dance presentation for kindergarten

Creative Dance Teaching Ideas and Resources

Creative Dance Lesson Plans for Kindergarten

Both kinds of dance activities are easy for the children to follow and engage in.  They are adaptable to suit the concentration of the child or children you are working with.  Keeping younger children interested and moving with you, is the most important consideration when planning a creative dance lesson for Kindergarten.

Little children love to move, and many will improvise happily with not too much stimulus.  Others, however, need an example to confirm that they are on the right track.  This is where it is important for the teacher to move with them.

Seeing their teacher moving, imagining, and having fun gives them permission to join in.  You often find children stopping to watch you before they start.  This is important because you need to put aside your own self consciousness and have fun exploring your own movement potential.

If the teacher is trying new ways of moving, no matter how bizarre it may feel, children observe that you value an active and energetic imagination.

Another essential part of the Kindergarten creative dance lesson is safety .  Making sure you have adequate room for children to move, whether that is inside or outside, is important for physical safety.  Space to move safely also provides a greater freedom for children to explore a range of movement; large, travelling movements as well as small, controlled movements and everything in between.

As with any physical activity it is important to have a Warm up as a part of the activity.  This may be physical and/or mental.  It acts to bring them into their physical self, becoming aware of themselves and others in the space.

The Warm up also helps children to focus on the learning experience by adding structure and grouping them together in unison.  Children develop an awareness of each other, moving together, interacting without words, learning the ‘rules’ and expectations of a dance lesson through modeling behaviour.

Warm up ideas for your creative dance lessons

I put a safety switch into each class by having a magic ’stop’ word for the children to freeze.  Make the word something that fits with the theme of the lesson.  For example, the lesson could be about animals and you might use ‘predator’ to freeze the action in the room.

A ‘go’ word is also good to have embedded in the ‘rules’ of the class.  This might be used to start children walking.  Ask them to show you how they walk to show they are strong enough to control their body.

Are we watching who else in the room can be in control of their own bodies?

Warmups for littlies could be as simple as jiggling.  Ask the question ‘jiggle my what?’.  You can name different parts of the body. Have the children say them out loud; shoulders , hands , hips , feet (rise and lower), head (rock or turn side to side).

Then get them to stop and hold.  They follow the teacher to make the same shape that should include balancing on two and/or one leg, tipping over at the side in a side bend or stretching a leg out at the back with the arms in an aeroplane shape.

Follow these activities with a quick movement section of the warmup with jumping for joy (jump on your own spot in a joyful shape), moving quickly between a giraffe and a turtle (big stretch to small and curved low level shape).

Warm ups are fun to do and will prepare the children for what you are going to do next in the creative dance lesson.

Creative dance activities for Kindergarten

Dinosaur garden.

This dance activity begins with a fine motor and sensory motor activity while building a Dinosaur garden.  Use plastic lunch bags to colour some rice with few drops of food colouring and a little vinegar.  The children massage the bags with their hands to spread the colour throughout the rice.  This rice is then placed in a container to use as the base for your Dinosaur garden.

What makes you think this one may fly?

How would this dinosaur move in the water?

Is this a dinosaur that might walk or run?

Do think it would walk heavily or softly?

Do you think how heavy it is might change how fast or slowly it moved?

Explore these different movements to some Cool Dinos aur Music .  They can pretend to be one of the dinosaurs they have in their garden or you can create a narrative.  It is important for the teacher to model some movement during this activity.

Your narrative could explore a particular pathway.  Thinks about the terrain that could make them move not just on high and low levels but zigzagged, straight or curved pathways.  They may need to negotiate moving in a small space to find their way through an imagined landscape.

You may choose to have the children who are being large dinosaurs move first and then pause while a second group of smaller dinosaurs or ones that fly or swim move together.  This ‘organic’ way of grouping gives the children time to watch each other and to practice taking turns.

Using different types of music, one for big slow dinosaurs and one for small quick dinosaurs will assist in stimulating contrasting movement qualities in the children.  It is always good to have children use a movement quality that may be different from what they would usually choose.

By exploring different energy qualities children learn to experiment with their own bodies which leads to them having control over their own movements.

Beat the drum

This movement story encourages children to use their muscles with strength without the aid of aid of objects to supply resistance or weight.  Their imagined world creates the movements, engaging the muscles of the arms legs, torso, hands, and jaw.

The drumbeat is the call to action and may be used throughout this improvised dance activity.  It is also useful to replay this music if you want the children to move with strength at other times as they will remember the in-body experience.

Warming up the arms and the legs.  You are going to call an animal out of its cage by beating a special drum beat.  To beat the drum you have to beat hard and strong and then change to soft and gentle.  Beat your drum up high and beat your drum down low.  To make some more drumming noises stamp your feet at the same time.

What kind of animal do you think you have called to come to you?

You have called a huge silver back Gorilla. The teacher may like to choose a different animal, but we need strong, powerful movements that use arms and legs. Show pictures so the children can really imagine themselves as the Gorilla.

• You are now a huge silver back Gorilla escaping from your cage. Using heavy movements to really wake up the muscles; push, pull, carry, throw, reaching high to push, growling faces and clenching jaws. You need to use your legs, arms, torso, hands and jaw. Squeeze your hands around the bars and pull them apart poking your face through bars.
• Now you are free you need to dance for joy. Move all your body freely with no weight or resistance. When the drum beat stops you are suddenly frozen in time.  Try not to move any part of your body, not even your eyes or your mouth.

This is a great time to take a photo!

Cooling Down

Anything relaxing is appropriate.  Slow movements, deep breathing, or consciously relaxing through mindfulness help them to bring their heart rate down and their concentration in.

Concentrating on something is a great place to start.  This could be a visualization, with closed eyes, about how parts of their body move slowly.

Stretching to explore the range and strength of movement is always good for children who struggle to close their eyes.

Self-expression through dance helps to develop physical, mental, creative and social skills in Kindergarten children.

These are a few samples of how a dance activity may look in a Kindergarten, but there are many alternative lesson structures.  Using ‘follow me’ and improvised narratives encourages child to play with creativity and movement.  Here are some other examples of free dance lesson plans for younger children.

These suggestions can be a springboard for your own dance activities and assist with developing creative dance as an essential part of your Kindergarten program.

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Kindergarten Dance – 1

Moving Safely in Personal Space

Lesson 1: Space

Click here to download Lesson Plan and Instructional Materials for Kindergarten Dance Lesson 1  (PDF)

1A. Physical Warm up:

Dance teaching artist Viviana Alcazar leads class in stretches and movement activities to help them warm up for the dance class, guiding them to move safely in personal space.

Kindergarten Dance Lesson #1: Warm up

1B. Modeling:

Using either a chart or own body as a visual aid, teacher asks students to identify the parts of their bodies that can move. (e.g., head, eyebrows, mouth, nose, shoulders, arms, elbows, wrists, hands, fingers, torso or ribs, hips, back backside, legs, knees, ankles, feet, toes.)  Children move the individual body parts to a song like the “Hokey Pokey”. Movements can be practiced at the student’s desk with optional music. Next, ask the students to identify where front, side and back are in relation to their body.

As an option, using an inner tube or hula-hoop, teacher demonstrates to students what “personal space” is (may also call this “self space”). Show that the hoop or tube keeps your body free from touching anything or anyone. Explain and adhere to this safety rule : if a student bumps into another student or object they must sit down until activity is over.

Kindergarten Dance Lesson #1: Modeling

Vocabulary:

• personal space : the immediate spherical space surrounding the body in all directions. Use of space includes shape, direction, path, range, and level of movement. Refers to movement around the body axis or within a body bubble.
• general space : the immediate spherical space surrounding the body in all directions. Use of space includes shape, direction, path, range, and level of movement and involves all the space in a given area.
• locomotor movement : movement progressing through space from one spot to another. Basic locomotor movements include walking, running, galloping, jumping, hopping, skipping, sliding, leaping.

1C. Practice Locomotor:

Kindergarten Dance Lesson #1: Practice Locomotor

1D. Freeze Dance:

• freeze: to cease all movement for a period of time

Children find a place in the room where they will not touch each other or another object. The class moves to music as teacher gives prompts like:   “move your arms”, “move the parts of your arm: fingers, wrists, elbows”. Periodically, the teacher stops the music and tells  the class to freeze .

Kindergarten Dance Lesson #1: Freeze Dance

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Guiding Curiosity, Igniting Imagination!

The Power of Dance in Kindergarten Classrooms

A Research Perspective

Discover how movement shapes minds and why you should introduce dance into your teaching arsenal.

Introducing dance and movement to the elementary school environment isn’t just an exercise in fun—it’s backed by a wealth of research that underscores its vital importance in childhood development.

Why Dance? A Deep Dive into Research

Fosters Creativity and Cognitive Development

The importance of kinesthetic movement in early childhood is highlighted by Sadaruddin, Hajerah, Amri, & Mariyani (2022), emphasizing that the development of gross motor movement during this phase affects various areas of development. Kinesthetic intelligence, often referred to as physical intelligence, allows children to employ parts of their body to solve problems (Tanjung & Novitri, 2022). This supports not just the development of motor skills but cognitive development and executive functioning.

Enhances Physical Health and Focus

Braniff (2011) found that integrating activity into the daily routine of a class of fourth graders resulted in enhanced focus, concentration, and overall wellbeing. Similarly, Summerford (2009) elucidated the science behind how movement aids learning, from increasing dopamine production to promoting the process of neurogenesis—where the brain creates new neurons and neural pathways.

Promotes Cognitive Development

Research by Semple & Lee (2014) and Zeng, Ayyub, Sun, Wen, Xiang, & Gao (2017) underscores that physical activity in early childhood doesn’t only aid physical development. It’s also linked to improved language learning, academic achievement, attention, and working memory. Meijer, Königs, Pouwels, Smith, Visscher, Bosker, Hartman, & Oosterlaan (2022) further exemplify how short-term exercise can result in significant cognitive improvements.

Cultural and Emotional Benefits

Dance as movement therapy is utilized worldwide, reflecting its widespread acceptance and recognized benefits across cultures (Capello, 2008). Beyond its therapeutic applications, dance allows children to celebrate their cultural identities. Tortora (2009) even initiated a dance therapy movement in New York City, using dance as a therapeutic tool and a non-verbal communication medium.

Synergy of Dance and Music

Introducing music to the equation magnifies the benefits of dance. A study by Lukács et al. (2022) in Hungary incorporated music interventions in primary schools, with one group also engaging in physical movement. The results? Those in the movement group displayed significant improvements in areas like verbal IQ, reading fluency, and phonemic awareness.

Dance in YOUR Classroom: Backed by Science

Now, with the importance of dance and movement deeply rooted in empirical evidence, introducing it to your classroom isn’t just an option—it’s a necessity for holistic development.

Eager to integrate these findings into your teaching routine? Download the 12 Prompts for Dance and Movement , tailored for kindergarten-aged children. As research and experience show, dance is more than just fun; it’s a catalyst for growth, development, and learning. Let’s embrace the rhythm of research and dance our way to more enriched, fulfilling classroom experiences!

Braniff, C. (2011). Perceptions of an active classroom: Exploration of movement and collaboration with fourth grade students. Networks: An Online Journal for Teacher Research, 13 (1), 1–6.

Faber, r. (2017). dance and early childhood cognition: the isadora effect. arts education policy review, 118 (3), 172-182. https://doi.org/10.1080/10632913.2016.1245166, lukács, b., asztalos, k., maróti, e., farnadi, t., deszpot, g., szirányi, b., nemes, l. n., & honbolygó, f. (2022). movement-based music in the classroom: investigating the effects of music programs incorporating body movement in primary school children. psychology of aesthetics, creativity, and the arts. https://doi.org/10.1037/aca0000496, meijer, a., königs, m., pouwels, j. l., smith, j., visscher, c., bosker, r. j., hartman, e., & oosterlaan, j. (2022). the effect of exercise on cognitive performance in children: a randomized controlled trial., sadaruddin, s., intisari, i., hajerah, h., amri, n. a., & mariyani, m. (2022). kinesthetic learning development methods to train fine motors for early childhood. in 1st world conference on social and humanities research (w-share 2021) (pp. 229-234). atlantis press. https://doi.org/10.2991/assehr.k.220402.049, semple, r. j., & lee, j. (2014). mindfulness-based cognitive therapy for children. in mindfulness-based treatment approaches (pp. 161-188). academic press., summerford, c. (2009). action-packed classrooms, k-5: using movement to educate and invigorate learners. corwin press., tanjung, s. h., & novitri, d. m. (2022). collaborative game activities to stimulate early childhood visual-spatial and kinesthetic intelligence. stimulus: jurnal pendidikan anak usia dini, 2 (1), 67-74. https://doi.org/10.53863/sti.v2i1.488, tortora, s. (2009). dance/movement psychotherapy in early childhood treatment: suzi tortora. in the art and science of dance/movement therapy (pp. 172-193). routledge., zeng, n., ayyub, m., sun, h., wen, x., xiang, p., & gao, z. (2017). effects of physical activity on motor skills and cognitive development in early childhood: a systematic review. biomed research international, 2017. https://doi.org/10.1155/2017/2760716, share this story, choose your platform, related posts.

The Power and Magic of Play

Building Strong Readers: Mastering Syllables In Kindergarten

It is always rhyming time

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Students participate in different types of dances in which they explore time, action and other elements of dancing. They dance with a group or a partner and explore how to work together.

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Dance Lessons

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These lessons are written for the Arts Education Project in San Diego Unified School District.

In AEP, students develop movement knowledge, skills, and understandings through a wide array of experiences in dance instruction including improvisation, technical skills, choreography, observation and analysis. Based in the standards, these lessons are process-driven, rather than product ("performance")-driven.

• Kindergarten and Grade One explore movement concepts (e.g. time, space, non/locomotor movements) and contrasts (e.g. strong/light, fast/slow, high/low) through improvisation, cultural dances, and engaging dance games.
• Grades Two and Three create dance studies using choreographic devices and various stimuli. They work in cooperative groups to solve movement problems and are introduced to the elements of dance (time, space, and energy).
• Grades Four and Five use choreographic devices, various inspirational sources, and the dance elements to create a group dance that communicates a main idea and is performed in front of their peers.

Each lesson is designed to stand alone but build on the topics taught previously. All materials, including a Google Slides classroom presentation, are embedded and included.

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First grade.

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Dance Lesson Plan by Powerpoint

Subject: Physical education

Age range: 7-11

Resource type: Lesson (complete)

Last updated

6 January 2021

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This is an experiment for me. I’d really appreciate your feedback.

I’ve put the stepping stones of a dance lesson for ks2 in the format of a powerpoint. (In the same way as I do in my written resources).

So, as a teacher, you can either use the powerpoint for yourself or you could share it with the students so they use it to remind them what to do or become more independent.

The benefits could include

• helping the students to stay on track
• less talk time by the teacher
• suitable for supply teachers to deliver
• help to support NQT’s as they develop their skills

The music I would suggest using include…

Storm 3000 by Leftfield (for y5 or 6) or Bubble & Slide by The Sabres of Paradise or Forbidden Colours by Sakamoto (for something gentle) or Black Sands by Bonobo (for y3 or 4).

All of which should be available on iTunes, Spotify or You Tube.

clairepringdance.com [email protected]

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25 Exciting Dance Activities for Preschoolers

Dance activities are a wonderful way to spark your little ones’ creativity, enhance their physical abilities, and boost their self-esteem , all while they’re having a blast!

Engaging in dance helps children express themselves through movement, develops coordination, and encourages social interaction in a lively and nurturing setting.

We’ve put together a list of super fun Dance Activities for Preschoolers that they will love.

Freeze Dance:

Freeze Dance is a classic game that kids love to play. All you need is some music and a designated “freezer” that pauses the music at random intervals. When the music stops, the children have to freeze in their dance positions until the music starts again.

Animal Dance:

This dance activity is a fun way to incorporate animal movements into dancing. Choose an animal and have the children dance around while imitating that animal’s movements. For example, a frog dances, they can hop and crouch low to the ground. You can switch animals every few minutes to keep the activity fresh and fun.

Hokey Pokey:

The Hokey Pokey is a timeless classic that has been enjoyed by generations of kids. It’s a fun and easy dance that involves following instructions and moving different body parts. Simply play the song and have the children follow along as they put their right foot, left foot, right hand, left hand, and whole body in and out of the circle.

Bubble Wrap Stomp:

Simply lay out a large piece of bubble wrap and have the children stomp and dance on it while music plays in the background. The sound and feel of the popping bubbles add an extra layer of fun to this activity.

Conga Line:

Simply have the children form a line and hold onto each other’s shoulders as they dance to the beat of the music. As the line moves around the room, children can take turns being the leader and setting the pace for the rest of the group. It’s a great way to get everyone involved and moving together.

Scarf Dance:

For this dance activity, give each child a colorful scarf and play some music with a slow tempo. The children can then move their bodies and the scarf around in rhythm with the music. You can encourage them to wave the scarf high and low, twirl it around, and even toss it in the air and catch it.

Musical Statues:

This dance activity is similar to Freeze Dance, but instead of stopping the music, the children have to freeze whenever the music stops. The catch is that they have to freeze in a specific pose, such as touching their toes or striking a superhero pose. The last child to freeze in the correct pose is out, and the game continues until only one child is left.

Balloon Dance:

Blow up several balloons and scatter them around the room. Play some lively music and have the children dance around while trying to keep the balloons in the air. You can also encourage them to try to pop the balloons by stomping on them or hitting them with their hands.

Ribbon Dance:

Play some music and have the children twirl and move the ribbon around as they dance. You can also have them dance in pairs and work together to create coordinated movements with their ribbons.

Hula Hoop Dance:

Hula hooping is a fun and challenging activity that kids love. Give each child a hula hoop and play some upbeat music. They can then try to dance and move their bodies while keeping the hula hoop going. You can also encourage them to try different tricks and movements with the hoop, such as spinning it around their neck or waist.

Alphabet Dance:

Start by calling out a letter of the alphabet and have the children dance around while making the shape of that letter with their bodies. For example, for the letter “S” they could curve their arms above their heads to create the shape of the letter. You can also have them come up with their own letter poses to add an extra level of creativity.

Follow the Leader:

In this dance activity, designate one child as the “leader” and have the other children follow their movements. The leader can dance around and make different poses and movements while the others try to copy them. You can switch leaders every few minutes to give everyone a chance to be in charge.

Sensory Dance:

Set up a sensory path with different textures and materials, such as bubble wrap, carpet squares, and soft blankets. Play some music and have the children dance along the path, feeling the different textures under their feet.

Pirate Dance:

This dance activity encourages children to use their imaginations and pretend to be pirates. Play some pirate-themed music and have the children dance around while pretending to search for treasure, climb aboard a ship, and swing their swords. You can also provide costumes and props to add to the fun.

Dancing with Props:

Provide a variety of props, such as scarves, pom poms, and ribbons, and play some music. The children can then dance around while incorporating the props into their movements. For example, they can wave the scarves above their heads or toss the pom poms in the air.

Musical Instruments Dance:

Provide a variety of musical instruments, such as tambourines, maracas, and drums. Play some music and have the children dance around while playing their instruments. You can also encourage them to switch instruments every few minutes to try out different sounds and rhythms.

Dance-Along Videos:

You can find a variety of dance-along videos online that are perfect for preschoolers. These videos often feature popular children’s songs and simple dance routines that are easy for young children to follow along with. You can use these videos as a fun way to introduce new dance moves and get the children up and moving.

Balloon Pop Dance:

Blow up several balloons and tie a long string to each one. Give one balloon to each child and play some music. The children can then dance around while trying to pop each other’s balloons. When a child’s balloon pops, they have to sit down until the end of the game. The last child with a balloon still intact is the winner.

Yoga Dance:

Combine the benefits of yoga and dance with this activity. Play some calming music and guide the children through different yoga poses, incorporating flowing movements and dance elements into each pose. This activity encourages mindfulness, flexibility, and coordination.

Recommended:

• How to Promote Cognitive Development in Preschoolers
• 10+ Music and Movement Activities for Toddlers & Preschoolers
• How to Teach a Child to Write their Name

Ayesha Zeeshan

Ayesha Zeeshan is a dedicated Early Childhood Expert with a focus on holistic development in young children. She advocates for early childhood education's lifelong impact, holding a diploma degree from SZABIST and having 3+ years of teaching and curriculum development experience.

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iRubric: Kindergarten Dance Assessment rubric

Oct 28, 2014

670 likes | 889 Views

Dance. Kindergarten-Sixth Grade Standards, Emphasis & Key Concepts, Skills, Vocabulary, Content & Language Objectives, Lessons & Additional Resources. Standards. Moving – The student identifies and demonstrates knowledge of the body as the instrument of dance by exploring movement skills .

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• axial movements
• basic locomotor
• individual body parts
• grade curriculum map dance

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Dance Kindergarten-Sixth Grade Standards, Emphasis & Key Concepts, Skills, Vocabulary, Content & Language Objectives, Lessons & Additional Resources

Standards Moving – The student identifies and demonstrates knowledge of the body as the instrument of dance by exploring movement skills. This include the practice of safety for self and others and regular participation in body strengthening, flexibility, and endurance activities through stationary and locomotor movement.

Standards Investigating– The student identifies and demonstrates the dance elements of time, space, and energy. This involves the student in exploration of the elements and enables the student to recognize how these elements are used by performers and choreographers.

Standards Creating- – The student identifies and demonstrates choreographic principles and processes in the art form of dance. These principles and processes include solving a problem through a sequence of exploring, integrating, synthesizing, making choices, and organizing a final expression through movement.

Standards Contextualizing – The student understands and demonstrates dance in relation to its historical, cultural, and personal origins. This contributes to an appreciation of personal, physical, and emotional uniqueness. It also helps the student to understand the language of dance in daily life.

Unit of Study 1 Elements of Dance-Body/Mind Quarter 1 Kindergarten Dance Curriculum Map

Emphasis Concepts: • The student has knowledge of the body and can do basic locomotor and axial movement skills.

Skills: • Knowledge of the body • Basic locomotor and axial movement skills • Listen to signals and respond to movement directions.

Dance Content Objectives • I can explore the joy of moving. • I can listen to signals and respond to movement directions.

Vocabulary Warm-up: As series of exercises/movements to ready the mind and body parts. Locomotor: Steps that travel through space Axial movement: Movement that revolves around the axis and is performed in place. • Flexibility • Strength • stability • improvise

Dance/Common Core Language Objectives • I can explore the joy of moving. • I can listen to signals and respond to movement directions.

Dance/Common Core Language Objectives • Listen to a story and dance the words. Move to the rhythm of the words. • Engage in a collaborative discussion about improvised dances.

Lessons (Activities) • Warm-up Brain Dance* • Listen to signals and respond to movement directions. Explore locomotor steps (walk, run, gallop, and jump). Perform basic axial movements of turn, stretch, reach, bend, and twist. Locomotor Dance Lesson • With a partner improvise a dance using basic locomotor steps and axial movements. • Kindergarten Dance Activities.

Additional Resources • *Books and DVDs Materials available for check out from Granite School District • K Teaching Guide Dance • Dance PowerPoint • UDEO Utah Dance Education Organization • NDEO National Dance Education Organization

Unit of Study 1 Elements of Dance-Body/Mind Quarter 1 1st grade Curriculum Map Dance

Emphasis Concepts • The student has knowledge of the body and can do basic locomotor and axial movement skills.

Skills • Knowledge of the body • Basic locomotor and axial movement skills • Listen to signals and respond to movement directions.

Dance Content Objectives • I can explore and practice articulating body parts • I can explore and practice performing axial movements.

Vocabulary • Warm-up: • As series of exercises/movements to ready the mind and body parts. • Locomotor: Steps that travel through space • Axial movement: • Movement that revolves around the axis and is performed in place. • Flexibility • Strength • stability • improvise • preposition

Lessons • Warm-up. Identify and move body parts. Listen to signals and respond to movement directions. Axial movements: turn, bend, stretch, reach, twist. Locomotor: walk, run, gallop, jump, hop, slide, skip • Practice and perform the basic axial and locomotor steps. Combine and perform a short memorized sequence. • Brain Dance* • Use locomotor steps and axial movements with prepositions (near, far, over, under, through etc.). • With a partner improvise a dance using basic locomotor steps and axial movements based a sequence of prepositions. • Dance Lesson Plans

Additional Resources • Books and DVDs Materials available for check out from Granite School District • 1 Teaching Guide Dance • Dance PowerPoint • UDEO Utah Dance Education Organization • NDEO National Dance Education Organization

Unit of Study 1 Elements of Dance-Body/Mind Quarter 1 2nd grade Curriculum Map Dance

Key Concepts • The student has knowledge of the body and can do basic LOCOMOTOR and AXIAL movement skills.

Dance Content Objectives • I can identify and move body parts and the whole body. • I can explore, improvise, choreograph and perform movement that incorporates balance, strength and flexibility. • I can improvise, create and perform a dance that uses a combination of axial and locomotor steps with unusual variations. • I can listen to signals and respond to movement directions.

Dance/Common Core Language Objectives • Read the story “Head, Body, Legs - A Story from Liberia” retold by Won-LdyPaye and Margaret H. Lippert. Discuss how each body part works individually, yet the whole body is more successful when it works cooperatively.

Vocabulary Warm Up: A series of exercises/movement to ready the mind and body Locomotor: • Steps that travel through space Axial Movement: • Movement that revolves around the axis and is performed in place Conditioning Principles: • Strength • Flexibility • Stability • Endurance

Lessons (Activities) • With a partner create a dance based on one conditioning principle (balance, strength, flexibility, endurance). • Explore axial (bending, twisting, turning, tilting) and locomotor movements (walking, running, jumping, hopping, leaping, galloping, skipping, sliding). • Respond to movement directions about axial and locomotor movements. Vary with time and energy (e.g. skip fast with swinging arms, etc). • Create simple movement phrases that incorporate both axial and locomotor movements (e.g. twist 2, 3, 4, skip 2, 3, 4, bounce 2, 3, 4, run 2 jump 3, 4). • Brain Dance • Body Parts Lesson Plan • Dance Involving Balance

Additional Resources • Books and DVDs Materials available for check out from Granite School District • 2nd Grade Guide Book • Dance PowerPoint • UDEO Utah Dance Education Organization • NDEO National Dance Education Organization • Lesson Plans Dance - BYU

Unit of Study 1 Elements of Dance-Body/Mind Quarter 1 3rd grade Curriculum Map Dance

Key Concepts • The student has knowledge of the body: • INDIVIDUAL BODY PARTS, AND COMBINATIONS of body parts. • The student can COMBINE LOCOMOTOR and AXIAL movements

Skills • Knowledge of the body • Basic locomotor and axial movement skills • Listen to signals and respond to movement directions. • Understands conditioning principles (balance, strength, flexibility, endurance, alignment). • Can duplicate movement and memorize sequences. • Isolation of body parts and joint articulation. • Relationship of bodily skills to time, space and energy.

Dance Concept Objectives • I can explore the joy of moving my body. • I can explore different ways of moving body parts and combinations of body parts. • I can choreograph and perform a short dance that combines several locomotor steps using unusual variations.

Dance/Common Core Language Objectives • Engage in a discussion about the body. What combinations of body parts are difficult to move together? What two are easy to move together? Articulate in full sentences. • Use dictionaries, glossaries and thesauruses to create a list of action words that can provide variations for the locomotor pattern.

Vocabulary Warm-up: • A series of exercises/movement to ready the mind and body Locomotor: • Steps that travel through space Axial Movement: • Movement that revolves around the axis and is performed in place Conditioning Principles: • Strength Flexibility Stability Endurance

Lessons • Have the students create a warm up using balance, strength, endurance and flexibility. • Explore the many ways you can move individual body parts. Then explore moving combinations of body parts. • Choreograph a short dance based on one body part. Include shapes, pathways, axial and locomotor steps. • Teach a locomotor pattern that includes four of the basic locomotor steps. Have the students vary the pattern by adding arms and backs. • Brain Dance • Body Parts Lesson Plan

Additional Resources • Books and DVDs Materials available for check out from Granite School District • 3rd Grade Guide Book • Dance PowerPoint • UDEO Utah Dance Education Organization • NDEO National Dance Education Organization • Lesson Plans Dance - BYU

Unit of Study 1 Elements of Dance-Body/Mind Quarter 1 4th grade Curriculum Map Dance

Key Concepts • The student can identify JOINTS in the body and perform basic LOCOMOTOR and AXIAL movement skills.

Skills • Knowledge of the body. • Basic locomotor and axial movement skills. • Listen to signals and responds to movement directions. • Understands conditioning principles (balance, strength, flexibility, endurance, alignment, stability and coordination). • Can duplicate movement and memorize sequences. • Isolation of body parts and joint articulation. • Relationship of bodily skills to time, space and energy. • Performs learned choreographed phrases and creates original movement phrases.

Dance Content Objectives • -I can explore movement and create a warm up that incorporates balance, strength, flexibility, endurance and alignment. • -I can explore motion at the joints, then create and preform a joint action dance. • -I can learn a locomotor and axial movement phrase. • -I can create and perform a locomotoraxial pattern

Dance/Common Core Language Objectives • Compare and contrast the differences between locomotor and axial movement. Discuss why you like one more than the other. • Increase vocabulary by discovering new words that describe actions for the joints in the body.

Vocabulary • Warm-up: A series of exercises/movement to ready the mind and body • Locomotor: Steps that travel through space • Axial Movement: Movement that revolves around the axis and is performed in place • Alignment: Body placement or posture • Conditioning Principles: Strength*Flexibility*Stability*Endurance • *Alignment*Coordination

Lessons (Activities) • Have the students create a warm up that incorporates balance, strength, flexibility, endurance and alignment. • Improvise movements of the joints in the body. Then create a dance with a partner that is focused on joint action. Perform and analyze the dance. • Teach a specific locomotor and axial movement phrase (e.g. skip 2, 3, 4; reach 2, 3, 4; slide 2, 3, 4; collapse and hold 2, 3, 4). • Create an individual 8 count locomotor and axial movement phrase. Teach the phrase to a partner. Join with another group to combine four movement phrases to create a 32 count phrase. Perform and reflect. • Brain Dance

Additional Resources • Books and DVDs Materials available for check out from Granite School District • 4 Teaching Guide Dance • Dance PowerPoint • UDEO Utah Dance Education Organization NDEO National Dance Education Org. • Lesson Plans Dance - BYU

Unit of Study 1 Elements of Dance-Body/Mind Quarter 1 5th grade Curriculum Map Dance

Key Concepts: • The student has knowledge of the body and can perform UNIQUE combinations of AXIAL and LOCOMOTOR movements.

Skills • Knowledge of the body. • Basic locomotor and axial movement skills. • Listen to signals and responds to movement directions. • Understands conditioning principles (balance, strength, flexibility, endurance, alignment and agility). • Can duplicate movement and memorize sequences. • Relationship of bodily skills to time, space and energy. • Performs learned choreographed phrases. • Creates and performs original and complex movement phrases and combinations.

Dance Content Objectives • *I can improvise movement sequences that require increased strength, endurance, flexibility and stability. • *I can create, teach and perform a warm up that demonstrates challenging physical skills. • *I can practice combining locomotor steps and axial movement. • *I can create and perform a dance based on unique combinations of locomotor and axial movement.

Dance/Common Core Language Objectives • Compare choreography to writing. Approach each one with the same steps: plan, revise, edit, rewrite or try a new approach.

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