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As students learn about dances and dance music of various cultures throughout Unit 3, have them identify similarities and differences. Guide their thinking by suggesting that they consider the following factors:
- time period
- social settings
- purposes
- are steps formal or improvised?
- how does the style of music influence the dance?
Have students add to their Comparison Charts after each lesson in Unit 3; as an alternative, have them create their charts as an end-of-unit review.
EXTEND
Invite volunteers to model a current popular dance (select or screen recordings, or choose a recording such as "Conga"
CD 2:9). Encourage more than one student to demonstrate the same dance. Guide students to identify common elements among the dancers' movements. Determine whether the dance steps are improvised or set. Discuss how the media informs, shapes, and standardizes the moves they incorporate in their dance.
A completed Comparison Chart might include the following information:
 Comparison Chart
Other Spotlight on Music Points of Use for a Comparison Chart:
- Grade 2
Point of Use:
Spotlight on Celebrations, Spring on p. 378
"Appalachian Spring" and
"Welcome Is the Month of May"
- Grade 3
Point of Use:
Three canons on pp. 141, 277, and 282
"Shalom Chaveryrim,"
"Little Tommy Tinker," and "Spiders"
- Grade 4
Point of Use:
Spotlight on Performance, Theme 1, Dance, Dance, Dance!, p. 306–315
"At the Hop," "Down at the Twist and Shout," "We Go the Beat,"
"The Loco-Motion," and "Twist and Shout"
- Grade 5
Point of Use:
Spotlight on Performance, Theme 1, Forever Rock and Roll, p. 306–317
"Surfin' U.S.A.," "Yakety Yak," "Southern Nights," "Hero," "Change the World," and "Rock and Roll Is Here to Stay"
- Grade 5
Point of Use:
Three jazz songs on pp. 31, 186, and 363 "Sing, Sing, Sing,"
"I Got Rhythm," "On the Sunny Side of the Street"
- Grade 6
Point of Use:
Unit 4, Lesson 1 after WRAP UP on p. 129
musical instruments
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