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Classroom Resource

Frozen Hip Hop Tag

Subject Area

Arts Education

Grade(s)

K

Overview

Students will perform hip-hop moves while playing freeze tag. They will review previously learned hip-hop moves and perform them with a variety of music. They will perform new hip-hop moves such as the robot, punch it, and pop-boom-boo-ha-yo-cha. Working in groups, students will choreograph a dance and share it with the class.  

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

AE17.D.K.3

Perform an improvisational dance that has a beginning, middle, and end.

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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.13

Dance for and with others in designated space.

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UP:AE17.D.K.13

Vocabulary

  • Elements of Dance
  • Space
  • Tempo/ Speed
  • Energy
  • Basic movement qualities
  • Embody
  • Body Pattern
  • Shape
  • Locomotor/ Non-locomotor
  • Same side vs cross body
  • Spatial Awareness
  • General Space
  • Personal Space
  • Safety Principles in movement
  • Space
  • Prop

Essential Questions

EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?

Skills Examples

  • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
  • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
    • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
  • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
    • Practice actions using varied movement qualities: stomp (hard), float (soft).
  • Demonstrate same side and cross-body locomotor and non-locomotor movements.
  • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
    • Hold hands and form group shape formations.
    • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
  • Discuss how we use space safely. Practice using safety principles discussed.
  • Demonstrate full body movement sequence through observation, demonstration, and repetition.
    • Practice learned sequence of heel, together right and left, and marching in place.
  • Practice and perform dance with others in the safety of classroom, gym or outside space.
  • Use a scarf to improvise flowing or staccato movement.

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.1

Respond with movement to a variety of prompts.

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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?

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.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.13

Perform a dance for others in a space where audience and performers occupy different areas.

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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: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?

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 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.3

Create a dance phrase with a main idea that has a clear beginning, middle, and end.

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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: 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

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

AE17.D.2.13

Perform a dance in a space where the audience and performers occupy different areas while focusing on projecting to the audience.

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UP:AE17.D.2.13

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: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression.
EQ: How does a dancer heighten artistry in a public performance?

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 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.1

Improvise movements with a variety of self-identifed prompts.

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UP:AE17.D.3.1

Vocabulary

  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase

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

  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Link to Resource
https://everactive.org/wp-content/uploads/2020/04/K-3-Dance-2_12.pdf

CR Resource Type

Learning Activity

Resource Provider

Other

Resource Provider other

Ever Active Schools
Accessibility
License

License Type

CUSTOM

Custom License Type (URL)

https://everactive.org/terms-of-use/

Comments or Notes

Feeling the Music precedes this learning activity.

Approved Date

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