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Elementary Movement & Dance Grades K-6

Kindergarten: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3a. Demonstrate body awareness by naming and using different body parts in movement (e.g., shoulder, elbow, knee).
1-3, 5b. Demonstrate the partner skills of copying, leading, following, and mirroring.
1-3, 5c. Perform simple singing games and dances.
1-3, 5d. Learn how to make group formations: circle, line, and scattered.
1-3e. Perform nonlocomotor/axial movements (e.g., bend, twist, stretch, swing).
1-4f. Perform eight basic locomotor movements (i.e., walk, run, hop, jump, leap, gallop, slide, and skip traveling forward and backward).
1-3g. Create shapes at low, middle, and high levels.
1-3h. Use curved and straight pathways.
1-3i. Define and maintain personal space.
1-3j. Move to musical beat and respond to changes in tempo; follow patted bilateral patterns (e.g., head, head, shoulders, shoulders).
7k. Observe a dancer (s) at work or in a demonstration or performance.
1-3l. Learn the difference between movement and stillness.
1-3m. “Freeze” or “stop” with control.
1-5n. Create simple movement sequences (e.g., walk in circle, wiggle, hop in place).
1-4o. Use light and heavy force appropriately (e.g., light movement as in twirling snowflakes, heavy movement in dinosaurs).
6p. Relate movement to other art forms and disciplines outside the arts.
STANDARD BHistory and Culture
2, 3a. Learn very simple folk dance patterns and singing games (e.g., Farmer in the Dell, Bluebird).
1-3b. Observe dances from cultures that are represented in the local community.

Kindergarten: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
4a. Explore and discover multiple solutions to a given movement problem.
2b. Observe a dance performance.
1, 2c. Describe a dance using simple dance terminology (e.g., space, body, level, pathway, relationship, partners, circle).
5d. Demonstrate appropriate audience skills.
STANDARD DAesthetic Perception
1, 2a. Discuss how dance is different from other forms of human movement, such as sports or gestures.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notes
• Student skill checklists
• Video of performance

First Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3a. Learn difference between movement and stillness and how to stop with control.
1-3b. Demonstrate body awareness by naming and using different body parts in movement.
1-4c. Create patterns using body parts (e.g., head, head, shoulders, shoulders.)
1-3, 5d. Demonstrate the partner skills of copying, leading, following, and mirroring.
1-3, 5e. Use group formations: scattered, circle, double line of partners.
1-3, 5f. Perform simple singing games and dances.
1-4g. Practice locomotor (i.e., walk, run, hop, jump, leap, gallop, slide, and skip) and nonlocomotor movements (i.e., bend, twist, stretch, swing) and combine into a simple movement sequence.
1-4h. Create shapes at low, middle, and high levels.
1-3i. Practice defining and maintaining personal and general space.
1-3j. Respond to beat and tempo through movement; create and follow patterns on the beat.
1-4k. Work with heavy and light energy in movement.
7l. Observe a dancer(s) at work or in a demonstration or performance.
1-3, 5m. Learn simple folk dance skills (e.g., elbow swing, weaving in and out of a circle, moving in a circle, and changing directions).
1-4n. Use various pathways in movement.
1-4o. Use large and small range in movement (e.g., small and large movements).
1-5p. Create simple movements with a partner (e.g., a hand game).
6q. Relate movement to other art forms and disciplines outside the arts.
STANDARD BHistory and Culture
1-3a. Observe dances from cultures that are represented in the local community.
2, 3b. Learn very simple folk dances and singing games from a variety of cultures.

First Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
4a. Explore and discover multiple solutions to a given movement problem.
2b. Observe a dance performance.
1-2c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partner, circle).
5d. Demonstrate audience skills.
STANDARD DAesthetic Perception
1, 2a. Observe and discuss how dance is different from other forms of human movement, such as sports or gestures.
1, 6b. Discuss feelings evoked by various movement (e.g., march versus sway).

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notesw Student skill checklists
• Video of performance

Second Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-3a. Demonstrate body awareness by naming and using different body parts in movement.
1-4b. Create patterns using body parts (e.g., head, head, shoulders, shoulders.)
1-4c. Use forward, backward, and different pathways in movement (e.g., spiral, zigzag, curved).
1-5d. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement.
1-3, 5e. Use formations: scattered, circle, double line of partners, double circle of partners.
1-3, 5f. Perform simple singing games and dances; begin to execute simple folk dance movement (e.g., in, out, step-hop).
1-4g. Practice locomotor (i.e., walk, run, hop, jump, skip, gallop, leap, slide) and nonlocomotor movement (i.e., bend, twist, stretch, swing) and combine into a simple movement sequence.
1-4h. Create shapes at low, middle, and high levels, also shapes that are curved, twisted, angular, etc.; use small and big movement in shape.
1-3, 5i. Practice personal and shared space.
1-3j. Respond to beat, meters, rhythmic pattern, and tempi through movement.
1-4k. Work with heavy and light energy in movement; combine with sustained and sudden movement to create combinations (e.g., light and sustained).
7l. Observe a dancer(s) at work or in a demonstration or performance.
1-3, 5m. Learn simple folk dance skills (e.g., elbow swing, weaving in and out of a circle, moving in a circle, and changing directions).
1-3n. Use large and small range in movement.
1-3o. Demonstrate focus in movement (e.g., near or far).
6p. Relate movement to other art forms and disciplines outside the arts.
STANDARD BHistory and Culture
1-3a. Observe dances from cultures that are represented in own community.
2, 3b. Learn very simple folk dances and singing games from a variety of cultures.
2, 3, 7, 8c. View and discuss different forms of dance in American culture (e.g., ballet, tap, modern, and jazz).

Second Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
1, 4a. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.
2b. Observe a dance performance.
1, 2c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle).
1, 2d. Compare two dances using dance terminology.
5e. Demonstrate appropriate audience skills.
STANDARD DAesthetic Perception
1, 2, 6, 7a. Discuss how dance is different from other forms of human movement.
1-7b. Discuss, when appropriate, cultural beliefs about dance.
1-6c. Discuss feelings evoked by various movement.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notesw Student skill checklists
• Video of performance

Third Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-4a. Use forward, backward, clockwise, counterclockwise, and different pathways in movement (e.g., spiral, zigzag, curved).
1-5b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movements.
1-5c. Use face-to-face, back-to-back, and side-to-side with a partner.
1-3, 5d. Use formations: scattered, circle, double line of partners, double circle of partners, trio circle, and sets of four.
1-3, 5e. Perform singing games and folk dances; learn simple folk dance movement (e.g., in, out, step-hop, step-touch, elbow swing, dishrag, do-si-do, star, grapevine).
1-4f. Use locomotor and nonlocomotor movement to create own movement sequences or dances.
1-4g. Create shape alone and with others at low, middle, and high levels, also shapes that are curved, twisted, angular, etc.; use small and big movement to shape.
1-3h. Practice personal and shared space.
1-3i. Respond to beat, accent, meters, rhythmic pattern, and tempi through movement.
1-4j. Use different qualities (force): smooth, sudden, sustained, vibratory, percussive, etc.
7k. Observe a dancer (s) at work or in a demonstration or performance.
1-3l. Demonstrate focus in movement.
6m. Relate movement to other art forms and disciplines outside the arts.
STANDARD BHistory and Culture
1-3a. Observe/perform folk dances and singing games from a variety of cultures.
1, 3b. Observe and perform, if culturally appropriate, Alaska Native dances.
1-3c. Discuss the role of tradition and ritual in dance of various cultures.

Third Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
1, 3, 4a. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.
1, 4b. Observe a dance performance.
1, 2c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle).
1, 2d. Compare two dances using dance terminology.
5e. Demonstrate appropriate audience skills.
STANDARD DAesthetic Perception
1, 2, 6, 7a. Discuss how dance is different from other forms of human movement.
1-7b. Discuss, when appropriate, cultural beliefs about dance.
1-6c. Discuss how a given dance evokes a feeling.

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notes
• Self assessment
• Student skill checklists
• Venn diagram to compare two contrasting dances
• Video of performance

Fourth Grade: Movement/Dance


STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-4a. Use forward, backward, sideways, clockwise, counterclockwise and different pathways and levels in movement (e.g., spiral, zigzag, curved).
1-5b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement.
1-5c. Use face-to-face, back-to-back, and side-to-side movements with a partner.
1-3, 5d. Use formations: scattered, circle, double line of partners, double circle of partners, trio circle, spokes of wheel, and sets of four.
7e. Observe a dancer(s) at work, in a demonstration, or in a performance.
1-4f. Participate in singing games and folk dances; learn folk dance and movement vocabulary: promenade, grand right and left, grapevine, schottische, and others from previous grades.
1-4g. Use locomotor and nonlocomotor movement to create own movement sequences or dance.
1-4h. Create individual/group shapes at various levels.
1-3i. Respond to beat, accent, meters, rhythmic patterns, and tempi through movement.
1-3j. Use focus in movement.
1-4k. Use different qualities (force): smooth, sustained, light, heavy, etc.
6l. Relate movement to other art forms and disciplines outside the arts.
STANDARD BHistory and Culture
1-3a. Observe/perform folk dances and singing games from a variety of cultures.
1, 3b. Observe and perform, if culturally appropriate, Alaska Native dances.
1-3c. Discuss the role of tradition and ritual in dance of various cultures.

Fourth Grade: Movement/Dance


STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD CEvaluation and Analysis
1, 3, 4a. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.
1, 4b. Observe a dance performance.
1, 2c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle).
1, 2d. Compare two dances using dance terminology.
5e. Demonstrate appropriate audience skills.
STANDARD DAesthetic Perception
1, 2, 6a. Discuss how dance is different from other forms of human movement.
1-7b. Discuss, when appropriate, cultural beliefs about dance.
1-6c. Discuss how a given dance evokes a feeling.

Fifth Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-4a. Use forward, backward, sideways, diagonal, clockwise, counterclockwise, and different pathways in movement (e.g., spiral, zigzag, curved).
1-5b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement.
1-5c. Use face-to-face, back-to-back, and side-to-side movements with a partner.
1-3, 5d. Use formations: scattered, circle, double line of partners, double circle of partners, trio circle, sets of four, two concentric circles, grand march, parade, square of eight.
1-4e. Participate in singing games and folk dances: learn folk dance vocabulary and movement (e.g., in, out, step-hop, step-touch, elbow swing, dishrag, do-si-do, star, step-ball change, cross-ball change, pivot, grapevine, schottische, cast off, allemande).
1-4f. Use locomotor and nonlocomotor movement to create own movement sequences or dances.
1-4g. Create shapes at low, middle, high levels, and shapes that are curved, twisted, angular, etc.
1-4h. Use small and big movement to shape; use group to create a tableau.
1-3i. Respond to beat, accent, meters, rhythmic pattern, and tempi through movement.
1-3j. Demonstrate ability to use focus during movement.
1-4k. Use different qualities (force): e.g., smooth, sudden, sustained, vibratory, percussive, etc.
1-4l. Create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment.
1-5m. Create a dance phrase, accurately repeat it, and then vary it, making changes in time, space, and/or energy.
7n. Observe a dancer (s) at work or in a demonstration or performance.
6o. Relate movement to other art forms and disciplines outside the arts.

Fifth Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture
1-3a. Perform folk dances and singing games from a variety of cultures.
1-3b. Observe and perform, if culturally appropriate, Alaska Native dances.
1-3c. Discuss the role of tradition and ritual in dances of various cultures.
1, 3, 4, 7, 8d. Describe dances in a particular culture and time period.
1-8e. Compare and contrast the role and significance of dance in two different social/historical contexts.
STANDARD CEvaluation and Analysis
1, 3, 4a. Explore and discover multiple solutions to a given movement problem; choose favorite solution and discuss the reasons for that choice.
1, 4b. Observe a dance performance.
1, 2c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle).
1, 2d. Compare two dances using dance terminology.
5e. Demonstrate appropriate audience skills.
STANDARD DAesthetic Perception
1, 2, 6a. Discuss how dance is different from other forms of human movement.
1-7b. Formulate and answer questions about how movement choices communicate abstract ideas in dance.
1-7c. Present own dances or movement sequences to peers and discuss their meanings with competence and confidence.
1-7d. Discuss, when appropriate, cultural beliefs about dance.
1-6e. Discuss how a given dance evokes a feeling.

Sixth Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD APerforming and Creating
1-4a. Use forward, backward, sideways, diagonal, clockwise, counterclockwise, and different pathways in movement (e.g., spiral, zigzag, curved).
1-5b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement.
1-5c. Use face-to-face, back-to-back, and side-to-side movement with a partner.
1-3, 5d. Use formations: scattered, circle, double line of partners, double circle of partners, trio circle, squares of four, grand march, line, and sets of four.
1-4e. Participate in folk dances and historical dances, including, “Contemporary” dances such as Charleston, swing, country.
1-4f. Learn folk dance vocabulary and movement (e.g., in, out, step-hop, step-touch, elbow swing, dishrag, do-si-do, star, grapevine, schottische, castoff, and allemande).
1-4g. Use locomotor and nonlocomotor movement to create own movement sequences or dances.
1-4h. Create shapes at low, middle, and high levels, also shapes that are curved, twisted, angular, etc.
1-4i. Use small and big movements to shape; use group shape to create a tableau.
1-3j. Respond to beat, accent, meters, rhythmic pattern, and tempi through movement.
7k. Observe a dancer (s) at work or in a demonstration or performance.
1-4l. Demonstrate focus while moving.
1-4m. Use various qualities appropriately in movement.
1-5n. Create a dance phrase, repeat it, and then vary it, making changes in time, space, and/or energy.
1-5o. Create a dance project that reveals understanding of a concept or ideas from another discipline (e.g., pattern in dance and science).
6p. Relate movement to other art forms and disciplines outside the arts.

Sixth Grade: Movement/Dance

STANDARDS METCONTENT/SKILLS/ACTIVITIES
STANDARD BHistory and Culture
1-3a. Perform folk dances and singing games of increasing complexity from a variety of cultures (e.g., Charleston, pop dances, Cancan).
1, 3b. Observe and perform, if culturally appropriate, Alaska native dances.
1-3c. Discuss the role of tradition and ritual in dance of various cultures.
1, 3, 4, 7, 8d. Describe dances in particular culture and time periods.
1-8e. Compare and contrast the role and significance of dance in two different social/historical contexts.
1-3f. Discuss the role of gestures in culture and dance.
STANDARD CEvaluation and Analysis
1, 3, 4a. Create a dance and revise it over time, articulating the reasons for artistic decisions and what was lost and gained by those decisions.
1, 3b. Evaluate own work and that of peers according to established criteria.
1, 3, 4c. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.
1, 4d. Observe a dance performance.
1, 2e. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle).
5f. Demonstrate appropriate audience skills.
STANDARD DAesthetic Perception
1, 2, 6a. Discuss how dance is different from other forms of human movement.
1-7b. Formulate and answer questions about how movement choices communicate abstract ideas in dance.
1-7c. Present own dances or movement sequences to peers and discuss their meanings with competence and confidence.
1-7d. Discuss, when appropriate, cultural beliefs about dance.
1-6e. Discuss how a given dance evokes a feeling.
1-7f. Examine ways that dance creates and conveys meaning by considering the dance from a variety of perspectives.

Fourth - Sixth Grade: Movement/Dance

ASSESSMENTS (See Online curriculum resources for examples.)
• Observational/anecdotal teacher notes
• Performance critiques
• Self-evaluation
• Student skill checklists/rubrics
• Venn diagram of comparison of two dances
• Video of performances

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