dance assignment grade 8

Dance Projects. Teachers take on Action Research projects in their own classrooms, then document their success here.

The teachers engaged in Arts Assessment for Learning take on Action Research projects: they implement formative assessment across long and short term durations, and document the results.

Select a dance project below . Each project contains helpful tools and resources to view and/or download. Use the filters at left to narrow your search results by grade level and assessment method.

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• Peer Assessment
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Revising Choreography: Peer Assessment

Seventh grade dance students created pieces of group choreography. Based on a choreography rubric generated by the class, students provided peer feedback on ways to improve the given choreography. The choreographic groups then worked to synthesize the new information into improved dance pieces, which were subsequently shown to the class.

Collaborative Choreography: Peer Feedback

My 7th and 8th grade dance students worked in groups of 4-6 to create an original piece of choreography, including determining a theme and selecting appropriate music. Students learned the skills of creative collaboration through generating and using a rubric with their peers. They also reflected on the process and their role within their group, in order to track their progress. The students learned to compromise and be an active participant in group activities.

Rehearsal Problem Solving: Self-Assessment

My middle school students were dependent on my feedback to improve their dance technique. They needed to identify and apply problem-solving strategies in order to become more independent dancers. This project built their metacognitive skills, improved their dance technique, and helped them develop skills that are applicable to all aspects of their lives.

Jazz Technique: Peer Assessment

This jazz dance unit demonstrates how peer feedback can be used to improve the dance technique of middle school students. During this unit students learned specific criteria on how to execute basic jazz dance technique, used a peer feedback protocol, and received partner feedback to revise the performance of the skill. The students were also given a compositional task to choreograph a short jazz piece that incorporated the four jazz skills. After six weeks of using the formative assessment strategy of peer feedback, these novice dancers demonstrated significant improvements in their technique and were able to perform the skills more accurately in their choreography.

Creating Choreography : Self & Peer Assessment

My 5th grade students used a Dance-Making Rubric and a Collaboration Rubric to support their creation of original choreography integrating concepts from Jose Limon technique. The ease of their collaborations and the quality of their dance-making was improved through their use of these tools and their feedback.

African Dance: Self Assessment

My 6th grade dance students worked in groups of 4 to choreograph and perform an eightcount pattern that depicted farming, hunting, housework, or fishing. Students learned the skills of working cooperatively to create, practice, perform, and revise. They also selfassessed as a group using a checklist in order to make and implement decisions to improve their dances. In the end, students reflected on the process and experience of working collaboratively to create, revise, and perform a dance.

ModernTechnique: Peer Assessment

This Merce Cunningham modern dance unit demonstrates how the formative assessment strategy of peer feedback can be used to improve the dance technique of middle school students. During this unit students learned specific criteria on how to execute basic Cunningham dance technique, give and receive feedback, and apply feedback to their revision. After seven weeks of peer feedback, each child in the class improved the accuracy of their modern dance technique. This action research follows the journey of one student as she seeks to improve her triplet based on the peer feedback she receives.

Free Printable Dance Worksheets for 8th Class

Fine arts dance worksheets for Class 8 students to discover and explore various dance forms and techniques. Enhance learning with these printable resources from Quizizz.

Explore Dance Worksheets by Grades

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Explore printable Dance worksheets for 8th Class

Dance worksheets for Class 8 are an essential tool for teachers looking to engage their students in the world of fine arts. These worksheets provide a comprehensive and interactive approach to learning about various dance styles, techniques, and history. Teachers can use these resources to supplement their lesson plans and help students develop a deeper understanding of the art form. Dance worksheets for Class 8 are designed to be both educational and enjoyable, ensuring that students remain interested and motivated throughout their fine arts education. With a wide range of topics covered, these worksheets are an invaluable resource for teachers seeking to inspire a love of dance in their students.

Quizizz is a fantastic platform that offers a variety of resources for teachers, including dance worksheets for Class 8 and other fine arts materials. This platform allows teachers to create interactive quizzes, games, and activities that can be easily integrated into their lesson plans. Quizizz also offers a vast library of pre-made content, making it simple for educators to find relevant and engaging materials for their students. In addition to dance worksheets for Class 8, Quizizz provides resources for other fine arts subjects such as music, theater, and visual arts. By utilizing Quizizz in their classrooms, teachers can provide a well-rounded fine arts education that caters to the diverse interests and abilities of their students.

• Kindergarten

• Curriculum Activities (Grade 1-8)

Grade 8 – Dance

Grade 8 Overall Expectations:

Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas

• Dance (Book)
• The Dance Bible (Book)
• Dance Imagery for Technique and Performance (Book)
• Conditioning for Dance (Book)
• Staging and Choreography (Hoopla eBook)
• 6 Artists Making Dance About the Environment (Website)
• How to Choreograph a Dance (YouTube)
• How to Come up With New Dance Moves (YouTube)
• 5 Daily Ways to Improve Your Dancing (YouTube)
• How to Whack (YouTube)
• How to Do Hip Hop FootWork (YouTube)
• Projection and Animation (YouTube)

Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

• A Written Dance Assignment (Website)
• Dance Vocabulary (Website)
• Beach Movement (YouTube)
• Bike Dancing (YouTube)
• Dance for Peace (YouTube)
• Anti-bullying Dance (YouTube)
• The Cheshire Cat (YouTube)
• Poverty Dance (YouTube)
• Racism Dance (YouTube)
• Fighting Climate Change with Dance (YouTube)
• A Letter to a Playground Bully (YouTube)
• Shadow Dancing (YouTube)

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts

• American Dance (Book)
• Dancing in the Light (DVD)
• Ultimate Dance Instruction Collection (DVD)
• Taking Flight (CloudLibrary eBook)
• Choreography and Dance in the Theatre (Hoopla eBook)

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Flickr user Steven Pisano, Creative Commons

• English & Literature
• Choreographers

Elements of Dance How many ways can a person move?

In this 6-8 lesson, students will choreograph simple dances in small groups and perform for the class. Students will learn elements of dance and vocabulary by demonstrating various movements. 

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Lesson Content

• Preparation
• Instruction

Learning Objectives  

Students will: 

• Identify what they already know about dance.
• Analyze elements of dance.
• Sort dance vocabulary by elements of dance.
• Create movement with their body.
• Choreograph a dance with 64 beats.
• Perform a choreographed dance sequence in front of an audience.

Standards Alignment

National Core Arts Standards National Core Arts Standards

DA:Cr1.1.6a Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events).

DA:Cr1.1.7a Compare a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) and make selections to expand movement vocabulary and artistic expression.

DA:Cr1.1.8a Implement movement from a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events) to develop dance content for an original dance study or dance. 

DA:Cr1.1.6b Explore various movement vocabularies to transfer ideas into choreography. 

DA:Cr1.1.7b Explore various movement vocabularies to express an artistic intent in choreography. Explain and discuss the choices made using genre-specific dance terminology.

DA:Cr1.1.8b Identify and select personal preferences to create an original dance study or dance. Use genre-specific dance terminology to articulate and justify choices made in movement development to communicate intent.

Common Core State Standards Common Core State Standards

ELA-LITERACY.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

ELA-LITERACY.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

Recommended Student Materials

Editable Documents : Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

• Vocabulary: Elements of Dance
• Elements of Dance Guide
• Closed Sort: Elements of Dance
• Closed Sort Answer Key
• Create a Dance Guide
• Do You Wanna Dance?

Teacher Background

Teachers should familiarize themselves with the dance vocabulary. Review the KWL and Open/Closed Sort strategies. The warm-up and dance elements exercise can be completed with or without music. Different types of music may be conducive to different kinds of movement. It may help the students to feel more in tune with their body movements.

Student Prerequisites  

Students should be familiar with different forms of dance.   

Accessibility Notes

Modify and adapt movements as needed. Allow extra time and space for dance movements.

• Ask students: What is dance? Have the students divide a piece of paper into three columns, which will serve as a K–W–L chart. In the first column, ask students to write down everything they know about dance. Encourage them to think about the history of dance, types of dance, dancers and choreographers, dance movements, social dance, what they have seen on television and in movies, etc.
• Have the students get in pairs and share what they wrote. Then have the pairs work on the second column of the K–W-L chart, writing down what they want to learn about dance (i.e., specific dance moves, certain genres of dance, the evolution of dance, the role of dance in culture, etc.).
• Have the pairs report to the class what they discovered from each other, from column one and column two. Ask the pairs if they would like to physically demonstrate any of the items that they know about dance (i.e., specific dance positions). Record the class’ answers on a large piece of chart paper or interactive board.
• Introduce the Vocabulary: Elements of Dance with students. Review the terms with students and have them share examples related to each vocabulary word. 
• Distribute the Elements of Dance Guide . Read and discuss the different elements of dance with students.
• Share the resource, Do You Wanna Dance? . Have students read, watch, and discuss the five elements of dance: body, action, space, time, and energy . Allow the students to experiment with different combinations (i.e., stretching slowly at a low level; walking backward with sharp movements, etc.).
• Distribute the Closed Sort: Elements of Dance . In small groups, have students sort the elements of dance with the categories. For instance, students should match the large card, "TIME," with the cards for slow, medium, fast, with music, and without music. By removing the categories, teachers can opt for an “Open Sort” instead of “Closed Sort.” If students are creating sorting categories in an “Open Sort,” ask them to provide a rationale for each sorting category. Facilitate through the groups to discuss their sorting choices. Reference the Closed Sort Answer Key to check each group’s work.
• Review the sort with students, discussing the rationale and placement of the features. 
• Have students warm up their bodies in an open space in the room. The following is a good example of a basic warm-up procedure. Each movement should be repeated several times:

-Roll the head gently, nodding up and down, then looking side to side

-Slowly roll the shoulders forward, then backward

-Circle the arms forward, backward, then swing the arms 

-Twist the upper body at the waist, bend side to side, then forward and backward

-Rotate the hips clockwise, then counterclockwise

-Bend the knees deeply

-Shake out the legs, one at a time

-Roll each ankle in circles, clockwise and counterclockwise

-Stretch the whole body, rising on toes and stretching the arms toward the ceiling

-Shake out the whole body

• Have the students explore the different movement possibilities from the Elements of Dance Guide . Include locomotor movement (walking, running, skipping) and non-locomotor movement (bending, stretching) with students. Ask for student volunteers to demonstrate the elements of body, action, space, time, and energy. The volunteers should first demonstrate a movement, then give instructions to the class on how to duplicate the movement. In their demonstrations, students should use the dance vocabulary to describe the elements of dance where applicable. Note: The warm-up and dance elements exercise can be completed with or without music. Different types of music may be conducive to different kinds of movement. It may help the students to feel more in tune with their body movements.
• After the students feel comfortable moving, divide the class up into small groups of three or four. Explain that each group is going to choreograph a small dance. Hand out the Create a Dance Guide and review the guidelines of the assignment. Offer students the choice to pair appropriate music with their choreography.
• Allow time for students to choreograph their dance. Facilitate through the groups to provide feedback and support. 

Reflect  

• Have students perform their choreographed works for the rest of the class. Discuss students’ choreography with the class and have them identify the elements of dance that were demonstrated.
• Assess students’ knowledge of the elements of dance by having them record what they learned about the five elements of dance on the last column of the KWL chart. Ask: What did you learn about the elements of dance and choreography?

Original Writer

Stacy Elise Stevenson

Jen Westmoreland Bouchard

JoDee Scissors

November 15, 2021

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School district’s new grading system gives students a low grade of 40% instead of a zero

KANSAS CITY, Mo. ( KCTV /Gray News) - A school district in Missouri adopted a new grading system that prevents students from receiving a zero even if they didn’t do the assignment.

The Kansas City Public School district launched the “no zero policy.’

Essentially, the minimum grade on any given assignment is 40%. The policy is designed to help struggling students catch up, KCTV reported.

Chief Academic Officer Dr. Latanya Franklin said that discussions to improve the KCPS grading policy began in the fall of 2021.

She said a new grading method has now adjusted the failing grade: from 0 to 59 percent, to 40 to 59 percent. The new system reflects non-Montessori students in grades K-12.

“These changes intend to reduce the adverse effects of zeroes on students’ grades, emphasizing growth and progress support and intervention and authentic learning and equity,” Franklin said.

Shepherd, who teaches 3rd and 4th grade, said one bad grade shouldn’t affect the entire semester or overall performance.

“If you give a student a 40 and then they learn that skill later in this semester those 80s and 90s they’re getting on their assignments will average out a little easier and it will make a more equitable grade,” said Shepherd.

“I do not like the zero policy,” said Sandra Dayse.

Dayse has one child who graduated from the district and another who is still attending. She said the new grading system gives s a false reality.

“There’s no way I could come to work each day and do 50% of my job and stay employed,” said Dayse. “Instead of doing the Zero grading policy, I would wish the district and the districts doing this would find the root problem.”

The school district released the following statement about the new grading policy:

“KCPS understands some of the negative thoughts around the policy, we believe it more accurately reflects a student’s work throughout a grading term. It’s about properly evaluating where a student is in their academic journey, which isn’t really reflected accurately when a couple of zeros throw the average off-balance. But we understand others may not always see it that way.”

Copyright 2024 KCTV via Gray Local Media, Inc. All rights reserved.

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Dance grade 8

Resource type.

Dance Unit for Grade 5 6 7 8 - Dance Analysis, Journaling Assignments & Project

Grade 7 & 8 Dance (FULL TERM of Lessons, Assessments, Report Card Comments)

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Ontario Intermediate Drama/ Dance Bundle ( Grade 7 & Grade 8 )

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Arts Ontario Report Card Comments | Visual Arts, Music, Dance , Drama | Grade 1- 8

Grades 4- 8 Dance BUNDLE (FULL TERM Unit Plans, Lessons, Tasks and Rubrics)

Dance : Elements of Dance Project: Hand Dancing Lesson & Assessment ( Grades 4- 8 )

Ontario Intermediate Dance Unit ( Grade 7 and Grade 8 )

Dance Around the World Interactive Slideshow grade 1- 8

French Dance Unit Elements of Dance for Grades 5- 8 - SYTYCD French Version

Elements of Dance Concepts Poster Set ( Grades 1- 8 )

Ontario DANCE Report Card Comment Builder - Grades 4 to 8

Ontario Report Card Comments Grades 7 & 8 (Drama, Dance , Music & Visual Arts)

Grade 8 Dance - Lesson #1 - The Elements of Dance

Complete Grade 8 Dance Unit; lessons, handouts, video links, etc

Full Lesson Plans for Grade 8 Dance Curriculum

Grade 7/ 8 Drama and Dance Unit

Grade 8 Dance - Lesson #2 - Dance Fundamentals

Ontario Elementary Dance Report Comments Grades 1- 8

Grade 8 Dance - Lesson #4 - Reflecting, Responding, & Analysing (A2)

May 14: National Dance Like A Chicken Day Grades 6 - 8

CREATE A "POWDERPUFFS DANCE " - Grade 7/ 8 - UPDATED: 2016/04/05

PLAY PACK 6 Line Dance for grades 3- 8

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He Survived Combat in Iraq. Did a Fellow Soldier Kill Him at Home?

Jacob Ashton and Riley Birbilas, U.S. Army specialists, deployed to Iraq together. Now Specialist Birbilas is accused of killing Specialist Ashton at Fort Drum in upstate New York.

By Ed Shanahan

On Friday, Aug. 2, U.S. Army Specialist Jacob Ashton left Fort Drum in upstate New York for the five-and-a-half-hour drive to his hometown in Ohio, where he spent the weekend with his girlfriend.

He had made the trip regularly since returning from a nine-month deployment to Iraq earlier this year, his mother, Michelle Ustupski, said. As usual, he texted his girlfriend when he returned to Fort Drum around 8:30 p.m. that Sunday to say he had arrived safely.

It was the last time his family or friends heard from him.

Specialist Ashton, 21, was found dead at the base the next day, according to a Fort Drum news release. Two soldiers came to Ms. Ustupski’s home in Ohio to deliver the grim news.

On Monday, the Army charged another soldier, Specialist Riley Birbilas, 22, with premeditated murder in Specialist Ashton’s death and obstruction of justice. Officials from Fort Drum and the Army’s 10th Mountain Division, citing the continuing investigation, did not offer a motive or the cause of death. The Fort Drum news release included details about Specialist Ashton’s Army service but not about how he had died.

Ms. Ustupski said the medical examiner told her the cause of death was blunt force trauma and that her son, who trained as a bodybuilder, did not appear to have “put up too much of a fight.”

“He was caught off guard,” she said.

The authorities, she added, also told her that her son had sustained the fatal wound in his room and had then been brought to his car. She said his body had been found in the car in a parking lot near the barracks.

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