Hartsville Middle school dance program 

Curriculum Leadership Institute in the Arts 2016 Lesson Plan Format and Explanation                                        Lesson Title Arts Area Unit Jazz Dance the Foundation August 18th September 15th, 2025 School/Grade Level Hartsville Middle School Performing Arts  Lesson Writer Dennis James Breedlove Statement about the writer,Long Range Plans, and Lesson Development

Educator, Teacher, Artistic Director

Dennis James Breedlove has long recognized dance and theater performance as his point of service to humanity, offering an outlet for those in need and bringing peace to individuals and communities. His life’s work centers on the healing power of “DANCE & SPIRITUAL HEALING.” From birth, his purpose has been clear; to dance and share this gift of healing with others. 

This calling defines his personal and professional journey. Mr. Breedlove’s early exposure to dance laid the foundation for a distinguished career in the performing and choreographic career. This passion led him to New York City, where he studied with the esteemed Alvin Ailey American Dance Theater Company. He furthered his education at Miami Dade College, receiving his AA in education, and voice for the stage. He earned a BFA in Dance from the University of the Arts’ College of Performing Arts School of Dance. Throughout his academic career, Mr. Breedlove participated in university productions that included grant writing, which opened the door to training at the Bates Dance Festival in Lewiston Maine. 

His diverse experiences also encompassed dance performances, set and lighting design, and choreography. Professionally, Mr. Breedlove was a member of the Momentum Dance Company in Miami, Florida. Where he both danced and choreographed, he served as the male lead for the Philadelphia based SD-PRISM Dance Theater Company. His commitment to community arts is evident in his work with the School House Children’s Theater and participation in Community Art Projects’ production of The Chocolate Nutcracker. As an educator, Mr. Breedlove’s contributions are extensive. He has taught Cardio-Jazz Dance and served as a Cardio-Boot Camp Instructor. He was the Curriculum Leadership Institute in the Arts 2016 Lesson Plan Format and Explanation founding dance teacher and head varsity coach at Ransom Everglades Upper and Middle Schools campuses. 

An elite dance team that is ranked nationally #1 among private/parochial schools in lyrical, jazz, and modern dance. He has worked in Miami Dade County Public Schools as a substitute teacher, consultant to the performing arts. He worked as a teaching artist with Access Arts, supporting students and adults with special needs. Mr. Breedlove continues to pursue his dream of establishing a professional dance theater company, DJB DANCE THEATER, INC., & wellness studio, or Cultural Arts Performing Arts Center. He remains passionate about inspiring children and families with the joy and transformative power of dance.

Unit Description/Bell Work                                                                                                                                                                    The foundation of Jazz Dance. Students will be exploring the foundation of jazz dance from dance technique and history to performance. Student will be reviewing writing prompt assignments in lined with SC-REDAY ELA & MATH assessments. Students will review math reading prompts weekly. Each writing prompt will be related to dance fundamentals. 

Curriculum Leadership Institute in the Arts 2016 Lesson Plan Format and Explanation

Enduring Understanding/E.D.P.I.                                                                                                                                                Magnet Dance Students & Classes The students will gain a better understanding of dance and performance for the concert stage. To have a wider understanding of the overall objective of dance performances. Intro to dance students/general dance classes Students will develop an appreciation for the performing arts. Along with how to apply it in a performance, dance history, dance terminology.

Essential Question Dance Program                                                                                                                                                     The students will be guided in using dance technique stage terminology in building a foundation, for teacher, student, compositions, and making the connection from student artist to performing artist. In addition, students have a dance vocabulary word list that they are to take notes in a dance folder or dance blinder.

2010 SC Academic Standards for the Visual and Performing Arts Implemented

The students will identify and demonstrate proper dance technique while performing the following dance warm-up. Jazz dance styles warm-up. Dance Standards Magnet Dance level II: Artistic Processes: Creating-I can conceive and develop new artistic ideas and work. Anchor Standard: 1 I can use moment exploration to discover and create artistic ideas and works.

General Ed-Dance                                                                                                                                                                           Anchor Standard 4 I can perform movement skills and techniques. Instructional Objectives Students will be given a lecture demonstration on dance performance, and the importance of the dance warm-up and the reviewing of past and current dance material/dance phrases.

Curriculum Leadership Institute in the Arts 2016 Lesson Plan Format and Explanation

Description of Instruction Students are engaging in learning dance history, dance performance, and dance technique. As we explore the foundation of jazz dance. These are just some of the jazz dance styles we will be exploring.

Hip-Hop

Afro jazz

Modern jazz

Latin jazz

Blues jazz

Jazz funk

Tapp

Lyrical

Gospel jazz

Musical theater jazz style

Teacher Procedures The teacher will Lead the classes in a dance warm-up. Combination across the floor Review dance past combination Support students with positive and constructive criticism

Curriculum Leadership Institute in the Arts 2016 Lesson Plan Format and Explanation

Engaging students in critical thinking of the overall composition work Student Tasks Magnet Dance Students:

Students will review the warm-up and perform with proficiency to each student's best ability. Students will execute the warm-up and dance technique, and terminology. Students will continue to execute the leaning skills, technique, and terminology. As it relates to ongoing skill development, and dance performance. Students are working on what is the foundation of jazz dance and jazz technique, as well as the many styles and forms of jazz. All students in the dance program are being introduced to the many forms of jazz dance from its vocabulary words and terminology to the practical and being able to know the terms and execute them when called on.

Assessment Teacher made dance rubric for dance class all levels, all grades                                                                   Teacher Evaluation Sheet                                                                                                                                                 Formal/Informal Teacher Observation Sheets                                                                                                                     Observation of all Dance concerts/Performance exam formal                                                                                      Observation of Student’s response to teacher’s critiques Group Self                                                                              Evaluation Checklist Quick peer to peer evaluation form                                                                                                    Materials Dance bodies, voices for sound and expressions of emotions.                                                                               Music system CD player, Portable speaker, handheld drum. Smallhandheld Jimbo-drums, tap shoes, the dance studio. The dance wall mirrors.                                                                                                                                                             Resources Dance textbooks: Discovering Dance & Experiencing Dance Teacher made worksheet South Carolina Dance Association Attachments Teacher created: Student daily participation grading rubric Teacher created:          Teacher Evaluation Sheet Peer to Peer Assessment Evaluation Curriculum Connections, Common Core, and Content Are Standard 

Dance: Artistic Processes: Performing

Benchmarks: I can perform movements using the dance elements.

Dance elements:

Space

Time

Body

Energy

Relationship

Performing Arts:

Creative performances that allow one and others to showcase by highlighting one's talented abilities in a performance.

Drama:

Anchor Standard 4: I can perform moment skills and techniques, as it relates to dance in a

drama setting.

I can observe choreography and use dance vocabulary to identify the

emotion or mood

Benchmark: I can demonstrate basic movement elements and skills, as they relate

to a drama and theatrical/performance setting.

English:

I can analyze how artistic choices of the choreographer contribute to

the purpose of the dance.

I can evaluate how artistic choices suggest the meaning of a dance.

Benchmark: I can apply technique and artistry informed by personal performance

goals

I can embody the technical dance skills and artistry necessary to

perform a dance work and analyze skills will contribute to my artistic

growth.

Math:

Anchor Standard 7: I

can relate dance to other arts disciplines, content areas, and careers.

Benchmarks:

Physical Education: I can replicate and memorize movement sequences.

I can accurately perform movement phrases created by myself and

others.

Science:

Benchmark: I can demonstrate increasingly complex dance steps, concepts and

intentional kinesthetic skills while applying skills.

I can justify my interpretation of a dance based on the dance elements,

execution of movement, performance qualities, and context.

Social Studies:

Benchmark: I can identify relationships between dance and another subject in my

school.