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Dancing Across the Curriculum (K-5)

Last changed: 08/16/2021 3:23pm
K , 1 , 2 , 3 , 4 , 5 Theater Dance Phy. Education
Dance Science
Arts/PE Program Alignment
3 45 min
Classes are 45 minutes. But for older students, the time frame could go for up to 50 minutes to one hour depending on availability.
In-School Short Term Residency This program is an in-school short term residency. There is a minimum of 3 classes a day for a period of 3 days in a row or not, depending on teacher needs. The time frame of classes will be decided in subsequent conversations with the site coordinator.
All year. In-School,
$250 0
no Phone , Email
Music, props if necessary, lesson plans.
Paper and writing tools which I'm sure they have.
My goal is to be able to do this work partially in the classroom so teachers can see how to implement some movement right in the confines of their own space. Also an open space like stage or empty room is needed.
I can use movement to learn about the different science topics that we study in the classroom. I can use action words taken from any science subject and use those action words to create movement/dance sequences to learn the subject physically. I can self regulate my behavior and be responsible during movement time.
My program, "Dancing Across The Curriculum", utilizes movement/dance exercises to help learn any science topics that are being taught in the classroom. This program is a great opportunity to help students communicate with their body while self regulation and be responsible for their behavior during dance sections. All these exercises can be adapted for all grade levels. One of the differences in these exercises from grade to grade will have to do with responsibility. Older grade levels will be given assignments that carry responsibility for their own creativity. While younger grades will be guided more through the exercises. I see this as a three day program, not necessarily right in a row, but depending on the age level, there will be a variety of exercises that will be activated in the classroom. Over the three days, my interest is to give teachers a way to institute some movement/dance exercises in the classroom. Depending on the age range, we will repeat exercises that are foundations for learning and investigate new ideas as time allows.
With this program, I don't mind if a parent or two is in the classroom seeing this activity take place. By checking out my process, parents can perhaps utilize these ideas at home also.

Grade K

Grade K: Forces and Interactions: Pushes and Pulls: K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes
and pulls on the motion of an object. PS2.A: Forces and Motion:  Pushes and pulls can have different strengths and directions. (K- PS2-1)
Grade K: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.E1.K Locomotor: Performs locomotor skills (hopping, galloping, funning, sliding, skipping) while maintaining balance.
Grade K: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.K
a. Respond in movement to a variety of sensory stimuli (for example, music/sound, visual, tactile).
Grade K: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.K
b. Explore different ways to do basic locomotor and non-locomotor movements by changing at least one of the elements of dance.

Grade 1

Grade 1: 1.Structure, Function, and Information Processing: 1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. LS1.A: Structure and Function: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
Grade 1: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.E5.1 Locomotor: Combines locomotor and non locomotor skills in a teacher designed dance.
Grade 1: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.1: a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.

Grade 2

Grade 2: K-2.Engineering Design: K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. ETS1.A: Defining and Delimiting Engineering Problems:  A situation that people want to change or create can be approached as a problem to be solved through engineering. (K-2- ETS1-1)
Grade 2: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.E10.2 Nonlocomotor (stability): Differentiates among twisting, curling, bending and stretching actions.
Grade 2: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.2: a. Explore movement inspired by a variety of stimuli (for example, music/sound, text, objects, images, symbols, observed dance, experiences) and identify the source.

Grade 3

Grade 3: Forces and Interactions: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the
motion of an object. PS2.A: Forces and Motion: Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) (3-PS2-1)
Grade 3: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.E11.3 Nonlocomotor (stability): Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance.
Grade 3: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.3
a. Experiment with a variety of self-identified stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences) for movement.

Grade 4

Grade 4: Energy: 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object. PS3.A: Definitions of Energy:  The faster a given object is moving, the more energy it possesses. (4- PS3-1)
Grade 4: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.E11.4 Nonlocomotor (stability): Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a partner.
Grade 4: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.4: b. Develop a movement problem and manipulate the elements of dance as tools to find a solution.

Grade 5

Grade 5: 3-5.Engineering Design: 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. ETS1.A: Defining and Delimiting Engineering Problems:  Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)
Grade 5: Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. S1.E11.5 Nonlocomotor (stability): Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance with a group.
Grade 5: Dance: Creating: Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.5: a.Build content for choreography using several stimuli (for example, music/sound, text, objects, images, notation, observed dance, experiences, literary forms, natural phenomena, current news, social events).