ALEX Resources

   View Standards     Standard(s): [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) 11 :

11) Change levels, directions, and pathway designs safely in a dance phrase while coordinating with a partner or other dancers.

Students will explore straight and curved lines by using their bodies to write letters of the alphabet. They will write their own name using different body parts--head, hand, hip, foot, etc. Working in groups, students will create a dance that has a beginning, middle, and end. They will explore different levels while moving.  

   View Standards     Standard(s): [ARTS] DAN (0) 8 :

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

[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) 8 :

8) Demonstrate the element of time by moving to quick, moderate, or slow music or sound.

Example: Recognize steady beat and move to varying tempi of steady beat.

[ARTS] DAN (2) 5 :

5) Improvise to create short memorized dance phrases using material discovered through guided improvisation and guided feedback.

[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) 8 :

8) Perform improvised movements with or against tempos and rhythms in music or sound.

Students will improvise movements to a variety of genres and speeds of music. They will adjust movements to match the tempo. They will perform hip hop moves such as bounce to the beat, step clap, attitude, raise the roof, walk and jump, bops, clean it, butterfly, twister, and fall back. They will move safely while performing their favorite hip hop moves while listening to music.  

   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 (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): [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 (4) 1 :

1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (5) 1 :

1) Develop content for choreography using ideas generated from a variety of prompts.

Examples: Spoken word, text, poetry, images, or nature.

In this learning activity, students view images of constellations in the sky at night, trace the connections between the stars and describe what shapes, characters, or stories come to mind. They will respond to each constellation and season by making a statue that uses a dance element.  

   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) 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 (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) 2 :

2) Select and demonstrate a movement solution for a given movement problem.

Example: Find a way to travel across the floor only on a low level.

[MA2019] (2) 25 :

25. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

a. Recognize and draw shapes having specified attributes.

Examples: a given number of angles or a given number of equal faces

[MA2019] (3) 26 :

26. Recognize and describe polygons (up to 8 sides), triangles, and quadrilaterals (rhombuses, rectangles, and squares) based on the number of sides and the presence or absence of square corners.

a. Draw examples of quadrilaterals that are and are not rhombuses, rectangles, and squares.

Students will identify known shapes and describe their properties. They will create the shape with their body.  As a group, they will create a shape with all members. They will change groups and create another shape.  

   View Standards     Standard(s): [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) 8 :

8) Perform improvised movements with or against tempos and rhythms in music or sound.

[ARTS] DAN (3) 9 :

9) Change the degree of energy used in movement to heighten the effect of intent.

Example: Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness

[ARTS] DAN (3) 11 :

11) Change levels, directions, and pathway designs safely in a dance phrase while coordinating with a partner or other dancers.

[ARTS] DAN (4) 2 :

2) Find a solution to a movement problem by manipulating the elements of dance.

Examples: Perform a dance phrase using three different levels.

Perform a dance phrase that alters the timing of the movement.

[ARTS] DAN (4) 8 :

8) Recognize and respond to changes in time as they occur in dance and music.

Example: Use a variety of percussive instruments and sounds to respond to even and uneven rhythms.

[ARTS] DAN (4) 9 :

9) Analyze and describe the qualities of movement and phrases created by the use of energy and dynamic changes.

[ARTS] DAN (5) 8 :

8) Perform movement phrases that show the ability to respond to changes in time generated from various rhythms.

Example: Rhythms from internal and external sources.

[ARTS] DAN (5) 9 :

9) Explore bound and free-flowing movement motivated from both core initiation (torso) and peripheral initiation (distal) while analyzing the relationship between initiation and energy.

Students will create an imaginary force field and move around the room while demonstrating the weight of a variety of music. They will use a single word to describe their movements. They will work together to create movements to match the descriptive words.