts of movement that is soft and flowing, (7)at least 8 counts of movement that is quick and sharp, and (8)the use of ABA compositional form.

  2. Hand out and explain copies of the rubric assessment. Inform students of the use of video for evaluation.

  3. Place each piece of music at three different stations (areas of the room). The students then go to the station with the music they want to use and work the rest of the class time.

Lesson 2 (35 minutes)

  1. Review the exam objectives and answer pertinent questions. Allow students to continue working on their projects.

Lesson 3 (35 minutes)

  1. Allow students to go to their station to practice their dances one or two times.

  2. Video each piece in groups of, no more than, three students at a time.


Assessment: (See Assessment Item aligned with this Lesson for copies of rubrics)

The teacher will assess each student by watching the video and using a rubric that utilizes the choreographic elements involved in the performance.

Special Considerations:

This lesson is used at the end of the quarter/semester, after the students have been introduced to and studied the choreographic elements used in this project. They should be used to exploring and creating movement of their own and counting music. The music needs to be short in length (around 1:30 min.), easily counted in eights, and with a definite feel or theme.


<< Back | Table of Contents | Next >>