Dance

Goal

Dance provides students with the knowledge and skills to be able to express and communicate ideas, understandings and feelings through movement. Children participate in units of study that focus on using dance as a means of developing creativity, socializing, understanding culture and learning about themselves and their world.

Objectives

·  Acquire knowledge and skills to use dance for self-expression and communication through the kinesthetic, affective, cognitive, and aesthetic aspects of the movement discipline.

·  Develop perceptive, imaginative, cognitive and creative abilities through dance experiences.

·  Acquire skills in learning to cooperate, respect and move with others in a social context.

·  Foster an understanding of the role of dance within cultural and historical contexts.

·  Develop an understanding and appreciation for dance as a movement form and as an art form.

·  Gain an understanding of the aesthetic elements involved in creating, performing and responding to dance.

·  Recognize the relationship of dance to other arts and to other subject areas.

·  Develop motor skills, coordination, balance, strength, flexibility and increase fitness knowledge and abilities.

Content

Skills

Students will learn to:

Perform locomotor and nonlocomotor movements.

Perform sequences and patterns of movement, spatial formations and rhythms identified with a specific dance.

Coordinate movements to different rhythms.

Cooperate with others to create and/or perform a dance.

Create and vary movements using the elements of dance.

Create a dance using a choreographic structure.

Select an idea, concept or feeling for a dance, explore the idea through movement and create a dance. that has a definitive beginning, middle and end.

Accurately recall and reproduce dance movements.

Use language to describe movements, qualities of movement, compositional structures.

Use language to express understanding and feeling about a dance.

Demonstrate the ability to move safely to avoid injury.

Demonstrate respect for the dances created and/or performed by others.

Concepts

Students will learn:

Knowledge of how imagination and creativity are used to create a dance.

Understanding of how to improvise movements using the elements of dance.

Knowledge of choreographic structures.

Understanding of how to use cooperation to create, learn and perform dances.

Understanding of how an idea, concept or feelings is expressed through movement.

Recognition and respect for the dances created by other classmates.

Understanding of the value of dance as a movement form and an art form.

Knowledge of the cultural and historical influences on social dance.

Knowledge of how the dance formation and movements are identified with specific cultural and historical dances.

Understanding the value of respect for a culture and its dances.

Understanding of the role of dance within cultural traditions, values and heritage.

Understanding the value of respect for others.

Understanding of how to avoid injury and maintain a healthy body.

Grade level Benchmarks

Kindergarten and First Grade

Skills

Demonstrate different movements that exemplify one or more elements of dance.

Perform the basic locomotor and nonlocomotor movements.

Perform a sequence of movements.

Reproduce movements, movement patterns, and shapes.

Demonstrate respect for the dances created and/or performed by others.

Use language to express understanding and feeling about a dance.

Demonstrate the ability to move safely to avoid injury to their body.

Concepts

Describe movements using the elements of dance terminology.

Observe and describe the movements of others using the elements of dance.

Recognize that dance is a way to express an idea or feeling.

Identify different locomotor and nonlocomotor movements that can be used to create and perform dances.

Recognize that dance is a way to enjoy moving with others.

Second and Third Grade

Skills

Cooperate with a partner or small group to create and/or perform a dance.

Improvise different movements to express an idea or feeling.

Perform age appropriate dances from different cultures or time periods.

Create a dance related to another subject area.

Create a dance using a self-selected idea.

Perform combinations of locomotor and non locomotor movements.

Demonstrate respect for the dances created and/or performed by others.

Demonstrate the ability to move safely to avoid injury to their body.

Concepts

Understand that an idea or feeling can be expressed through dance in many different ways.

Understand that different cultures make and perform dances for different reasons.

Acknowledge that dance can relate to the other arts or other school subjects.

Comprehend that dance is a way to exercise and become strong, flexible and improve balance and coordination.

Observe the dances of others and respond to the observation by drawing, writing or talking

Fourth and Fifth Grade

Skills

Perform combinations of the basic locomotor and non-locomotor movements using changes in space, time and force.

Demonstrate safe technique in movement to avoid body injury.

Demonstrate respect for dances created and/or performed by others.

Observe dances created and/or performed by others and describe their understanding of the work using dance terminology.

Create and perform a dance using a self-selected idea.

Create and perform a dance that relates to another art form or another subject area.

Accurately reproduce the movements, sequences, rhythmical patterns, energy and use of space while learning age appropriate dances.

Create a dance using one or more choreographic structures.

Perform age appropriate dances from another culture or time period

Apply the elements of dance to vary movements.

Concepts

Describe their own movements by noting several elements of dance.

Describe the movements or combinations of movements of others using several elements of dance.

Recognize dance as an art form that uses the elements of movements as the tools to express and communicate an idea or feeling.

Knowledge of the terminology specific to a form or style of dance.

Knowledge that dance represents different cultures and different historical and social contexts.

Understand that dance can be combined with other art forms and other subject areas.

Comprehend that dance is a means of improving body strength, balance, coordination and flexibility.

Understand that dance is a way to cooperate with others to perform or create a dance.

Understand how to use the elements of dance to vary movements.

Knowledge of choreographic structures.

Additional Information

Elements of Dance. The elements of dance are the foundational components that form the base for how the body moves in space and time, with force and flow and in relation to other and the environment.

The Body

Locomotor Movements

Run, Walk, Jump, Hop, Skip, Leap Slide, Crawl, Roll, Gallop

Non-Locomotor Movements

Twist, Shake, Bend, Stretch, Wiggle, Swing, Turn
Body Shapes (Still and Moving)
Straight, Curved, Twisted, Wide, Elongated, Angular, Symmetrical, Asymmetrical /

Space

Personal Space and General Space

Levels

High, Medium, Low
Size (Range)
Big, Medium, Small

Directions

Forward, Backward, Sideways, Up, Down, Diagonal
Pathways (Air and Floor)
Straight, Curved, Zig Zag

Time

Tempo

Fast, Sudden, Slow, Sustain, Accelerate, Decelerate

Rhythm

Uneven, Even /

Force

Strong

Heavy, Firm, Powerful

Light

Fine, Gentle, Soft, Delicate
Flow
Free
Ongoing, Unrestrained, Uncontrolled
Bound
Stoppable, Restrained, Controlled /

Relationships

Individual, Partner, Group
Contrasting, Matching, Following, Connecting, Echoing
Formations – Scattered, Lines, Circles, Squares

Forms of Dance

Creative Dance.

In this form of dance students generate, vary and manipulate movement using the elements of dance through the process of improvisation. Children may select improvised movements and arrange then into a sequence to form a dance phrase or a completed dance or create movements within a dance framework designed by the teacher.

Suggested Content areas for Creative Dance

The Elements of Dance

Props: hoops, scarves, streamers, balloons, cones.

Music: percussion instruments, recorded music.

Literature: poems, novels, picture storybooks, folk tales, stories and poems written by students.

Holidays: national holidays, cultural holidays, religious holidays

Special Events: birthdays.

Machines: car wash, homework machine, computer.

Day to day activities: getting ready for school, family dinners, playing games.

Media: films, television programs.

School activities: eating in the lunchroom, recess, walking in the halls.

Feelings; sadness, fear, joy, anger, excitement.

Seasons: Fall leaves, snow and ice, spring flowers, summer fun at the beach.

Friendship: Name dances, partner dances, moving in unison.

Circus: horses, tightrope walkers, acrobats, clowns, lions,

Animals: bears, dogs, birds, fish, monkeys.

Weather: tornadoes, clouds, wind, rain, lightning, sunny day.

Action Words: wiggle, burst, float, punch, press, melt.

Sports, basketball, soccer, tennis, swimming, football.

The environment: mountains, water forms, desert, rainforest.

Social issues: respect, rejection, acceptance, fighting, discrimination.

Historical events: baseball world series, inauguration of a governor, war.

Life experiences: loosing a tooth, welcoming a new student into the class, playing.

Current events: front pages of the newspaper, sports news, popular culture news.

Dance Maps: designing pathways and movements.

Topics from other subjects such as science, social studies, math, language arts, music, visual art, or theater.

Social Dance

This form of dance emphasizes using dance as a means experiencing the joy of moving with others. Social dances exist within a cultural and historical context and represent one of the ways people share, celebrate and experience life as a community.

Suggested Content for Social Dance.

Hokey Pokey

Chicken Dance

Singing games and dances

The Twist

YMCA

Popular dances to popular music

Line dances, such as Electric Slide, Macarena, The Hustle

Dance mixers

Limbo

Bunny Hop

Alley Cat

Seven Jumps

The Train

Dances from a selected decade such as the 50’s, 60’s, 70’s, 80’s or 90’s.

Cultural Dance

This dance form focuses on how dance relates to the values, traditions and heritage of a culture or specific ethnic group of people.

Suggested Content for Cultural Dance.

Folk dances that represent a culture or ethnicity existing in a specific town, city, geographic area, country, or region of the world.

Interpretative dances created by the teacher or students that are based on cultural traditions or a particular aspect of a culture.

Dances from different time periods or geographic regions of the United States such as square, line and round dances.

Dances based on an interdisciplinary unit of study in cooperation with a classroom teacher.

Suggested References

Books

Bennett, J, & Riemer, P. (1995). Rhythmic activities and dance. Champaign, IL: Human Kinetics.

Benzwie, T. (1987). Moving experiences: Dance for lovers of children. Tucson, AZ: Zephyr Press.

Benzwie, T (1996). More moving experiences: Connecting arts, feelings, and imagination.Tucson, AZ: Zephyr Press.

Gilbert, A, (1992). Creative dance for all ages. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.

Gilbert, A. (1977). Teaching the three R’s through movement. New York: MacMillan.

Lane, C. (1995). Christy Lane’s complete book of line dancing. Champaign, IL: Human Kinetics.

Mc Greevy-Nichols, S., & Scheff, H. Building dances: A guide to putting movements together. Champaign, LI: Human Kinetics.

McGreevy-Nichols, S., Scheff, H. & Sprague, M. (2001). Building more dances: Blueprints for putting movements together. Champaign, LI: Human Kinetics.

Parker, P., Fenton, M., Holme, J., Ireland-Echols, A. & Phillips, G. (1988). Creative dance. Ottawa, Ontario Canada: Canadian Association for Health, Physical Education, Recreation and Dance.

Purcell, T. (1994). Teaching children dance: Becoming a master teacher. Champaign, IL: Human Kinetics.

Stinson, S. (1988). Dance for young children: Finding the magic in movement. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.

Ray, O. (1992). Encyclopedia of Line Dances: The steps that came and stayed. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.

Zakkai, J. (1997). Dance as a way of knowing. New York: Stenhouse Publishers.

Video Resources

The following videos are available from Human Kinetics. www.humankinetics.com

Multicultural Folk Dance Treasure Chest.

Christy Lane’s Complete Guide to Party Dances

Christy Lane’s Learn the Dances of the 50’s and 60s

Christy Lane’s Learn the Dances of the 70’s

Christy Lane’s Learn the Dances of the 80’s

Christy Lane’s Funky Freestyle Dances

Christy Lane’s How to Teach Today’s Dances

The following videos are available from Educational Record Center www.erckids.com

Country Dancing for Kids Latin Dancing Hula for Children

Hip Hop for Kids African Caribbean Dancing Swing Dancing

Favorite Folk Dances More Favorite Folk Dances Maypole and Mexican Dances

Living Ethnic Dances Native American Indian Dances

All-Time Favorite Dances Square Dancing Today

Everybody Dance Complete Guide to Party Dances