PE19.1.1.4
Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.
Overview
The students will move to the music based on its beat, words, tune, and other variables.
This alignment results from the ALEX Health/PE COS Resource Alignment Summit.
Content Standards
Unpacked Content
UP:AE17.D.1.1
Vocabulary
- Prompts
- elements of dance
- choreography
- structure
- content and inspiration for movement
- improvisation
- dance phrase
- feedback and revision
- notation
Essential Questions
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
EQ: Where do choreographers get ideas for dances?
Skills Examples
- Create movement based on music/ sound, artwork or tactile prompts.
- Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
- Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
- Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
- Perform a dance in different ways, changing the elements of the movement.
- Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.D.1.2
Experiment with changing a movement, utilizing the elements of dance.
Unpacked Content
UP:AE17.D.1.2
Vocabulary
- Prompts
- elements of dance
- choreography
- structure
- content and inspiration for movement
- improvisation
- dance phrase
- feedback and revision
- notation
Essential Questions
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
EQ: Where do choreographers get ideas for dances?
Skills Examples
- Create movement based on music/ sound, artwork or tactile prompts.
- Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
- Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
- Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
- Perform a dance in different ways, changing the elements of the movement.
- Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Interdisciplinary Connection(s)
Link to Resource
URL (web address)
Content Type / Source
CR Resource Type
Lesson/Unit Plan
Resource Provider
Other
Resource Provider other
Teacher.org
Accessibility
License
License Type
BY-NC-ND
