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Arts Education (2006)
Grade(s): 5
Dance
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1.) Demonstrate movement to changing elements of time.

Example Image

Arts Education (2006)
Grade(s): 5
Dance
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Learning Assets: 0
Lesson Plans: 0
Podcasts: 0
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2.) Use the elements of time, space, and energy to create an effect through dance.

Example: creating the effect of ocean waves by using contrasts in level, size, and tempo

•  Creating movements that change from literal to abstract
Example: "coughing" or "yawning" using different parts of the body

•  Solving dance problems with multiple parameters
  Example: creating a dance using changing levels and varied floor patterns to reflect shoppers at a mall

Arts Education (2006)
Grade(s): 5
Dance
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3.) Demonstrate effort actions, including punch, press, slash, wring, float, flick, dab, and glide.

Arts Education (2006)
Grade(s): 5
Dance
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4.) Demonstrate proper body alignment during elevations.

•  Demonstrating five ways to elevate, including jump, hop, leap, sissonne, and assemblé
Examples: jumping two feet to two feet; hopping one foot to same foot; leaping one foot to other foot; using sissonne, two feet to one foot; using assemblé, one foot to two feet

Arts Education (2006)
Grade(s): 5
Dance
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Podcasts: 0
Web Resources: 0
5.) Demonstrate movements that use stage directions to define facings and pathways.

Example: skipping from upstage left to downstage right while facing downstage

Arts Education (2006)
Grade(s): 5
Dance
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6.) Evaluate dance to determine the effectiveness of the elements of movement.

Examples: developing a rubric to evaluate time, space, and energy; discussing how elements create intent; writing suggestions for changing movement elements

Arts Education (2006)
Grade(s): 5
Dance
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7.) Compare ways in which ideas and emotions are expressed in dance, music, theatre, and visual arts.

Examples: comparing the expression of sadness in Martha Graham's Lamentations to the sadness of Antonín Dvorák's Symphony No. 9 (From the New World), comparing the wonder of childhood in the "Kingdom of the Sweets" in The Nutcracker to the wonder of childhood in the prologue to the symphony Peter and the Wolf.

Arts Education (2006)
Grade(s): 5
Dance
All Resources: 0
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Podcasts: 0
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8.) Utilize rules and strategies for creating safe movement experiences.

Examples: dancers maintaining a distance of an arm's length, stage-left dancers traveling downstage when passing stage-right dancers

Arts Education (2006)
Grade(s): 5
Dance
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9.) Describe dance from the 1400s through the 1800s.

Example: creating a timeline of dances related to social studies and music curricula

•  Identifying different genres of dance
Examples: ballet, modern, jazz, tap

Arts Education (2006)
Grade(s): 5
Dance
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10.) Demonstrate ways to record dance using various modes of technology.

Examples: using a graphing program to plot energy, using dance notation software to record shifts of weight, using a paint program to draw floor patterns, using photography to capture posed shapes, using a video camera to record a class improvisation

•  Describing difficulties encountered when using technology to record dance
Arts Education (2006)
Grade(s): 5
Dance
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Podcasts: 0
Web Resources: 0
11.) Explain methods used by dancers for improving muscle flexibility and strength.

Examples: holding a stretch for thirty seconds, repeating exercises to build muscle strength

•  Explaining principles of proper body alignment
•  Determining effects of eating disorders of dancers
Arts Education (2006)
Grade(s): 5
Dance
All Resources: 0
Learning Assets: 0
Lesson Plans: 0
Podcasts: 0
Web Resources: 0
12.) Create a dance project that utilizes concepts from another content area.

•  Collaborating with a group to create a dance with forms of bound and free energy to reflect potential and kinetic energy
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