The document discusses the integration of dance and movement with Common Core Standards, emphasizing the need for effective partnerships in educational settings to enhance accessible dance programming. It outlines essential components for success, including collaboration with educators, inquiry-based learning, and backward design, to create meaningful dance residency programs. Furthermore, it stresses the importance of assessment tools and performance tasks to align dance education with academic standards.

1. INTEGRATED DANCE AND
MOVEMENT
AND COMMON CORE
STANDARDS
KRISTEN GURBACH JACOBSON, M.A.
DANCE CENTER DIRECTOR, ALONZO KING LINES BALLET
FORMER YOUTH AND COMMUNITY PROGRAMS MANAGER, HUBBARD STREET DANCE CHICAGO
CHICAGO, IL

2. THE LENS:
SHIFTING THE PARADIGM
• LINES –
• adult focused, lack of school and community programs. Shifting current programs (or
lack of programs)
• facilitating the right conversation
• building partnerships
• creating advocates from the inside out
• Hubbard Street-
• connecting integrated arts programming to newly created onsite youth and family
program;
• expanding accessible dance programming;
• building partnerships; navigating a tumultuous school district and city political
environment

3. CREATING SUCCESSFUL DANCE PARTNERSHIPS
GEARED TOWARD DANCE INTEGRATION AND
COMMON CORE STANDARDS
5 Pieces for Success:
• Partnership – developing, building, maintaining
• Collaboration with the In-school educator
• Inquiry based learning/Using Anchor Standards
• Backwards Design
• Creating Performance Tasks and Assessment Tools

4. PARTNERSHIP
• Who is the advocate at the school?
• Who has to be at the table?
• Logistics planning
• Curricula planning
• Are the overarching partnership goals clear?
• Specifically for dance – do all voices involved understand the approach by the arts
partner.
• What additional training needs to happen – Teacher PD?
• Creative Process (Learning Process)
• Prepare, Create, Perform, Respond, Reflect
• National Core Arts Standards

5. COLLABORATION WITH THE EDUCATORS IN
THE ROOM
• Educators as participants
• Educators as your co-teachers
• Pre, Mid and Post Meetings
• Review their (the educators’) curricular goals and zero in on the
Common Core Anchor standard or specific standard(s)
addressed
• Brainstorm and Refine

6. INQUIRY BASED LEARNING
• Create an Inquiry Question for the Unit that addresses the MEDIUM and the
ANCHOR STANDARD
• Ex: How can students’ exploration of dance concepts of quality and time help
students to develop real or imagined experiences and support word choice, rhythm,
figurative language in their own poetry?
• Common Core Anchor Standard:
• CCSS.ELA-LITERACY.L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
• As well as others – but L.7.5 becomes our banner.
• Experiment with the educator about what this could look like throughout the
residency.
• Start to DESIGN BACKWARDS

7. DESIGN BACKWARDS
• Inquiry Question Ex:
• Desired Results – Where are we going at the end of the residency?
• Established Goals: Topic – Figurative Language/Word Choice
• Enduring Understandings: Students will understand that….
• Essential Questions:
• Students will now…. / Students will be able to….
• Assessment Evidence
• Performance Tasks: Ex- Small group dance; class dance; Structured improvisation; etc.
• Other Evidence: Ex – Final sharing etc.
• Learning Plan – Week by week
• Learning Activities

8. PERFORMANCE TASKS
• Dance and Process
• Emphasis on critical thinking, problem solving, abstract
thinking….addressing Common Core Anchor standard
• Clarity on WHAT process-based dance ‘performance’ tasks look like
for a residency addressing Common Core Anchor Standards
• Assessment tools
• Created in collaboration with the Educator – ‘Other Evidence’ might be
outside of
• Pre/Post Assessment on Dance Knowledge AND Content Knowledge
• Scored choreography….

9. STANDARDS CROSSOVER
• Common Core Anchor Standards
• National Core Arts Standards
• NDEO – National Standards for Learning in Dance
• California State Standards – Curric and VAPA
• SFUSD, VAPA AEMP
Note them all!!