ALEX Resources

   View Standards     Standard(s): [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.

[ARTS] DAN (3) 7 :

7) Perform movement sequences in and through space with intention and focus on positive and negative space.

[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.

Students will review the Laban Movement Efforts: thrust, float, slash, glide, wring, dab, press, flick.  They will create shapes moving through a high, medium, and low levels.  Without touching, one student will create a shape while their partner creates another shape in the first student's negative space.    

   View Standards     Standard(s): [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.

[ARTS] DAN (3) 6 :

6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

[ARTS] DAN (3) 10 :

10) Replicate body shapes, movements, qualities, and movement patterns in a dance sequence with awareness of body alignment.

[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 use curved and straight lines, locomotor and non-locomotor movements, and different levels while moving to music. They will use simple choreography to recall patterns with their bodies and where they will move in space. They will draw a dance map of the movements they performed.  

   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.