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Learning Objectives 

Students will: 

• Identify what they already know about dance.
• Analyze elements of dance.
• Sort dance vocabulary by elements of dance.
• Create movement with their body.
• Choreograph a dance with 64 beats.
• Perform a choreographed dance sequence in front of an audience.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Website

• Do You Wanna Dance?

Teacher Background

Teachers should familiarize themselves with the dance vocabulary. Review the and strategies. The warm-up and dance elements exercise can be completed with or without music. Different types of music may be conducive to different kinds of movement. It may help the students to feel more in tune with their body movements.

Student Prerequisites 

Students should be familiar with different forms of dance.   

Accessibility Notes

Modify and adapt movements as needed. Allow extra time and space for dance movements.

Engage

1. Ask students: What is dance? Have the students divide a piece of paper into three columns, which will serve as a K–W–L chart. In the first column, ask students to write down everything they know about dance. Encourage them to think about the history of dance, types of dance, dancers and choreographers, dance movements, social dance, what they have seen on television and in movies, etc.

2. Have the students get in pairs and share what they wrote. Then have the pairs work on the second column of the K–W-L chart, writing down what they want to learn about dance (i.e., specific dance moves, certain genres of dance, the evolution of dance, the role of dance in culture, etc.).

3. Have the pairs report to the class what they discovered from each other, from column one and column two. Ask the pairs if they would like to physically demonstrate any of the items that they know about dance (i.e., specific dance positions). Record the class’ answers on a large piece of chart paper or interactive board.

4. Introduce the with students. Review the terms with students and have them share examples related to each vocabulary word. 

Build

1. Distribute the . Read and discuss the different elements of dance with students.

2. Share the resource, Do You Wanna Dance?. Have students read, watch, and discuss the five elements of dance: body, action, space, time, and energy. Allow the students to experiment with different combinations (i.e., stretching slowly at a low level; walking backward with sharp movements, etc.).

3. Distribute the . In small groups, have students sort the elements of dance with the categories. For instance, students should match the large card, "TIME," with the cards for slow, medium, fast, with music, and without music. By removing the categories, teachers can opt for an “Open Sort” instead of “Closed Sort.” If students are creating sorting categories in an “Open Sort,” ask them to provide a rationale for each sorting category. Facilitate through the groups to discuss their sorting choices. Reference the to check each group’s work.

4. Review the sort with students, discussing the rationale and placement of the features. 

Apply

1. Have students warm up their bodies in an open space in the room. The following is a good example of a basic warm-up procedure. Each movement should be repeated several times:

-Roll the head gently, nodding up and down, then looking side to side

-Slowly roll the shoulders forward, then backward

-Circle the arms forward, backward, then swing the arms 

-Twist the upper body at the waist, bend side to side, then forward and backward

-Rotate the hips clockwise, then counterclockwise

-Bend the knees deeply

-Shake out the legs, one at a time

-Roll each ankle in circles, clockwise and counterclockwise

-Stretch the whole body, rising on toes and stretching the arms toward the ceiling

-Shake out the whole body

2. Have the students explore the different movement possibilities from the . Include locomotor movement (walking, running, skipping) and non-locomotor movement (bending, stretching) with students. Ask for student volunteers to demonstrate the elements of body, action, space, time, and energy. The volunteers should first demonstrate a movement, then give instructions to the class on how to duplicate the movement. In their demonstrations, students should use the dance vocabulary to describe the elements of dance where applicable. Note: The warm-up and dance elements exercise can be completed with or without music. Different types of music may be conducive to different kinds of movement. It may help the students to feel more in tune with their body movements.

3. After the students feel comfortable moving, divide the class up into small groups of three or four. Explain that each group is going to choreograph a small dance. Hand out the and review the guidelines of the assignment. Offer students the choice to pair appropriate music with their choreography.

4. Allow time for students to choreograph their dance. Facilitate through the groups to provide feedback and support. 

Reflect 

1. Have students perform their choreographed works for the rest of the class. Discuss students’ choreography with the class and have them identify the elements of dance that were demonstrated.

2. Assess students’ knowledge of the elements of dance by having them record what they learned about the five elements of dance on the last column of the KWL chart. Ask: What did you learn about the elements of dance and choreography?