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Dance and Step

Last changed: 05/01/2018 5:37pm
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1 , 2 , 3 , 4 , 5 Music Phy. Education Dance Theater
Dance Math
Arts/PE Program Access
1 60 min
In-School Workshop
Availability dependent upon the teacher and myself.
$ 0
no Phone , Email
Speakers, CDs, rewards for students
Auditorium, cafeteria, or gym. Students need space to create dance movements.
i can count on beat, count backwards.
I can make up dances and perform for others
We will talk about dance first - what do you consider dance, different genres of dance, name any professional dancers. Then we will talk about different dance moves, such as street, ballet, tap, jazz, hip-hop, etc. We will also discuss the music used for dance, and how the music can be positive or negative in regards to hip-hop. We will also play games that include questions about dance. Finally, the students will present a final performance.
This program is a self-esteem builder for students. A lot of students start off not knowing how to dance, and end the program wishing to further their dance studies. Confidence and self-esteem go up as they participate in this program.
Teachers are welcome to participate in the program with their students.

Grade 1

Grade 1: Mathematics: Number and Operations in Base Ten: Extend the counting sequence: Cluster #1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Grade 1: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Improvise a series of movements that have a beginning, middle, and end, and describe movement choices.
Grade 1: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. a. Demonstrate locomotor and nonlocomotor movements that change body shapes, levels, and facings. Move in straight, curved, and zigzagged pathways. Find and return to place in space. Move with others to form straight lines and circle

Grade 2

Grade 2: Mathematics: Number and Operations in Base Ten: Understand place value: Cluster #2: Count within 1000; skip-count by 5s, 10s, and 100s
Grade 2: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Improvise a dance phrase with a beginning, a middle, that has a main idea, and a clear end.
Grade 2: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. a. Demonstrate clear directionality and intent when performing locomotor and nonlocomotor movements that change body shapes, facings, and pathways in space. 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

Grade 3

Grade 3: Speaking and Listening Standards: Comprehension and Collaboration #3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail
Grade 3: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development).
Grade 3: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. a. Judge spaces as distance traveled and use space three-dimensionally. Demonstrate shapes with positive and negative space. Perform movement sequences in and through space with intentionality and focus.

Grade 4

Grade 4: Speaking and Listening Standards: Comprehension and Collaboration #3: Identify the reasons and evidence a speaker provides to support particular points
Grade 4: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Manipulate or modify a choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.
Grade 4: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. a. Make static and dynamic shapes with positive and negative space. Perform elevated shapes (jump shapes) with soft landings and movement sequences alone and with others, establishing relationships with other dancers through focus of eyes.

Grade 5

Grade 5: Speaking and Listening Standards: Comprehension and Collaboration #3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence
Grade 5: Dance: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. a. Manipulate or modify a variety of choreographic devices to expand choreographic possibilities and develop a main idea. Explain reasons for movement choices.
Grade 5: Dance: Performing: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. a. Integrate static and dynamic shapes and floor and air pathways into dance sequences. Establish relationships with other dancers through focus of eyes and other body parts. Convert inward focus to outward focus for projecting out to far space.