ALEX Resources

   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) 7 :

7) Demonstrate movement and stillness using the basic elements of space, including line, shape, levels, and size.

Examples: Join with others to make a circle, then work with others to change it to a square.

Create a curved shape on a low level.

[ARTS] DAN (0) 10 :

10) Demonstrate body patterning movements and body shapes.

Example: Same side and cross-body locomotor and non-locomotor 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) 10 :

10) Demonstrate a range of locomotor and non-locomotor movement concentrating on direction.

Examples: Skipping in a circle or reaching on a diagonal.

[ARTS] DAN (1) 15 :

15) Identify a movement or movement phrase that repeats to make a pattern within a dance.

[ARTS] DAN (2) 4 :

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

[ARTS] DAN (2) 7 :

7) Demonstrate clear directional movement that changes body shape, facings, or pathway in space.

Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.

Differentiate between circling and turning as two separate ways of continuous directional change.

[ARTS] DAN (2) 10 :

10) Demonstrate a range of locomotor and non-locomotor movements that alternate between personal space and general space.

Example: Skipping across the floor followed by skipping in place.

[ARTS] DAN (2) 15 :

15) Recognize dance movements that develop a pattern.

Example: Identify a movement that repeats within a phrase

In this lesson plan, children explore the ways in which dance can represent the natural world. After watching video excerpts from the PBS KIDS series, PINKALICIOUS & PETERRIFIC®, they learn a dance based on the movements of the Sun, planets, and stars. They then work together to choreograph their own version of a “space dance” and perform it for others.