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) 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 (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 (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) 21 :

21) Identify the elements of dance in movement.

Example: Describe the levels created by peers in an improvisation or dance phrase.

[ARTS] DAN (1) 2 :

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

[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) 11 :

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

Students will pretend to surf, using low, medium, and high levels. They will identify pathways that surfers use such as straight, curved, and zigzag. They will choose one level and one pathway to move to disco music. They will perform the following disco moves: Roll, Disco Duck, and Hustle. They will perform these movements to disco 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) 15 :

15) Identify a movement or movement phrase that repeats to make a pattern within a dance.

[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) 11 :

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

The students will review the previously learned disco steps.  Working in groups, they will choreograph a movement sequence that has a beginning, middle, and end with a pose. They will perform their dance for the class.  

   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.