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Dance and Step (1 - 5)

Last changed: 08/16/2021 3:23pm
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1 , 2 , 3 , 4 , 5 Theater Music Phy. Education Dance
Dance Math
Arts/PE Program Alignment
1 60 min
In-School Workshop
All year In-School,
$ 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
I can work with others as a team.
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.