ALEX Classroom Resources

   View Standards     Standard(s): [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) 15 :

15) Identify patterns of movement that illustrate style or intent in dance works.

Example: View the rooftop dance in Mary Poppins and discuss how the repeated movements create style.

[ARTS] DAN (5) 17 :

17) Explain how the movements in a dance communicate the main idea of a dance using basic dance terminology.

In this lesson, students will pantomime a variety of scenarios.  They will analyze The Nutcracker and identify how the characters tell a story through dance.  They will re-enact a scene from The Nutcracker. Students will emotionally and physically tell a story through dance and pantomime.

   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.

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.