1. Unit Plan: Bob Fosse - Dance History & Choreography
Title of the Unit:
Bob Fosse - Dance History & Choreography
Unit Dates: April-May
Number of Class Sessions: 10 weeks; 8-10 45 minute
sessions
Dance Teacher Name: Kassie Ruboyianes
School: High School
Grade/Class: Mixed grades 9-12, Dance II
Unit Description
What will students do in this unit? (one to three brief sentences)
In this unit students will study the jazz dance pioneer Bob Fosse through analyzing his technique through videos
and embodiment experiences. Students will also have the opportunity to develop their own unique techniques
based on their own bodies through creating individualized systems of dance notation. Dance notation will serve
as the movement score for student created solos.
Big Ideas of this Unit:
Students will understand that:
● Each style/genre of dance his its own aesthetic
components that make it unique
● Choreographers use a variety of sources as
inspiration and transform concepts and ideas
into movement for artistic expression
Essential Questions of this Unit:
Students will answer:
● How does dance deepen our understanding of
ourselves, other knowledge, and events around us?
● How does overcoming obstacles during the creative
process impact the refinement and completion of an
artistic work?
● When do differences among individuals, groups and
others’ cultural background influence the creative
process?
Indicators of Student Learning
CONTENT—Students will know:
● Bob Fosse’s impact on jazz dance
● Aesthetic components of Fosse technique and
how they were unique from jazz of the time
● Notation is a helpful tool when creating
choreography
SKILLS—Students will be able to:
● Create an individual dance notation system
● Create and perform a self-choreographed solo
● Articulately justify their choices
New Jersey Student Learning Standards for Visual and Performing Arts
Create 1.1.12acc.Cr1a: Synthesize content generated from stimulus materials to choreograph dance
studies or dances using original or codified movement.
1.1.12acc.Cr3b: Develop a strategy to record a dance using recognized systems of dance
documentation (e.g., writing, a form of notation symbols, using media technologies).

2. Perform 1.1.12prof.Pr5e: Demonstrate style/genre specific vocabulary and codified movements with
style/genre specific alignment. Demonstrate, through focused practice and repetition, breath
control, body part initiation and body sequencing.
1.1.12acc.Pr4c: Perform planned and improvised movement sequences and dance combinations
while self-monitoring and adjusting dynamics and energy to the choreographic intent.
Respond 1.1.12acc.Re8a: Analyze and discuss how the elements of dance, execution of dance movements
and context contribute to artistic expression in a variety of genres, styles or cultural movement
practices using genre specific terminology.
1.1.12acc.Re9a: Differentiate artistic criteria to determine what makes an effective performance
and justify the point of view. Consider content, context, genre, style, and/or cultural movement
practice to comprehend artistic expression. Use genre-specific dance terminology.
Connect 1.1.12adv.Cn10a: Formulate personal choreography with respect to its content and context.
Reflect and analyze the variables that contributed to the personal perspectives presented in the
dance work, and examine how exposure to various cultures influences individual, emotional,
intellectual, and kinesthetic responses to dance works.
1.1.12acc.Cn11a: Analyze how the role of dance in a global society has influenced various
cultures, societies and historical periods throughout history. Examine how innovations in the arts
have impacted dance-making in these communities in relation to the ideas and perspectives of
the people from whom the dances originate.
National Core Arts Standards
Create DA:Cr1.1.II a. Synthesize content generated from stimulus materials to choreograph dance
studies or dances using original or codified movement.
DA:Cr1.1.I b. Experiment with the elements of dance to explore personal movement preferences
and strengths, and select movements that challenge skills and build on strengths in an original
dance study or dance.
DA:Cr3.1.II b. Develop a strategy to record a dance using recognized systems of dance
documentation (for example, writing, a form of notation symbols, or using media technologies).
Perform DA:Pr4.1.II b. Perform dance studies and compositions that use time and tempo in unpredictable
ways. Use internal rhythms and kinetics as phrasing tools. Dance “in the moment.”
DA:Pr4.1.II c. Initiate movement phrases by applying energy and dynamics. Vary energy and
dynamics over the length of a phrase and transition smoothly out of the phrase and into the next
phrase, paying close attention to its movement initiation and energy.
Respond DA:Re8.1.II a. Analyze and discuss how the elements of dance, execution of dance movement
principles, and context contribute to artistic expression. Use genre specific dance terminology.
DA:Re9.1.III a. Define personal artistic preferences to critique dance. Consider societal and
personal values, and a range of artistic expression. Discuss perspectives with peers and justify
views.
Connect DA:Cn10.1.III a. Review original choreography developed over time with respect to its content
and context and its relationship to personal perspectives. Reflect on and analyze the variables
that contributed to changes in one’s personal growth.
DA:Cn11.1.II a. Analyze dances from several genres or styles, historical time periods, and/or
world dance forms. Discuss how dance movement characteristics, techniques, and artistic criteria
relate to the ideas and perspectives of the peoples from which the dances originate.

3. Social Justice Standards
Identity Diversity Justice Action
4. Students will express
pride, confidence and
healthy self-esteem
without denying the value
and dignity of other
people.
9. Students will respond
to diversity by building
empathy, respect,
understanding and
connection.
11. Students will
recognize stereotypes and
relate to people as
individuals rather than
representatives of groups.
18. Students will speak up
with courage and respect
when they or someone
else has been hurt or
wronged by bias.
Social-Emotional Learning Standards
Self-Awareness 03 Recognize one’s personal traits, strengths and limitations
Self-Management 07 Identify and apply ways to persevere or overcome barriers through
alternative methods to achieve one’s goals
Social Awareness 10 Demonstrate an understanding of the need for mutual respect when
viewpoints differ
Relationship Skills 13 Utilize positive communication and social skills to interact effectively with
others
Responsible Decision-Making 17 Develop, implement and model effective problem solving and critical
thinking skills
Learning Experiences (Lessons)
(Briefly describe each experience)
Warm Ups: Each warm up will include technical aspects of the Fosse style/technique including small
isolations, polyrhythms, exploring various tempos, and light stretching.
Developing
Systems of
Notation:
Students will develop a notation system in week 3 and will continue to form and utilize it in
the rest of the creation process (Weeks 4-5, 6-7)
Week 1
Who is Bob
Fosse?
History
● Students will view Google slides presentation and take notes on the biographical
and historical information about Bob Fosse and his significance in jazz dance
Embody
● Students will embody movements in a Fosse inspired class (warm up, across the
floor, brief movement combination)
Week 2
The Fosse Style
Watch
● Students will watch videos to identify and analyze the technical aspects and
aesthetics of the Fosse style. They will write their findings in their dance journals.
Embody
● Students will embody some foundational movements seen in videos in a Fosse
inspired class (warm up, across the floor, brief movement combination)
Week 3
Dance Notation
Discussion
● Students will review the elements of the Fosse style that make it unique
● Students will answer the question, “What is notation in dance?” A review from prior

4. LOD lessons
Worksheet/Create
● Students will complete the worksheet with prompts from the teacher
● Students will identify then write/draw 6 body parts (3 they love, 3 they are are
insecure about)
● Students will create one movement per body part
● Students will create a corresponding movement symbol and write it down
● Students will create a score by putting movement symbols into an order
Show
● Each student will perform their movement phrase
● Students will be asked to describe what they see including which body parts the
students may have selected and how the movement is unique to them
Weeks 4-5
The Creative
Process Pt. 1
Journal
● Students will respond to a journal prompt asking students to identify 4 aspects of
their identity that make them unique. This journal prompt will have students
thinking about what their inspiration is for the next step of creating movement for
their solos.
● Students will hand in journals once they are finished
Creative Workspace
● Using the worksheet create movement for the 4 aspects of identity that make you
unique
● Create symbols to match
● Put all the symbols you’ve made (10 total) in a new order
Show & Discuss
● Students will show their new phrases that include all 10 movement symbols
● Students will respond to questions and discuss as a group
○ How did it go?
○ Were there any parts that were easy? Difficult?
○ Where do you see this solo going?
Weeks 6-7
The Creative
Process Pt. 2
Discussion
● As a review, class will discuss and embody repetition, tempo change, level change,
and pathway as choreographic tools
Worktime
● Students will have time to work on their solos in class.
Weeks 8-9
Feedback &
Revision
First showings
● Students will work in small groups to perform rough drafts of their solos
Feedback
● Students will work on giving and receiving feedback. Each student will take turns in
group roles including the speaker, the writer, and the time keeper.
Revise
● Students will have time to apply feedback and continue working on their solos
Week 10
Performance
Performance

5. ● Final sharing - students will perform their solo for the class. After each student
performs, a brief discussion consisting of feedback and talking about their creative
process will commence.
Pre-Assessment & Prior Knowledge
What do students already know and understand?
● Moderate understanding of kinesthetic body
awareness
● Each genre/style of dance has components and
aspects that make it unique
● The purpose of notation in dance
What skills related to this unit have students
already developed?
● Prior experience with Laban Movement Analysis
● Prior experience with Language of Dance
notation
● Prior experience creating movement and giving
feedback
Summative Assessment
Students will perform self-choreographed solos based on inspiration from Fosse style. Students will have
developed a score consisting of 10 original movements and symbols to create a score, then will manipulate
the score to include repetition, tempo change, level change, and pathway. Solos will be a minimum of
1-minute.
Resources
(Books, music, articles, websites, etc.)
● Fosse Google slides
● Dance Notation Worksheet
● Dance Journals & prompts
● Guarino, L., & Oliver, W. (2015). Jazz dance: A history of the roots and branches. University Press of
Florida.
● BOB FOSSE documentary
Designed by Kara Kamenski for Embodied Dance History April 2022©

6. Week 3: Dance Notation
Date: 4/21/22 Grade: 9-12
Instructional Location: Dance studio Class/Group Size: Demo lesson, 8 students
I. Learning Objectives
Central Focus of Lesson: to create and notate a short movement phrase inspired by Bob Fosse
Lesson Objectives: Standards Addressed:
Students will be able to create a notation system for the
development of personal dance techniques
Students will be able to perform a short movement phrase with
attention to personal style and individuality
1.1.12acc.Cr3b: Develop a strategy to
record a dance using recognized systems of
dance documentation (e.g., writing, a form
of notation symbols, using media
technologies).
1.1.12acc.Pr4c: Perform planned and
improvised movement sequences and
dance combinations while self-monitoring
and adjusting dynamics and energy to the
choreographic intent.
Key Vocabulary: notation, independent, movement symbol, phrase, Bob Fosse
II. Lesson Consideration
Prior Academic
Learning and
Prerequisite Skills
● Bob Fosse background info including personal information and dance
technique information
● Language of Dance notation
Misconceptions ● Students may believe they can only love movement inspired by body parts they
love
● Students may believe they cannot create a technique
III. Lesson Plan Details
Do Now (5 minutes)
Answer the question on the dry erase board:
● How would you describe notation in dance?
*Teacher will read responses as they are written
Learning Activities (35 minutes)
Discussion (5 minutes)
● Review Elements of Fosse technique
○ Including hands, hips, use of hat, tempo and how this differs from jazz of the time
● Creating your own notation symbols
○ Remind students that in the past they have used LOD symbols
Worksheet/Create (15 minutes)
● In the left hand column, write down 3 body parts you love and 3 body parts you feel insecure about.
● Create a movement to go along with each body part.

7. ● In the right hand column, create any symbols you want to document your movements. Each person's
symbols will be unique!
*Teacher will set timer to keep students on track
Show & Discuss (15 minutes)
● Each student will perform their movement phrase
● Students will be asked to describe what they see including which body parts the students may have
selected and how the movement is unique to them
○ Indicating which body part was a “love” vs an “insecure” is not necessary
Exit Question (5 minutes)
On the white board, describe the overall feeling or aesthetic of your technique and how it’s personal to you.
*Teacher will read responses as they are written
Extension:
With a partner, perform your movement phrase again and give specific feedback as a glow, grow, and wish.
IV. Assessment
Assessment #1:
Objective 1: Students will be able to create a notation system
for the development of personal dance techniques
Students will demonstrate understanding through the
completion of their dance notation worksheets. Feedback will
be given during work time as the teacher walks around to
check in with each student.
Assessment #2:
Objective 2: Students will be able to perform
a short movement phrase with attention to
personal style and individuality
Students will demonstrate understanding
through the performance of their movement
phrases. Each performance should be full
out with attention to personal style and
individuality. Feedback will be given by peers
and the teacher after each performance.
V. Knowledge of Students
Planned Supports:
● Dance Notation Worksheet
● Timer
● White board & markers
Modifications:
● Assistance with writing (in accordance with IEPs/504s)
● Longer work time (in accordance with IEPs/504s)
● Quiet space to work (in accordance with IEPs/504s)
● Performing after class for the teacher one-on-one
● For injuries: performing seated, stationary, etc
*This lesson was taught on 4/21 as part of the unit presentation

8. Week 4: The Creative Process Pt. 1
Date: Grade: 9-12
Instructional Location: Dance studio Class/Group Size: Dance II
I. Learning Objectives
Central Focus of Lesson: to add 4 more movements and develop matching movement symbols in order to
create a longer movement phrase
Lesson Objectives: Standards Addressed:
Students will be able to create a movement phrase based on
personal identity using an individual dance notation system.
Students will be able to reflect on aspects of their identity that
make them unique and use that analysis to formulate personal
choreography through a written journal response.
1.1.12acc.Cr1a: Synthesize content
generated from stimulus materials to
choreograph dance studies or dances using
original or codified movement.
1.1.12adv.Cn10a: Formulate personal
choreography with respect to its content
and context. Reflect and analyze the
variables that contributed to the personal
perspectives presented in the dance work,
and examine how exposure to various
cultures influences individual, emotional,
intellectual, and kinesthetic responses to
dance works.
Key Vocabulary: notation, independent, movement symbol, phrase, Bob Fosse, personal identity, embody
II. Lesson Consideration
Prior Academic
Learning and
Prerequisite Skills
● Bob Fosse background info including personal information and dance
technique information
● Language of Dance notation
● Notation from class prior
Misconceptions ● Students may believe they can only love movement inspired by body parts they
love
● Students may believe they cannot create a technique
III. Lesson Plan Details
Do Now (5 minutes)
Review phrase and movement symbols from last week
*Teacher will walk around and check in with students
Learning Activities (35 minutes)

9. Journal (10 minutes)
● Students will be given a Journal Prompt and asked to respond in the dance journals
● Students will hand in journals once they are finished
● Journal prompt
Creative Workspace (15 minutes)
● Using the worksheet create movement for the 4 aspects of identity that make you unique
● Create symbols to match
● Put all the symbols you’ve made (10 total) in a new order
Show & Discuss (10 minutes)
● Students will show their new phrases that include all 10 movement symbols
● Students will respond to questions and discuss as a group
○ How did it go?
○ Were there any parts that were easy? Difficult?
○ Where do you see this solo going?
Exit Question (5 minutes)
On a blank piece of paper, fill in the blank and then hand in before you get changed:
● Something that I learned about myself today was ___________
Extension:
If time permits, students will begin to explore repetition, tempo, levels, and pathways in their movement
phrase.
IV. Assessment
Assessment #1:
Students will be able to create a movement phrase based on
personal identity using an individual dance notation system.
Students will demonstrate understanding through the
notation documented on their notation worksheets. Feedback
will be given in real time as the teacher walks around to check
in.
Assessment #2:
Students will be able to reflect on aspects of
their identity that make them unique and
use that analysis to formulate personal
choreography through a written journal
response.
Students will demonstrate their
understanding through their written
responses to the journal prompt. Feedback
will be written in journals and returned
before the next class.
V. Knowledge of Students
Planned Supports:
● Journal Prompt
● Worksheet
● Timer
● White board & markers

10. Modifications:
● Assistance with writing (in accordance with IEPs/504s)
● Longer work time (in accordance with IEPs/504s)
● Quiet space to work (in accordance with IEPs/504s)
● Performing after class for the teacher one-on-one
● For injuries: performing seated, stationary, etc