Date submitted: 7/15/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
1. Students will be able to describe the unique qualities of Bolivian/Peruvian music and dance.	1. Students will observe, describe, and infer responding to cultural music and dance.
2. Students will know and use the basic elements of improvisation and dance. 3.Students will demonstrate improvisation based on the music and history for "Carnavalito".	2. Students will demonstrate, describe and name the use of Body, Energy, Space, Shape, and Time, also Expression, Imagination and Story. 3. Students will demonstrate effective and creative use of improvised dialogue showing plot, character and setting.
4. Students will learn and demonstrate the basic steps to the "Carnavalito" dance.	4. Students will demonstrate comprehension and acquisition of form and style accuracy in the dance.
5. Students will effectively create their own tableau using improvised ideas and knowledge of historical dance steps.	5. Students will effectively use facial expression and body language to reveal meaning for their story.
6. Students will begin to create a tableau, movement, tableau sequence using knowledge of improvised dance and the historical story.	6. Students will improvise collaboratively, based on relationships and social situations, effectively using contact improvisation.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
Describe: Describe the movement in the original dance. What were the movements that others in the class created for this music and story?	Analyze: What specific sounds created certain moods? What movements did the individual class members have in common?
Interpret: How does that mood effect your movement? How can you combine the ideas for movement from the dance with your own ideas?	Evaluate: Can you see clearly the preparation for a festival and a long journey in your created movement of this dance? Compare the movement chosen by the villagers with the steps that the class created.
Describe what preparing for a festival is like.	What do you think their biggest priorities were?
3. Interpret	4. Evaluate
What should be the most important things to prepare and take on the journey?	How effectively did the class groups convey the variety of emotion and duties of the villagers in their opening tableau?
Describe the movement needed to get across a mountain pass.	What do you think they were feeling?
How would they act during this great trip full of danger and expectation?	Did the beginning improvisation speak with emotion as well as action?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will be divided into two groups and combine ideas from actual dance steps with improvised steps working toward the creation of a "tableau, movement, and tableau" sequence. This will be based on a historical folk-tale describing the preparation, long journey over the Andes Mountains and the culminating festival in a small village of Bolivia or Peru. Students will use what they have completed in lesson #1 and create their own opening tableau displaying the scene in their home village. Individual students in each group will be assigned the tasks of Facilitator, Director and Curator. They will reflect and create their opening tableau.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect They will cooperate in assigning each member a character, a task and an emotion. Cards will be provided with these traits so assignments can be made randomly.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Contact improvisation will be introduced and practiced to emulate given characters and tasks. Completion of this lesson will reflect the beginning of contact improvisation toward creating a story for the trip across the Andes.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Reflection will take place to set expectations for the conclusion of this lesson set. In lesson #3 a performance involving contact improvisation will be conducted with the creation of closure in their arrival in the festival village.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? What qualities in Bolivian or Peruvian music make it unique? How is the story portrayed by the steps of the dance? What clues do you see either in the music or the designed steps that indicate the purpose in the creation of the dance? How does facial expression and slow motion accentuate the rich emotion of the tale? How can you make your tableau better and the improvisation across the mountain clearer to the audience?