ALEX Resources

   View Standards     Standard(s): [ELA2021] (2) 32 :

32. Identify rhyme schemes in poems or songs.

[ARTS] DAN (2) 2 :

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

[MA2019] (2) 2 :

2. Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

a. State automatically all sums of two one-digit numbers.

The teacher will introduce students to the word syllable and demonstrate to students how to count syllables in words using the digital tool. Next, the teacher will read a haiku poem to students and have the students count the syllables in the haiku using the strategy demonstrated in the video clip. Lastly, the teacher and students will read a variety of haiku poems, with the teacher encouraging the students to identify the syllable pattern in each poem using non-locomotor movements. The students will use mental math to calculate the number of syllables present in each line of a haiku poem and describe how this pattern supplies rhythm in a haiku. 

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

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

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

[ELA2021] (2) 32 :

32. Identify rhyme schemes in poems or songs.

This activity is designed to be presented after the activity Dancing to Haikus-Part 1: Counting Syllables. In this activity, the teacher will introduce pairing a haiku poem with locomotor movements, such as jumping, twirling, and skipping. The students will develop ideas to connect locomotor movements with prompting from a haiku poem. 

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

   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) 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) 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) 11 :

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

[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) 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) 11 :

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

This activity includes four dance options, including exploring levels, pathways, space, and locomotor movement.  Students will create different shapes while exploring high, middle, and low levels.  They will identify and move through different pathways such as straight, curved, and zigzag.  They will practice moving safely through general space and kinesphere (self-space).  They will explore the eight basic locomotor movements - walking, running, hopping, skipping, jumping, galloping, leaping, and sliding.

   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 (2) 1 :

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

[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) 3 :

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

[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.

Students will draw their initials in upper case letters on paper and in the air. They will explore the pathways created by their initials while walking on the floor. They will identify the different types of lines created by the pathways. They will choreograph a three-part (beginning, middle, end) dance using their initials.