ALEX Resources

   View Standards     Standard(s): [ARTS] DAN (0) 4 :

4) Illustrate an idea, feeling, or image through improvised movement.

Students will use expressive movement to illustrate the poem "Waves" by Tasha Lim.

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [ARTS] DAN (0) 4 :

4) Illustrate an idea, feeling, or image through improvised movement.

[ARTS] DAN (0) 13 :

13) Dance for and with others in designated space.

[ARTS] DAN (0) 19 :

19) Identify an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience.

Students will move to a variety of music and prompt from the book My Many Colored Days by Dr. Seuss. One group of students will move while another group is the audience.  They will reflect on how the colors represent emotions and identify movements to match the emotions.  

   View Standards     Standard(s): [ARTS] DAN (0) 1 :

1) Differentiate between basic locomotor and non-locomotor movements.

Examples: Running, twisting, skipping, falling.

[ARTS] DAN (0) 4 :

4) Illustrate an idea, feeling, or image through improvised movement.

[ARTS] DAN (0) 16 :

16) Repeat, recall and respond to observed or performed dance movements.

[ARTS] DAN (0) 18 :

18) Select and demonstrate a movement in a dance and explain why it was chosen.

Example: Select a movement and explain what the movement may mean.

[ARTS] DAN (1) 7 :

7) Create movement and stillness using changing elements of space.

Example: Change body shapes, levels, and facings.

Move in straight, curved, and zigzag pathways.

Move with others to form straight lines and circles.

[ARTS] DAN (1) 9 :

9) Identify and demonstrate movement qualities.

Example: Bouncy, floppy, melting, or growing.

[ARTS] DAN (1) 19 :

18) Select and demonstrate several movements in a dance and explain why they were chosen.

[ARTS] DAN (2) 2 :

2) Connect a variety of moments while manipulating the elements of dance through locomotor and non-locomotor movements.

[ARTS] DAN (2) 8 :

8) Demonstrate movement on the accented beat in duple and triple meter.

Examples: Waltz, triplet, walking, or marching.

[ARTS] DAN (2) 15 :

15) Recognize dance movements that develop a pattern.

Example: Identify a movement that repeats within a phrase

In this lesson, students will learn about a range of dance styles from a video excerpt from the PBS KIDS series, PINKALICIOUS & PETERRIFIC™. The students will then use what they have learned as inspiration to make up their own dances. After warming up by dancing like robots, which the characters do in the video, children use creative movements to imitate animals, objects, and nature. After practicing their moves, students perform their dance in a class recital.

   View Standards     Standard(s): [ARTS] DAN (0) 3 :

3) Perform an improvisational dance that has a beginning, middle, and end.

[ARTS] DAN (0) 4 :

4) Illustrate an idea, feeling, or image through improvised movement.

[ARTS] DAN (0) 11 :

11) Move safely in general space and start/stop on cue during activities, group formations, and creative explorations while maintaining personal space.

[ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 3 :

3) Describe movement choices within a dance that create a beginning, middle, and end.

[ARTS] DAN (1) 4 :

4) Select movements that express an idea or emotion or follow a musical phrase.

Students will read and summarize a story. They will be divided into three groups.  Each group will write a summarization of the beginning, middle, or end. They will choreograph a dance that represents their part of the story. The class will perform the dance.  

   View Standards     Standard(s): [ARTS] DAN (0) 4 :

4) Illustrate an idea, feeling, or image through improvised movement.

[ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (2) 4 :

4) Select movements that express an idea or emotion or follow a musical phrase and explain reasons for movement choices.

Students will discuss the life cycle of the butterfly.  They will observe the characteristics of the monarch butterfly.  They will brainstorm movements to choreograph the life cycle of the monarch butterfly.