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) 9 :

9) Identify and apply different qualities to movements.

Example: Heavy/light, smooth/sharp, sustained/sudden.

[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) 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 improvise axial (non-locomotor) movements using individual parts of the body, upper body, lower body, and entire body.  They will move safely while performing locomotor movements such as walking, running, jumping, hopping, skipping, sliding, or galloping.  They will move using different types of energy such as percussive and sustained.    

   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.

   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.