ALEX Classroom Resources

ALEX Classroom 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) 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.

Subject: Arts Education (3)
Title: Making Patterns
URL: https://everactive.org/blog/dance-lesson-plan-4/
Description:

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 (3) 6 :
6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

[ARTS] DAN (4) 6 :
6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

Example: Draw a formation or pathway of dancers using symbols.

[ARTS] DAN (5) 6 :
6) Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

[MA2019] (3) 16 :
16. For a given or collected set of data, create a scaled (one-to-many) picture graph and scaled bar graph to represent a data set with several categories.

a. Determine a simple probability from a context that includes a picture.

b. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled graphs.
[MA2019] (4) 20 :
20. Interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations.

a. Create a line plot to display a data set of measurements in fractions of a unit (1/2,1/4,1/8).

b. Solve problems involving addition and subtraction of fractions using information presented in line plots.
[MA2019] (5) 20 :
20. Graph points in the first quadrant of the coordinate plane, and interpret coordinate values of points to represent real-world and mathematical problems.
Subject: Arts Education (3 - 5), Mathematics (3 - 5)
Title: Graph a Dance
URL: https://aptv.pbslearningmedia.org/resource/ket-5dance/graph-dance/
Description:

Students will compare and contrast quilting and square dancing.  This lesson has three options based on time allotment.  Students will graph a figure, choreograph and perform a square dance.     


   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) 6 :
6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

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

[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: Hula Dance
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/hula-dance/
Description:

In this lesson, students will discover how hula dance tells a story through rhythmic patterns and gestures. Students will gather information about the history of hula. Students will observe hula movements and identify the meanings of gestures.  They will work in groups to choreograph an original hula dance that tells a story. They will perform their dance for the class.    


   View Standards     Standard(s): [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 (4) 6 :
6) Illustrate the relationship between two or more dancers in a dance phrase by drawing a picture or using symbols.

Example: Draw a formation or pathway of dancers using symbols.

[ARTS] DAN (5) 6 :
6) Illustrate changes in a dance sequence through media technology, written symbols, or words.

Example: Record changes in choreography in dance journal.

[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.

Subject: Arts Education (3 - 5)
Title: The Art and Depiction of Dance, Beginning
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/performing_arts/lesson10.html
Description:

Students will use a sketchbook to draw lines of ballet dancers.  They will rehearse ballet steps.  


ALEX Classroom Resources: 4

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