OAE Dance (011) study plan

Define and contrast the six core technique vocabularies (ballet, modern, jazz, tap, social/ballroom, world forms) in your own written glossary of at least 40 terms.

Demonstrate and self-critique alignment, turnout, and weight-transfer principles by filming three short phrases and annotating errors.

Map the elements of dance (body, action, space, time, energy) onto each technique vocabulary with one concrete example per pairing.

Identify five common alignment faults and the cue a teacher would use to correct each.

Analyze how performance quality (projection, focus, musicality, phrasing) is assessed in a solo, using a rubric you write.

Compose a 60-second movement study that deliberately varies three elements of dance and document the choices.

Rehearse and refine the study across three takes, logging what changed and why.

Explain safe practice and injury-prevention principles relevant to warm-up, cool-down, and flooring.

Apply at least four choreographic devices (repetition, retrograde, canon, accumulation, abstraction) to your week-2 study and notate each application.

Design a structured improvisation prompt that generates material on a stated theme, and record the outcome.

Evaluate how music, silence, and sound design shape phrasing decisions in your work.

Compare compositional approaches of two contrasting choreographers in terms of structure and intent, without reproducing their work.

Apply the four-step critical-response process (describe, analyze, interpret, evaluate) to a recorded dance work in writing.

Distinguish description from interpretation in your own draft by labeling every sentence.

Construct a 4-point analytic rubric for responding to dance that names observable criteria.

Identify the difference between personal preference and informed judgment with two worked examples.

Build a timeline linking major developments in ballet, modern, and contemporary dance to their social and political contexts.

Explain how at least three non-Western dance traditions function within their communities (ritual, social, theatrical) with accurate attribution.

Trace the lineage of two influential teachers or companies and the techniques they codified.

Compare how cultural context shapes costume, accompaniment, and performance venue in three traditions.

Analyze issues of appropriation, authenticity, and representation when teaching a dance form outside its culture of origin.

Connect historical context to analysis by writing about one work as both a historical artifact and a live performance choice.

Summarize how dance reflects and challenges social norms using two documented examples.

Distinguish primary from secondary sources and evaluate the reliability of three dance references.

Design a 4-lesson unit aligned to national core arts standards in dance, stating enduring understandings and essential questions.

Write measurable learning objectives using observable verbs and matching assessments.

Create a formative assessment strategy and a summative rubric that share the same criteria.

Plan differentiation for three learner profiles (beginner, advanced, and a student with a physical accommodation).

Synthesize all domains by teaching a 15-minute micro-lesson that includes technique cueing, composition task, and responding prompt.

Diagnose weak areas using a 50-question self-made practice set drawn from your own notes and target the two lowest domains.

Rehearse constructed-response answers under timed conditions for each domain.

Consolidate a one-page summary sheet of high-yield concepts per domain.