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Classroom Resource

Pinkalicious & Peterrific: Dance Creation

Subject Area

Arts Education

Grade(s)

K

Overview

In this lesson, students will learn about a range of dance styles from a video excerpt from the PBS KIDS series, PINKALICIOUS & PETERRIFIC™. The students will then use what they have learned as inspiration to make up their own dances. After warming up by dancing like robots, which the characters do in the video, children use creative movements to imitate animals, objects, and nature. After practicing their moves, students perform their dance in a class recital.

Arts Education (2017) Grade(s): KG - Dance

AE17.D.K.1

Differentiate between basic locomotor and non-locomotor movements.

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Vocabulary

  • locomotor
  • non-locomotor
  • non-locomotor vs locomo"tor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • 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?

Skills Examples

  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): KG - Dance

AE17.D.K.4

Illustrate an idea, feeling, or image through improvised movement.

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Vocabulary

  • locomotor
  • non-locomotor
  • non-locomotor vs locomotor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation

Essential Questions

EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?

Skills Examples

  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): KG - Dance

AE17.D.K.16

Repeat, recall, and respond to observed or performed dance movements.

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Vocabulary

  • Recurring movement
  • Dance terminology
  • Movement choices

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Identity recurring movements in an observed dance phrase (i.e., chaîne turns, step touch, marching, waving arms, and/or shoulder rolls). Demonstrate short and simple movement phrase that students can copy (i.e., step hop, step hop, chasse, chasse, step clap, step clap).
  • Perform simple social dance that students can copy (i.e., electric slide, chicken dance).
  • Perform simple dance movements and allow students to identify movements (i.e., plie, contraction, flexed foot, chasse, tendu).
  • Select a movement and explain what the movement may mean (i.e., jumping to show joy, slow walks to show exhaustion, hiding behind hands to show fear).

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): KG - Dance

AE17.D.K.18

Select and deomonstrate a movement in a dance and explain why it was chosen.

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Vocabulary

  • Recurring movement
  • Dance terminology
  • Movement choices

Essential Questions

EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?

Skills Examples

  • Identity recurring movements in an observed dance phrase (i.e., chaîne turns, step touch, marching, waving arms, and/or shoulder rolls). Demonstrate short and simple movement phrase that students can copy (i.e., step hop, step hop, chasse, chasse, step clap, step clap).
  • Perform simple social dance that students can copy (i.e., electric slide, chicken dance).
  • Perform simple dance movements and allow students to identify movements (i.e., plie, contraction, flexed foot, chasse, tendu).
  • Select a movement and explain what the movement may mean (i.e., jumping to show joy, slow walks to show exhaustion, hiding behind hands to show fear).

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.7

Create movement and stillness using changing elements of space.

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Vocabulary

  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props

Essential Questions

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Skills Examples

  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.9

Identify and demonstrat movement qualities.

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Vocabulary

  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props

Essential Questions

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Skills Examples

  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.19

Identify the movements in a dance that communicate an experience and relate the movements to a familiar experience.

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Vocabulary

  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.

Essential Questions

EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?

Skills Examples

  • View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation).
  • Observe an example of a simple canon.
  • Tap: flap, toe heel, shuffle, dig step
  • Ballet: plié, tendu, rond de jambe, chaîne
  • African Dance: hand waves, step touch, hops
  • View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation).
  • Improvise movement to specific music to evoke specific emotion
  • Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.2

Connect a variety of moments while manipulating the elements of dance through locomotor and non-locomotor movements.

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Vocabulary

  • prompts
  • elements of dance
  • locomotor
  • non-locomotor
  • dance phrase
  • structure
  • concept and inspirations
    • for choreography
  • dance phrase
  • improvisation
  • 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?

Skills Examples

  • Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts).
  • Create a dance based on a short story, with a beginning, middle and end.
    • Create a dance to a short poem and explain why movement expressed the idea.
  • Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat.
  • Using basic stick figures to draw shapes used in a series of movements.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.8

Demonstrate movement on the accented beat in duple and triple meter.

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Vocabulary

  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements

Essential Questions

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Skills Examples

  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
    • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.15

Recognize dance movements that develop a pattern.

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Vocabulary

  • Identify recurring movement.
  • Create recurring movement.
  • Perform dance movements from a culture or genre and describe movement.
  • Identify meaning utilizing simple dance terminology.
  • Identify and explain movement to convey a theme or concept.

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Students create a call and response hand clapping rhythm and allow students to identify the pattern.
  • Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
  • View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
  • Sauté to show surprise, melt to show sadness, leap to show happiness.
  • Identify the characters and describe the story in a narrative dance.
  • Draw a picture and write a caption in response to a live or recorded performance of dance.
  • Create short sentence that tell a story and have students improvise movement to describe the sentence.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Link to Resource
https://aptv.pbslearningmedia.org/resource/pinka18-arts-dancecreate-lp/dance-cr…

CR Resource Type

Lesson/Unit Plan

Resource Provider

PBS
Accessibility

Accessibility

Video resources: includes closed captioning or subtitles
License

License Type

CUSTOM

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/

Comments or Notes

The website, https://aptv.pbslearningmedia.org/, offers Alabama COS resource alignments. Also, the website offers additional activities and lessons.

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