ALEX Resources

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

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

The teacher will print or make the dance and move sequence cards and give a set to each student. The student will use the cards to create dance sequences that combine locomotor skills with pathways and non-locomotor skills with levels.  

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

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

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

[ARTS] DAN (0) 13 :

13) Dance for and with others in designated space.

[ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 13 :

13) Perform a dance for others in a space where audience and performers occupy different areas.

Examples: Perform a dance in theatre-in-the-round format.

Perform a dance in a non-traditional setting such as a football field.

[ARTS] DAN (2) 3 :

3) Create a dance phrase with a main idea that has a clear beginning, middle, and end.

[ARTS] DAN (2) 13 :

13) Perform a dance in a space where the audience and performers occupy different areas while focusing on projecting to the audience.

[ARTS] DAN (3) 1 :

1) Improvise movements with a variety of self-identified prompts.

Examples: music/sound, text, objects, images, notation, observed dance experiences

Students will perform hip-hop moves while playing freeze tag. They will review previously learned hip-hop moves and perform them with a variety of music. They will perform new hip-hop moves such as the robot, punch it, and pop-boom-boo-ha-yo-cha. Working in groups, students will choreograph a dance and share it with the class.  

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

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (2) 11 :

11) Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

In this video, experience a sample of the Dancing Wheels Company & School's training methods in physically integrated dance, a method that allows those with and without disabilities to learn and perform a dance together.  The video includes movements are brush, turn, and jump. These ideas can be used in choreography for students with different abilities.  

   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) 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 (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

2) Experiment with changing a movement, utilizing the elements of dance.

[ARTS] DAN (1) 11 :

11) Identify and explore personal space and general space within movement.

[ARTS] DAN (2) 1 :

1) Respond to movement with a variety of prompts and suggest additional sources for movement ideas.

[ARTS] DAN (2) 11 :

11) Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

[ARTS] DAN (3) 1 :

1) Improvise movements with a variety of self-identified prompts.

Examples: music/sound, text, objects, images, notation, observed dance experiences

[ARTS] DAN (3) 13 :

13) Use stage directions to identify main areas of a performance space.

Example: Travel from downstage right to upstage left.

[ARTS] DAN (4) 12 :

12) Coordinate performance timing with other dancers by utilizing cues from each other and responding to production elements.

Examples: Enter stage after eight counts of music, or wait until lights go up for bow.

[ARTS] DAN (5) 11 :

11) Employ safe practices before, during, and after dancing.

Examples: Discuss ways to promote muscular strength, endurance, injury prevention.

Promote healthful eating and good nutrition as proper food for the body.

This article includes five different activities to incorporate theater and dance into the classroom.  The activities included are "Mystery Mover," "Stage Corners," "Carnival Walk," "Reader's Theater," and "When I Move, You Move." 

   View Standards     Standard(s): [SC2015] (1) 8 :

8 ) Observe, describe, and predict patterns of the sun, moon, and stars as they appear in the sky (e.g., sun and moon appearing to rise in one part of the sky, move across the sky, and set; stars other than our sun being visible at night, but not during the day).

[ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 4 :

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

[ARTS] DAN (1) 18 :

19) Identify the movements in a dance that communicate an experience and relate the movements to a familiar experience.

Students will describe the way the sun and moon move in the sky. Working in groups, they will create a dance to show how the sun rises and sets in the sky. They will describe the levels in the morning, midday, and sunset. Another group will create a dance to show how the moon rises and sets in the sky and describe the levels that could be seen. The groups will combine their dances to show the complete process.        

   View Standards     Standard(s): [ARTS] DAN (0) 2 :

2) React to stimuli by creating movement that changes at least one of the elements of dance.

Example: Identify elements of movement that are personally difficult to perform and discuss in a journal how this impacts movement choice in choreography.

[ARTS] DAN (0) 8 :

8) Demonstrate tempo changes with movements that match music or sound stimuli.

[ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

2) Experiment with changing a movement, utilizing the elements of dance.

[ARTS] MUS (0) 1 :

1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :

8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (0) 15 :

15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 8 :

8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

[ARTS] MUS (1) 16 :

16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

In this activity, students will identify patterns, such as AB, ABA, AABA. They will provide examples seen in the classroom and the community. They will create a movement pattern using one of these forms. While listening to music, they will identify the form and choreograph a movement to represent each section.   

   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 (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

2) Experiment with changing a movement, utilizing the elements of dance.

[ARTS] DAN (1) 9 :

9) Identify and demonstrate movement qualities.

Example: Bouncy, floppy, melting, or growing.

Students will brainstorm ways to move, including shake, vibrate, sharp, smooth, swing, twist, wiggle, and spin. They will perform examples of these movements using different forces and efforts. The teacher will provide prompts for students to improvise movements.  

   View Standards     Standard(s): [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.

[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.

Students will brainstorm a list of emotions and feelings. They will create a facial expression and a frozen shape to express each emotion. In a group, they will choreograph a dance beginning and ending with a frozen shape with the middle being locomotor movements.

   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.   

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

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

2) Experiment with changing a movement, utilizing the elements of dance.

[PE] (1) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

The students will move to the music based on its beat, words, tune, and other variables.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.