ALEX Classroom Resources

   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) 1 :

1) Differentiate between basic locomotor and non-locomotor movements.

Examples: Running, twisting, skipping, falling.

[ARTS] DAN (0) 7 :

7) Demonstrate movement and stillness using the basic elements of space, including line, shape, levels, and size.

Examples: Join with others to make a circle, then work with others to change it to a square.

Create a curved shape on a low level.

[ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

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

[ARTS] DAN (1) 11 :

11) Identify and explore personal space and general space within movement.

[ARTS] DAN (2) 1 :

1) Respond to movement with a variety of prompts and suggest additional sources for movement ideas.

[ARTS] DAN (2) 11 :

11) Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

[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) 13 :

13) Use stage directions to identify main areas of a performance space.

Example: Travel from downstage right to upstage left.

[ARTS] DAN (4) 12 :

12) Coordinate performance timing with other dancers by utilizing cues from each other and responding to production elements.

Examples: Enter stage after eight counts of music, or wait until lights go up for bow.

[ARTS] DAN (5) 11 :

11) Employ safe practices before, during, and after dancing.

Examples: Discuss ways to promote muscular strength, endurance, injury prevention.

Promote healthful eating and good nutrition as proper food for the body.

This article includes five different activities to incorporate theater and dance into the classroom.  The activities included are "Mystery Mover," "Stage Corners," "Carnival Walk," "Reader's Theater," and "When I Move, You Move." 

   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) 8 :

8) Demonstrate tempo changes with movements that match music or sound stimuli.

[ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

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

[ARTS] MUS (0) 1 :

1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] MUS (0) 8 :

8) Explore and achieve awareness of music contrasts in a variety of music selected for performance.

Examples: Demonstrate high/low, loud/soft, same/different.

[ARTS] MUS (0) 15 :

15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 8 :

8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.

[ARTS] MUS (1) 16 :

16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

In this activity, students will identify patterns, such as AB, ABA, AABA. They will provide examples seen in the classroom and the community. They will create a movement pattern using one of these forms. While listening to music, they will identify the form and choreograph a movement to represent each section.   

   View Standards     Standard(s): [ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

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

[ARTS] DAN (1) 9 :

9) Identify and demonstrate movement qualities.

Example: Bouncy, floppy, melting, or growing.

Students will brainstorm ways to move, including shake, vibrate, sharp, smooth, swing, twist, wiggle, and spin. They will perform examples of these movements using different forces and efforts. The teacher will provide prompts for students to improvise movements.  

   View Standards     Standard(s): [ARTS] DAN (1) 1 :

1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

[ARTS] DAN (1) 2 :

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

[PE] (1) 4 :

1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.

Examples: use rhythm sticks, scarves, ribbons while dancing or marching

APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance.

The students will move to the music based on its beat, words, tune, and other variables.

This alignment results from the ALEX Health/PE COS Resource Alignment Summit.