Elementary Movement & Dance Grades K-6
Kindergarten: Movement/Dance
Kindergarten: Movement/Dance
First Grade: Movement/Dance
First Grade: Movement/Dance
Second Grade: Movement/Dance
Second Grade: Movement/Dance
Third Grade: Movement/Dance
Third Grade: Movement/Dance
Fourth Grade: Movement/Dance
Fourth Grade: Movement/Dance
Fifth Grade: Movement/Dance
Fifth Grade: Movement/Dance
Sixth Grade: Movement/Dance
Sixth Grade: Movement/Dance
Fourth - Sixth Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD A | Performing and Creating |
1-3 | a. Demonstrate body awareness by naming and using different body parts in movement (e.g., shoulder, elbow, knee). |
1-3, 5 | b. Demonstrate the partner skills of copying, leading, following, and mirroring. |
1-3, 5 | c. Perform simple singing games and dances. |
1-3, 5 | d. Learn how to make group formations: circle, line, and scattered. |
1-3 | e. Perform nonlocomotor/axial movements (e.g., bend, twist, stretch, swing). |
1-4 | f. Perform eight basic locomotor movements (i.e., walk, run, hop, jump, leap, gallop, slide, and skip traveling forward and backward). |
1-3 | g. Create shapes at low, middle, and high levels. |
1-3 | h. Use curved and straight pathways. |
1-3 | i. Define and maintain personal space. |
1-3 | j. Move to musical beat and respond to changes in tempo; follow patted bilateral patterns (e.g., head, head, shoulders, shoulders). |
7 | k. Observe a dancer (s) at work or in a demonstration or performance. |
1-3 | l. Learn the difference between movement and stillness. |
1-3 | m. “Freeze” or “stop” with control. |
1-5 | n. Create simple movement sequences (e.g., walk in circle, wiggle, hop in place). |
1-4 | o. Use light and heavy force appropriately (e.g., light movement as in twirling snowflakes, heavy movement in dinosaurs). |
6 | p. Relate movement to other art forms and disciplines outside the arts. |
STANDARD B | History and Culture |
2, 3 | a. Learn very simple folk dance patterns and singing games (e.g., Farmer in the Dell, Bluebird). |
1-3 | b. Observe dances from cultures that are represented in the local community. |
Kindergarten: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD C | Evaluation and Analysis |
4 | a. Explore and discover multiple solutions to a given movement problem. |
2 | b. Observe a dance performance. |
1, 2 | c. Describe a dance using simple dance terminology (e.g., space, body, level, pathway, relationship, partners, circle). |
5 | d. Demonstrate appropriate audience skills. |
STANDARD D | Aesthetic Perception |
1, 2 | a. 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 MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD A | Performing and Creating |
1-3 | a. Learn difference between movement and stillness and how to stop with control. |
1-3 | b. Demonstrate body awareness by naming and using different body parts in movement. |
1-4 | c. Create patterns using body parts (e.g., head, head, shoulders, shoulders.) |
1-3, 5 | d. Demonstrate the partner skills of copying, leading, following, and mirroring. |
1-3, 5 | e. Use group formations: scattered, circle, double line of partners. |
1-3, 5 | f. Perform simple singing games and dances. |
1-4 | g. 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. |
1-4 | h. Create shapes at low, middle, and high levels. |
1-3 | i. Practice defining and maintaining personal and general space. |
1-3 | j. Respond to beat and tempo through movement; create and follow patterns on the beat. |
1-4 | k. Work with heavy and light energy in movement. |
7 | l. Observe a dancer(s) at work or in a demonstration or performance. |
1-3, 5 | m. Learn simple folk dance skills (e.g., elbow swing, weaving in and out of a circle, moving in a circle, and changing directions). |
1-4 | n. Use various pathways in movement. |
1-4 | o. Use large and small range in movement (e.g., small and large movements). |
1-5 | p. Create simple movements with a partner (e.g., a hand game). |
6 | q. Relate movement to other art forms and disciplines outside the arts. |
STANDARD B | History and Culture |
1-3 | a. Observe dances from cultures that are represented in the local community. |
2, 3 | b. Learn very simple folk dances and singing games from a variety of cultures. |
First Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD C | Evaluation and Analysis |
4 | a. Explore and discover multiple solutions to a given movement problem. |
2 | b. Observe a dance performance. |
1-2 | c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partner, circle). |
5 | d. Demonstrate audience skills. |
STANDARD D | Aesthetic Perception |
1, 2 | a. Observe and discuss how dance is different from other forms of human movement, such as sports or gestures. |
1, 6 | b. 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 MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD A | Performing and Creating |
1-3 | a. Demonstrate body awareness by naming and using different body parts in movement. |
1-4 | b. Create patterns using body parts (e.g., head, head, shoulders, shoulders.) |
1-4 | c. Use forward, backward, and different pathways in movement (e.g., spiral, zigzag, curved). |
1-5 | d. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement. |
1-3, 5 | e. Use formations: scattered, circle, double line of partners, double circle of partners. |
1-3, 5 | f. Perform simple singing games and dances; begin to execute simple folk dance movement (e.g., in, out, step-hop). |
1-4 | g. 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. |
1-4 | h. 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, 5 | i. Practice personal and shared space. |
1-3 | j. Respond to beat, meters, rhythmic pattern, and tempi through movement. |
1-4 | k. Work with heavy and light energy in movement; combine with sustained and sudden movement to create combinations (e.g., light and sustained). |
7 | l. Observe a dancer(s) at work or in a demonstration or performance. |
1-3, 5 | m. Learn simple folk dance skills (e.g., elbow swing, weaving in and out of a circle, moving in a circle, and changing directions). |
1-3 | n. Use large and small range in movement. |
1-3 | o. Demonstrate focus in movement (e.g., near or far). |
6 | p. Relate movement to other art forms and disciplines outside the arts. |
STANDARD B | History and Culture |
1-3 | a. Observe dances from cultures that are represented in own community. |
2, 3 | b. Learn very simple folk dances and singing games from a variety of cultures. |
2, 3, 7, 8 | c. View and discuss different forms of dance in American culture (e.g., ballet, tap, modern, and jazz). |
Second Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD C | Evaluation and Analysis |
1, 4 | a. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice. |
2 | b. Observe a dance performance. |
1, 2 | c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle). |
1, 2 | d. Compare two dances using dance terminology. |
5 | e. Demonstrate appropriate audience skills. |
STANDARD D | Aesthetic Perception |
1, 2, 6, 7 | a. Discuss how dance is different from other forms of human movement. |
1-7 | b. Discuss, when appropriate, cultural beliefs about dance. |
1-6 | c. 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 MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD A | Performing and Creating |
1-4 | a. Use forward, backward, clockwise, counterclockwise, and different pathways in movement (e.g., spiral, zigzag, curved). |
1-5 | b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movements. |
1-5 | c. Use face-to-face, back-to-back, and side-to-side with a partner. |
1-3, 5 | d. Use formations: scattered, circle, double line of partners, double circle of partners, trio circle, and sets of four. |
1-3, 5 | e. 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). |
1-4 | f. Use locomotor and nonlocomotor movement to create own movement sequences or dances. |
1-4 | g. 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. |
1-3 | h. Practice personal and shared space. |
1-3 | i. Respond to beat, accent, meters, rhythmic pattern, and tempi through movement. |
1-4 | j. Use different qualities (force): smooth, sudden, sustained, vibratory, percussive, etc. |
7 | k. Observe a dancer (s) at work or in a demonstration or performance. |
1-3 | l. Demonstrate focus in movement. |
6 | m. Relate movement to other art forms and disciplines outside the arts. |
STANDARD B | History and Culture |
1-3 | a. Observe/perform folk dances and singing games from a variety of cultures. |
1, 3 | b. Observe and perform, if culturally appropriate, Alaska Native dances. |
1-3 | c. Discuss the role of tradition and ritual in dance of various cultures. |
Third Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD C | Evaluation and Analysis |
1, 3, 4 | a. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice. |
1, 4 | b. Observe a dance performance. |
1, 2 | c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle). |
1, 2 | d. Compare two dances using dance terminology. |
5 | e. Demonstrate appropriate audience skills. |
STANDARD D | Aesthetic Perception |
1, 2, 6, 7 | a. Discuss how dance is different from other forms of human movement. |
1-7 | b. Discuss, when appropriate, cultural beliefs about dance. |
1-6 | c. 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 MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD A | Performing and Creating |
1-4 | a. Use forward, backward, sideways, clockwise, counterclockwise and different pathways and levels in movement (e.g., spiral, zigzag, curved). |
1-5 | b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement. |
1-5 | c. Use face-to-face, back-to-back, and side-to-side movements with a partner. |
1-3, 5 | d. Use formations: scattered, circle, double line of partners, double circle of partners, trio circle, spokes of wheel, and sets of four. |
7 | e. Observe a dancer(s) at work, in a demonstration, or in a performance. |
1-4 | f. 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. |
1-4 | g. Use locomotor and nonlocomotor movement to create own movement sequences or dance. |
1-4 | h. Create individual/group shapes at various levels. |
1-3 | i. Respond to beat, accent, meters, rhythmic patterns, and tempi through movement. |
1-3 | j. Use focus in movement. |
1-4 | k. Use different qualities (force): smooth, sustained, light, heavy, etc. |
6 | l. Relate movement to other art forms and disciplines outside the arts. |
STANDARD B | History and Culture |
1-3 | a. Observe/perform folk dances and singing games from a variety of cultures. |
1, 3 | b. Observe and perform, if culturally appropriate, Alaska Native dances. |
1-3 | c. Discuss the role of tradition and ritual in dance of various cultures. |
Fourth Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD C | Evaluation and Analysis |
1, 3, 4 | a. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice. |
1, 4 | b. Observe a dance performance. |
1, 2 | c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle). |
1, 2 | d. Compare two dances using dance terminology. |
5 | e. Demonstrate appropriate audience skills. |
STANDARD D | Aesthetic Perception |
1, 2, 6 | a. Discuss how dance is different from other forms of human movement. |
1-7 | b. Discuss, when appropriate, cultural beliefs about dance. |
1-6 | c. Discuss how a given dance evokes a feeling. |
Fifth Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD A | Performing and Creating |
1-4 | a. Use forward, backward, sideways, diagonal, clockwise, counterclockwise, and different pathways in movement (e.g., spiral, zigzag, curved). |
1-5 | b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement. |
1-5 | c. Use face-to-face, back-to-back, and side-to-side movements with a partner. |
1-3, 5 | d. 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. |
1-4 | e. 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). |
1-4 | f. Use locomotor and nonlocomotor movement to create own movement sequences or dances. |
1-4 | g. Create shapes at low, middle, high levels, and shapes that are curved, twisted, angular, etc. |
1-4 | h. Use small and big movement to shape; use group to create a tableau. |
1-3 | i. Respond to beat, accent, meters, rhythmic pattern, and tempi through movement. |
1-3 | j. Demonstrate ability to use focus during movement. |
1-4 | k. Use different qualities (force): e.g., smooth, sudden, sustained, vibratory, percussive, etc. |
1-4 | l. Create a sequence with a beginning, middle, and end, both with and without a rhythmic accompaniment. |
1-5 | m. Create a dance phrase, accurately repeat it, and then vary it, making changes in time, space, and/or energy. |
7 | n. Observe a dancer (s) at work or in a demonstration or performance. |
6 | o. Relate movement to other art forms and disciplines outside the arts. |
Fifth Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD B | History and Culture |
1-3 | a. Perform folk dances and singing games from a variety of cultures. |
1-3 | b. Observe and perform, if culturally appropriate, Alaska Native dances. |
1-3 | c. Discuss the role of tradition and ritual in dances of various cultures. |
1, 3, 4, 7, 8 | d. Describe dances in a particular culture and time period. |
1-8 | e. Compare and contrast the role and significance of dance in two different social/historical contexts. |
STANDARD C | Evaluation and Analysis |
1, 3, 4 | a. Explore and discover multiple solutions to a given movement problem; choose favorite solution and discuss the reasons for that choice. |
1, 4 | b. Observe a dance performance. |
1, 2 | c. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle). |
1, 2 | d. Compare two dances using dance terminology. |
5 | e. Demonstrate appropriate audience skills. |
STANDARD D | Aesthetic Perception |
1, 2, 6 | a. Discuss how dance is different from other forms of human movement. |
1-7 | b. Formulate and answer questions about how movement choices communicate abstract ideas in dance. |
1-7 | c. Present own dances or movement sequences to peers and discuss their meanings with competence and confidence. |
1-7 | d. Discuss, when appropriate, cultural beliefs about dance. |
1-6 | e. Discuss how a given dance evokes a feeling. |
Sixth Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD A | Performing and Creating |
1-4 | a. Use forward, backward, sideways, diagonal, clockwise, counterclockwise, and different pathways in movement (e.g., spiral, zigzag, curved). |
1-5 | b. Demonstrate the partner skills of copying, leading, following, and mirroring; work with partner and small group in creating movement. |
1-5 | c. Use face-to-face, back-to-back, and side-to-side movement with a partner. |
1-3, 5 | d. Use formations: scattered, circle, double line of partners, double circle of partners, trio circle, squares of four, grand march, line, and sets of four. |
1-4 | e. Participate in folk dances and historical dances, including, “Contemporary” dances such as Charleston, swing, country. |
1-4 | f. 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). |
1-4 | g. Use locomotor and nonlocomotor movement to create own movement sequences or dances. |
1-4 | h. Create shapes at low, middle, and high levels, also shapes that are curved, twisted, angular, etc. |
1-4 | i. Use small and big movements to shape; use group shape to create a tableau. |
1-3 | j. Respond to beat, accent, meters, rhythmic pattern, and tempi through movement. |
7 | k. Observe a dancer (s) at work or in a demonstration or performance. |
1-4 | l. Demonstrate focus while moving. |
1-4 | m. Use various qualities appropriately in movement. |
1-5 | n. Create a dance phrase, repeat it, and then vary it, making changes in time, space, and/or energy. |
1-5 | o. Create a dance project that reveals understanding of a concept or ideas from another discipline (e.g., pattern in dance and science). |
6 | p. Relate movement to other art forms and disciplines outside the arts. |
Sixth Grade: Movement/Dance
STANDARDS MET | CONTENT/SKILLS/ACTIVITIES |
STANDARD B | History and Culture |
1-3 | a. Perform folk dances and singing games of increasing complexity from a variety of cultures (e.g., Charleston, pop dances, Cancan). |
1, 3 | b. Observe and perform, if culturally appropriate, Alaska native dances. |
1-3 | c. Discuss the role of tradition and ritual in dance of various cultures. |
1, 3, 4, 7, 8 | d. Describe dances in particular culture and time periods. |
1-8 | e. Compare and contrast the role and significance of dance in two different social/historical contexts. |
1-3 | f. Discuss the role of gestures in culture and dance. |
STANDARD C | Evaluation and Analysis |
1, 3, 4 | a. Create a dance and revise it over time, articulating the reasons for artistic decisions and what was lost and gained by those decisions. |
1, 3 | b. Evaluate own work and that of peers according to established criteria. |
1, 3, 4 | c. Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice. |
1, 4 | d. Observe a dance performance. |
1, 2 | e. Describe a dance using dance terminology (e.g., space, body, level, pathway, relationship, partners, circle). |
5 | f. Demonstrate appropriate audience skills. |
STANDARD D | Aesthetic Perception |
1, 2, 6 | a. Discuss how dance is different from other forms of human movement. |
1-7 | b. Formulate and answer questions about how movement choices communicate abstract ideas in dance. |
1-7 | c. Present own dances or movement sequences to peers and discuss their meanings with competence and confidence. |
1-7 | d. Discuss, when appropriate, cultural beliefs about dance. |
1-6 | e. Discuss how a given dance evokes a feeling. |
1-7 | f. 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 |