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: SHAPE: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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: SHAPE: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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: Math: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Grade 3: SHAPE: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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 4
Grade 4: Math: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Grade 4: SHAPE: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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 5
Grade 5: Math: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Grade 5: SHAPE: Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
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.
