DANCE
DANCE DANCE K-2
Characteristics of the Young Elementary School Student
The primary school years are a period of tremendous adjustment and growth. Students are transitioning from the home or pre-school setting to a more structured school setting. Although the school setting is fairly new to most, children in grades K-2 are filled with wonder about themselves and the world around them. They are usually eager to try new things, and have the ability to create with few inhibitions. Thus, the K-2 dance program provides an experiential environment.
The Learning Experience
The K-2 dance program is designed to encourage children's
natural enthusiasm for movement. For many children, this is their
first experience with any type of structured dance class.
Initially, young children must discover their own movement
potential.
Although children this age have an immense capacity for creativity,
they have not developed movement skills in dance. Therefore,
technique is not emphasized at this level, although groundwork is
laid through the development of kinesthetic awareness and
self-management. Primarily, students learn to recognize and
demonstrate the basic dance elements of time, space, and
energy/dynamics. Through the process of exploration, students
discover how to utilize these elements to arrive at multiple
solutions to creative movement problems.
Content Integration
Content integration is a natural way for young children to make meaning of their world. The ideal elementary program provides rich integration in the areas of English Language Arts, Mathematics, Science, Social Studies, and other content areas both within and outside of the arts. Dance can be a vehicle for understanding major concepts that occur across content areas such as patterns, cycles, and processes. Dance movement reinforces and helps teach counting and grouping skills, emerging literacy skills such as letter recognition and formation, writing skills, and character education.
Presentations
Many young children are creatively uninhibited, and tend to be more eager to perform their accomplishments in front of a willing audience. The desire to present their learnings is a normal progression. It is the creative process that encourages students to share, analyze, and evaluate their own work, and the work of others.
An informal sharing is a developmentally appropriate performance experience for young children. An informative performance, or "informance" may be used to demonstrate the process for how students arrive at the product or performance as a result of instruction, rather than focusing solely on the end result. These settings provide unique opportunities to define the roles of the performers and audience members. Children learn how to respond to dance appropriately. In addition, the experience helps them to build confidence and pride in their work.
Program Continuity
Throughout the curriculum key objectives progress from one grade level to the next using a similar succession: exploration, identification, utilization, and evaluation. Some objectives, which do not appear to follow the same progression, recur at different grade levels for the purpose of reinforcement and extension. In addition, the content, instruction, student outcomes, and evaluation methods should increase in sophistication at each grade level, or whenever differentiation is necessary. Teachers should modify objectives appropriately to meet the instructional and development needs of each student. The K-2 dance program prepares students to continue dance studies at the upper elementary level.
DANCE - Kindergarten
Kindergarten is the entry level for study in dance. Learning is primarily experiential. The focus areas at this level include:
- Beginning to develop kinesthetic awareness.
- Beginning to explore the elements of dance and basic components of choreography.
- Recognizing dance as a form of human expression that can be enjoyed by all.
- Beginning to make connections between dance and other content areas.
- Developing the ability to participate appropriately in movement activities and as audience members.
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Identify body parts and range of motion.
1.02 Demonstrate the element of space in dance through exploration: personal/general, locomotor/non-locomotor movement, axial movement, shape, level, direction, and pathways.
1.03 Demonstrate the element of time in dance through exploration: tempo and rhythm.
1.04 Demonstrate the element of energy/dynamics in dance through exploration.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Demonstrate the difference between spontaneous and planned movement.
2.02 Demonstrate patterns in dance.
2.03 Demonstrate that dance has a beginning, middle, and end.
2.04 Improvise movement based on own ideas and ideas from other sources.
2.05 Move alone and with others.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Express ideas, feelings, and stories through dance movement.
3.02 Respond to dance movement experiences in a variety of ways.
3.03 Identify similarities and differences between dance and other forms of human movement.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Demonstrate at least one solution to a given creative movement problem in dance.
4.02 Identify similarities and differences in dance movement sequences.
4.03 Evaluate dance movement sequences.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Identify the existence of dance in communities and cultures.
5.02 Identify and explore dances from various cultures.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Demonstrate self-awareness through dance movement activities.
6.02 Identify that dance requires concentration.
6.03 Identify how warming-up enhances the ability to dance.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Identify connections between dance and one other content area.
7.02 Identify various applications of technology in dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Show respect and appreciation for the dance movement efforts of others.
8.02 Demonstrate ways that one can be involved through dance as a performer and as an audience member.
DANCE - Grade 1
The study of dance is cumulative and sequential to include learning from the previous grade level. Learning at this grade level is primarily experiential. The focus areas at this level include:
- Developing increasing kinesthetic awareness
- Experimenting with the elements of dance
- Beginning to create dance using basic components of choreography
- Participating in dance as a form of human expression
- Continuing to make connections between dance and other content areas
- Participating appropriately in movement activities and as audience members
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate kinesthetic awareness through identification of body parts and range of motion.
1.02 Demonstrate and explore the element of space in dance: personal/general, locomotor/non-locomotor movement, axial movement, shape, level, direction, and pathways.
1.03 Demonstrate and explore the element of time in dance: tempo and rhythm.
1.04 Demonstrate and explore the element of energy/dynamics in dance.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Demonstrate and identify the differences between spontaneous and planned movement.
2.02 Demonstrate patterns in dance.
2.03 Demonstrate and identify beginning, middle, and end in dance.
2.04 Improvise and create movement based on own ideas and concepts from other sources.
2.05 Demonstrate working alone and with others in movement exploration.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Show ideas, feelings, and stories through dance movement.
3.02 Discuss various dance movement experiences.
3.03 Identify and demonstrate similarities and differences between dance and other forms of human movement.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Demonstrate at least two different solutions to a given creative movement problem.
4.02 Identify similarities and differences in movement sequences.
4.03 Evaluate dance movement sequences.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Discuss the role of dance in celebrations and events.
5.02 Identify and explore dances from various cultures.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)Objectives
6.01 Demonstrate self-awareness through dance movement activities.
.02 Demonstrate concentration and focus during dance movement activities.
6.03 Identify and describe healthy practices including the importance of warm-ups to enhance the ability to dance.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Identify connections between dance and at least two other content areas.
7.02 Identify and explore various applications of technology in dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Describe and show respectful behaviors toward others in dance movement experiences.
8.02 Identify the role of an audience member when creating or performing dance movement.
8.03 Identify and demonstrate appropriate behavior when creating, performing, or viewing dance movement.
DANCE - Grade 2
The study of dance is cumulative and sequential to include learning from previous grade levels. Learning at this grade level is primarily experiential. The focus areas at this level include:
- Developing increasing kinesthetic awareness
- Demonstrating the elements of dance
- Creating dance, alone and with others, using basic components of choreography
- Participating in dance as a form of human expression
- Continuing to make connections between dance and other content areas
- Participating appropriately in movement activities
- Recognizing that audience members critique dance using various methods
Strands: Creating, Performing, Responding, Understanding
COMPETENCY GOAL 1: The learner will identify and demonstrate elements and skills in dance. (National Standard 1)
Objectives
1.01 Demonstrate kinesthetic awareness.
1.02 Demonstrate and identify the element of space in dance: personal/general, locomotor/non-locomotor movement, axial movement, shape, level, direction, and pathways.
1.03 Demonstrate and identify the element of time in dance: tempo and rhythm.
1.04 Demonstrate and identify the element of energy/dynamics in dance.
COMPETENCY GOAL 2: The learner will understand choreographic principles, processes, and structures. (National Standard 2)
Objectives
2.01 Demonstrate the differences between spontaneous and planned movement.
2.02 Create and perform patterns in dance.
2.03 Create simple movement sequences using beginning, middle, and end; identify each of these parts of the sequence.
2.04 Improvise, create, and perform dance sequences using ideas and concepts from other sources.
2.05 Demonstrate the ability to work effectively alone and with a partner.
COMPETENCY GOAL 3: The learner will understand that dance can create and communicate meaning. (National Standard 3)
Objectives
3.01 Identify and demonstrate ideas, feelings, and stories through movement or gestures.
3.02 Identify and explain reactions to movement experiences.
3.03 Demonstrate and explain similarities and differences between dance and other forms of human movement.
COMPETENCY GOAL 4: The learner will apply and demonstrate critical and creative thinking skills in dance. (National Standard 4)
Objectives
4.01 Demonstrate three or more different solutions to a given dance movement problem.
4.02 Identify and describe similarities and differences in dance movement sequences.
4.03 Evaluate dance movement sequences.
COMPETENCY GOAL 5: The learner will demonstrate and understand dance in various cultures and historical periods. (National Standard 5)
Objectives
5.01 Describe the various roles of dance in communities and cultures.
5.02 Identify and demonstrate dances from various cultures and historical periods.
COMPETENCY GOAL 6: The learner will make connections between dance and healthful living. (National Standard 6)
Objectives
6.01 Identify and demonstrate safe practices during dance movement activities.
6.02 Demonstrate ability to self-monitor concentration and focus during dance movement activities.
6.03 Explain healthy practices which enhance the ability to dance including the importance of warm-ups and nutrition.
COMPETENCY GOAL 7: The learner will make connections between dance and other content areas. (National Standard 7)
Objectives
7.01 Explain connections between dance and at least three other content areas.
7.02 Use technology as a tool for creating and exploring dance.
COMPETENCY GOAL 8: The learner will understand dance as an art form with a range of opportunities for involvement.
Objectives
8.01 Show respect and appreciation for the dance movement efforts of others.
8.02 Identify the roles of audience members and performers when viewing dance.
8.03 Identify and demonstrate appropriate behavior when creating, performing, or viewing dance.
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