ALEX Classroom Resources

ALEX Classroom Resources  
   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) 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: 3

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