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What we are studying


The Blueprint for Teaching and Learning in Dance

Title of the Unit: Fosse and Pop Culture


Unit Dates: November


Number of Class Sessions:

Dance Teacher Name: Ms. Kenyetta Bailey

School: LoMA


Benchmark(s): 12th


Grade/Class: 10-11

Unit Description

What will students do in this unit? (one to three brief sentences)


Students will learn the movement style of Bob Fosse and his impact on current pop culture. Students will discuss inspiration vs plagiarism.  (Paula Abdul, Beyonce, Michael Jackson)



Big Ideas of this Unit: Students will understand that:

       When and how it is ok to use ideas generated by others




Essential Questions of this Unit: Students will answer:

       In what ways can the things that you are insecure about enhance your choreographic inspiration.

       In what ways can using verbal imagery enhance performance qualities.



Indicators of Student Learning

CONTENT—Students will know:

       The difference between plagiarism and inspiration

       Well know works of Fosse and their impact

       Historical background of Fosse

       Various ways to use props to change choreography


SKILLS—Students will be able to:

       create a dance to a current popular style that is influenced by Fosse

       Describe the differences between vaudeville and burlesque

       perform in subtext



Dance Blueprint Strands Addressed

(Highlight ONLY the components being assessed)

Dance Making



       Develop Skills and Techniques





Developing Dance Literacy


       Understand Dance as a Means of Expression and Communication

       Apply Dance Vocabulary, Terminology and Symbols

       Analyze, Critique and Communicate About Dance

       Identify and Compare Dance Styles, Genres,

            Major Works and Artists

Making Connections



       Understand Dance History and the Social and Cultural             Significance of Dance (Theatrical, Ritual & Social Dances)

       Connect Dance to Other Arts and Disciplines

       Utilize Technology in Connection with Dance

       Connect Dance to Health and Well-Being


Working with Community and Cultural Resources

       Engage with Community and Cultural Institutions,

       Colleges and Universities

       Use Dance Research Resources

       Share Dance Experiences in and Between Schools

Exploring Careers and Lifelong Learning


       Learn About Careers in and Related to Dance

       Set and Work Toward Goals

       Value Dance as a Source of Enjoyment and Lifelong Learning









Common Core Learning Standards Addressed




Learning Experiences

(Briefly describe each experience)

      Learn movement vocabulary in the style Fosse and vaudeville/burlesque

      Watch and discuss several major Fosse productions.

      Learn Fosse inspired choreography

      Is it inspired or plagiarized?

      Create a Fosse inspired dance and share

      Use improv to create a movement phrase and borrow movement from peers to enhance the phrase.  


What do students already know and understand about this area of Dance Making?

      Previous unit involved dance making with various movement qualities

      Using improv to produce movement done in a previous unit.

      Study of master works


What skills related to this unit have students already developed?


      Group work




Unit Assessments

Examples: Performance task with checklist, peer observation with feedback protocol, student self-assessment form

videotape of student work with scoring rubric, test with grading system, student journal writing coded for vocabulary


       KWL (beginning & end of unit)

       Written entry – insecurities


Peer Assessment

       verbal feedback using the Liz Lerman Critical Response



Teacher Assessment


       group work checklist



(Books, music, articles, websites, etc.)

      DVD/Youtube clips – Chicago, All That Jazz, Sweet Charity

      Fosse by Sam Wasson