ALEX Classroom Resources

   View Standards     Standard(s): [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 (6) 9 :

9) Use energy for initiation and dynamic expression while distinguishing between bound and free-flowing movement.

Students will identify and demonstrate the Laban Movement Efforts: thrust, float, slash, glide, wring, dab, press, flick.  They will use props to show the difference in the energy needed for each effort.  They will demonstrate the eight different efforts to a variety of music.  

   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) 7 :

7) Perform movement sequences in and through space with intention and focus on positive and negative space.

[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.

Students will review the Laban Movement Efforts: thrust, float, slash, glide, wring, dab, press, flick.  They will create shapes moving through a high, medium, and low levels.  Without touching, one student will create a shape while their partner creates another shape in the first student's negative space.    

   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.