ALEX 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.

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) 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.