1. Project: The Classical Ballet/Fairy Tale in Motion
Standards Covered:
Foundations – Fundamental concepts, principles, and skills of dance
DHS4FD.1 Identifies and demonstrates movement elements, skills, and terminology in
dance
a. Executes a technically based warm-up related to strength, muscular
endurance, and flexibility
b. Executes advanced principles of dance technique with precision
c. Executes focus, control, and coordination in performing complex
combinations through the integration of dance elements
d. Refines the ability to transfer weight, change direction and maintain
balance without losing focus in a dynamic movement context
e. Synthesizes knowledge of dance vocabulary from multiple sources
DHS4FD.4 Understands and applies music concepts to dance
a. Synthesizes musical concepts with self-initiation in instructed and
created dance movements and phrases
b. Demonstrates self-initiative in phrasing movements artistically,
aesthetically, and musically
Creating - Expression of ideas, experiences, feelings, and images
DHS4CR.1 Demonstrates an understanding of creative/choreographic principles,
processes, and structures
a. Manipulates the elements of choreography
b. Demonstrates various choreographic forms through both personal and

2. group choreography
c. Demonstrates the use of choreographic form and notation using long
combinations
d. Manipulates structured personal and structured group combinations to
create a formal dance work
e. Demonstrates a variety of structures or forms (e.g., AB, ABA, cannon,
call-response, narrative)
DHS4CR.2 Demonstrates an understanding of dance as a way to create and
communicate meaning
a. Recognizes how the use of choreographic structure is used to
communicate meaning in a dance
b. Identifies and demonstrates the use of theme through movement
c. Demonstrates the use of props as an extension of theme
Responding – Reflection, analysis, and evaluation
DHS4RE.1 Demonstrates critical and creative thinking in all aspects of dance
a. Critiques movement qualities and choreography using the elements of
dance (e.g., spatial design, variety, contrast, clear structure)
b. Observes and critiques the quality of dance performances using specified
criteria and appropriate dance terminology
c. Compares and contrasts multiple choreographed works
d. Analyzes and responds to dance compositions
e. Describes and demonstrates aesthetic qualities particular to various
styles of dance
f. Proposes ways to revise choreography according to established
assessment criteria

3. g. Defends or justifies the similarities and differences between observing
live and recorded dance performances
h. Engages in self-reflection as creator and performer
i. Engages in self-assessment as creator and performer
Activities:
Groupings: Students will be separated into couples based on height and weight. There will be
eight couples total, eight boys with eight girls.
1. Once students have been coupled off, they will be asked to identify the basic components
of a Classical Pas de Deux (Dance for two People) The students will be shown the
following video via teacher computer in regards to what exactly a pas de deux is.
http://www.youtube.com/watch?v=HnFiKZAv4qM
2. Students will be given one ipad per couple in from the dance departments mobile learning
cart, making sure that they have internet access through the schools wifi and are logged
on and up to date with os, software, apps, etc.
3. They will next view the following web site that lists the top ten classical ballets and gives
a brief synopsis of each with clickable links for a more in depth analysis and facts.
http://dance.about.com/od/famousballets/tp/Classical_Ballets.htm Students will have 10
minutes to peruse them in any order in order to determine common denominators
between them and will openly discuss common traits and basis.
4. Students will be asked to open the app 3D Classic Literature and search for a classic
work of literature to base a classical pas de deux on. Their only criteria limitation is that
they must portray a male/female scene from on e of the classic novels.
5. They will provide a written description of the novel that they have chosen as well as the
scene in which their dance should communicate as well as justifications for their
selections.
Technology Option: they may also use the Notes application on the ipad and email it to
the teacher account for submission.
6. They will next open Classical Music I: Master’s Collection App and begin listening to
a few selections in order to find on that fits the mood and setting of their story. They may

4. add a few to their favorites list or use the Wikipedia link in the app to find out more detail
about the classical work that they have selected.
7. Once they have chosen the selection and confirmed their final decision they will provide
a written description of the work that they are using as well as the justifications of why
they chose it.
Technology Option: they may also use the Notes application on the ipad and email it to
the teacher account for submission. The teacher will then purchase the selected songs
onto all of the departmental IPads for later use.
8. Students will choreograph four, 45 second samples of movement and rehearse them
together. Two of the samples will be together boy and girl dancing together, and one of
just the girl dancing, and one with just the boy dancing. Once completed, all phrases must
be documented with the IPad Camera. Students will be given multiple attempts at
documentation if necessary.
9. Students will open the Magisto App and select their four clips as well as any style
formatting that they wish. They will then select the song that coincides with their
particular story from the IPad music library and let Magisto auto edit their compilation.
All videos must be titled with their novel.
10. Students will present their completed project to the class along with oral account of their
justifications of selection. Classmates will provide constructive criticism or words of
encouragement. Presenters will be expected to substantially defend their choices with
factual information contained within their justifications.
Instructional Strategy
Student progress will be intermittently observed by the teacher and asked to check in at
each stage of their selection process. Students must share with the instructor their justifications
and be ready to discuss/defend them at will. Teacher will also observe creation/generation of
movement phrases in order to insure potential advice and collaboration between partners for the
best results. Teacher knowledge of pas de deux style movements will far exceed that of student
knowledge and teacher input may be a necessity for completion.

5. Assessment Strategies
Participation Rubric
Criteria Unsatisfactory
1
Satisfactory
2
Target
3
Total
Classic
Literature
Novel selected does
not appear within
3D Classic
Literature App. No
scene is selected for
portrayal.
Justification of
Selection is less
than one page in
length, and
corresponds with
sections 1 and 2 of
the SAT Writing
Rubric.
Novel selected does
appear within 3D Classic
Literature App. An
arbitrary scene is
selected for portrayal.
Justification of Selection
is less than one page in
length, and corresponds
with sections 3 and 4 of
the SAT Writing Rubric.
Novel Selected does
appear within 3D
Classic Literature App.
A pivotal memorable
scene is selected for
portrayal. Justification
of selection is one page
in length and
corresponds with
sections 5 and 6 of the
SAT Writing Rubric
Classical
Music
Classical work
selected does not
appear within
Classical Music I:
Master’s Collection
App. Justification of
selection is one
page in length and
corresponds with
sections 1 and 2 of
the SAT Writing
Rubric
Classical work selected
does appear within
Classical Music I:
Master’s Collection App.
Justification of selection
is one page in length and
corresponds with
sections 3 and 4 of the
SAT Writing Rubric
Classical work selected
does appear within
Classical Music I:
Master’s Collection
App. Justification of
selection is one page in
length and corresponds
with sections 5 and 6 of
the SAT Writing Rubric
Magisto
Video
No Project Title.
Less than four video
sources. No music
selected
Project title contains
grammar or spelling
errors. Video
sources are not 45
seconds in length,
criteria for two duets and
two solos is not met.
Music may be incorrect.
Project Title appears in
video with no
grammatical or spelling
errors.
Video sources consist of
four 45 second clips that
contain two duets and
one solo each.
Choreographic ideas
are complete and well
communicated. Music
selected accompanies

6. all video footage.
Oral
Presentation
Presentation is
poorly given,
unengaging and not
factually based.
Presenters are
unable to answer
questions from
classmates as to
justification of
selections.
Presentation is
moderately given, from a
non-informed viewpoint,
semi-engaging and
partially founded in
actual facts. Presenters
show difficulty answering
questions from
classmates as to
justification of selections.
Presentation is well
given, from a positive
viewpoint, engaging and
well founded in actual
facts. Presenters can
easily answer questions
from classmates as to
justification of
selections.
TOTAL
POINTS
OUT OF
12:
References:
SAT Writing Rubric
http://calarson.wmwikis.net/file/view/SAT+WRITING+RUBRIC.pdf
Read Write Think Oral Presentation Rubric
http://www.readwritethink.org/files/resources/lesson_images/lesson416/OralRubric.pdf
App 1
3D classic Literature Collection
https://itunes.apple.com/us/app/id352342690?mt=8
App 2

7. Classical Music I: Master’s Collection
https://itunes.apple.com/us/app/id388835399?mt=8
App 3
Magisto
https://itunes.apple.com/us/app/id352342690?mt=8