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Classroom Resources (9)

ALEX Classroom Resources  
   View Standards     Standard(s): [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 (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.

[MA2019] (4) 29 :
29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.
Subject: Arts Education (4), Mathematics (4)
Title: Math + Arts: Geometry in Dance
URL: https://aptv.pbslearningmedia.org/resource/5c8b17ce-1b19-4e43-a91c-02cbb6f79310/geometry-in-dance/
Description:

In this lesson, students observe symmetry, geometric shapes, and angles in two Early American dances, and then choreograph their own dances with symmetrical figures.

 

There are three options for this lesson, depending on class needs and time available:

  1. Frame, Focus, and Reflection (view and discuss): observe symmetry in dance and relate it to paper folding.
  2. Short hands-on activity: observe symmetry in dance and relate to geometric shapes and angles.
  3. Project: compare and contrast two Early American dances and choreograph a dance with symmetrical figures.

   View Standards     Standard(s): [ARTS] DAN (3) 4 :
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

[ARTS] DAN (3) 20 :
20) Present research about a key aspect of a dance in oral, written, or movement form.

Example: Collect information from classmates about why they like to dance and perform a dance that includes all the feelings that were expressed.

[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 (4) 4 :
4) Create a dance study that expresses and communicates a main idea and discuss the reasons for the movement choices.

[ARTS] DAN (5) 16 :
16) Compare and contrast the qualities of style used in a dance from one's own personal cultural practice to a style from a different cultural movement practice.

[ARTS] DAN (5) 18 :
18) Define qualities of dance that make a dance artistic and meaningful and relate them to the elements of dance in genres, styles, or cultural movement practices.

Subject: Arts Education (3 - 5)
Title: Céilís: Exploring Irish Folk Dance
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/ceilis-exploring-irish-folk-dance/
Description:

Students will research Ireland and Irish culture, including traditional dance and music. They will work in groups to choreograph a Céilís to traditional Irish music. 


   View Standards     Standard(s): [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.

Subject: Arts Education (4 - 5)
Title: What Is a Choreographer?
URL: https://wonderopolis.org/wonder/what-is-a-choreographer
Description:

Students will read about choreographers and what they do.  The famous choreographers mentioned are Bob Fosse, George Balanchine, Alvin Ailey, and Martha Graham.  Students will research dances by choreographers and choreograph their own routines.  


   View Standards     Standard(s): [ARTS] DAN (3) 4 :
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

[ARTS] DAN (3) 17 :
17) Identify specific context cues from movement that relate to the main idea of the dance using basic dance terminology.

Example: Interpret a dance as sad because all of the movements are heavy and sustained.

[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.

Subject: Arts Education (3 - 5)
Title: Dance Your Feelings
URL: https://www.kennedy-center.org/video/education/dance/tap-dance-your-feelings-with-erika-malone/
Description:

Students will watch Erika Malone demonstrate how to choreograph a dance based on their emotions.  They will perform the dance with Erika while watching a video.  After watching the video, the students can choreograph their own dance based on their emotions. 


   View Standards     Standard(s): [ARTS] DAN (3) 3 :
3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

[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.

Subject: Arts Education (3 - 5)
Title: What Is Line Dancing?
URL: https://wonderopolis.org/wonder/what-is-line-dancing
Description:

Students will read about the history of line dancing. They will watch some instructional videos and choreograph their own line dance. 


   View Standards     Standard(s): [ARTS] DAN (3) 3 :
3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

[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.

[ARTS] DAN (5) 10 :
10) Demonstrate a series of dance phrases using fundamental dance skills.

Examples: Step touch, pivot turn, three-step turn, and clap.

[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.
[MA2019] (4) 27 :
27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures.
[MA2019] (5) 22 :
22. Classify quadrilaterals in a hierarchy based on properties.
Subject: Arts Education (3 - 5), Mathematics (3 - 5)
Title: Geometry in Dance
URL: https://aptv.pbslearningmedia.org/resource/5c8b17ce-1b19-4e43-a91c-02cbb6f79310/geometry-in-dance/
Description:

In this lesson, students observe symmetry, geometric shapes, and angles in two Early American dances, and then choreograph their own dance with symmetrical figures. Three options are provided in this lesson depending on the time in class.  In all three options, students will observe symmetry in dance. 


   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.

Subject: Arts Education (3 - 5)
Title: Constellation Dance
URL: https://artsintegration.com/2017/05/01/constellation-dance-steam-lesson/
Description:

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 (3) 3 :
3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

[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.

[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 1 :
1) Combine ideas to develop an innovative approach to creating art.

[ELA2021] (3) 35 :
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
[ELA2021] (4) 37 :
37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.
[ELA2021] (5) 36 :
36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

Examples: first, as a result, therefore, in addition
Subject: Arts Education (3 - 5), English Language Arts (3 - 5)
Title: All I Want to Do Is Dance, Dance, Dance!
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson38.html
Description:

Students will observe dance movements in drawings and paintings.  Students will work in pairs and do simple gesture drawings of their partner in a dance pose. They will choose a sketch to make a new drawing and paint it with watercolors.  They will write a persuasive essay discussing the importance of dance in schools.  Students will work in groups to choreograph a short dance.    


ALEX Classroom Resources: 8

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