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Classroom Resources (10)

ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] DAN (3) 18 :
18) Use basic dance terminology to identify the qualities of movement observed or performed in a specific genre, style, or cultural movement practice.

Example: Ballet uses bound movements of the torso with free movements performed by the arms and legs.

[ARTS] DAN (3) 21 :
21) Explain how movements in a dance from a culture, society, or community communicate its characteristics and values.

Example: Explain how the hand movements in Hawaiian dance create meaning.

[ARTS] DAN (4) 18 :
18) Explain why movement choices from dances of specific genres, styles, or cultures are appropriate in a specific dance.

Example: Explain why facial expressions are essential in Indian Classical dance.

[ARTS] DAN (4) 21 :
21) Explain how and why a dance originates from a culture, society, historical period, or community.

[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) 21 :
21) Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.

Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.

Subject: Arts Education (3 - 5)
Title: Discovering Russian Folk Dance
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/discovering-russian-folk-dance/
Description:

In this lesson, students will learn the Russian folk danceTroika. They will research and gather information on Russian culture and history. Students will create their own rendition of a Russian folk dance using the same organizational pattern and 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 (4) 10 :
10) Demonstrate fundamental dance skills and movement qualities when replicating and recalling directed patterns and sequences of movements.

Examples: Alignment, coordination, balance, core support, and kinesthetic awareness.

[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.

[ARTS] DAN (6) 4 :
4) Identify artistic criteria to choreograph a dance study that communicates personal or cultural meaning and evaluate why some movements are more effective than others.

[ARTS] DAN (6) 16 :
16) Use genre-specific terminology to explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices.

[ARTS] DAN (7) 1 :
1) Develop choreography using a variety of prompts through relating similar or contrasting ideas.

Examples: Music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news, or social events.

[ARTS] DAN (7) 2 :
2) Demonstrate various codified movement vocabularies to express an artistic intent in choreography and explain the choices made using genre-specific dance terminology.

Example: Ballet - bourré to depict fairies floating in the air.

[MA2019] (6) 1 :
1. Use appropriate notations [a/b, a to b, a:b] to represent a proportional relationship between quantities and use ratio language to describe the relationship between quantities.
Subject: Arts Education (4 - 7), Mathematics (6)
Title: Drum-Beating & Foot-Stomping
URL: https://aptv.pbslearningmedia.org/resource/ket-6dance/drum-beating-foot-stomping/
Description:

Students will watch African dance and identify tempo. Three options are provided for this lesson depending on the class time allotted. The options include recording heartbeat at rest, calculating tempo in terms of stomps per minute, and choreographing an original dance with tempo changes.   


   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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