ALEX Resources

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Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (5)


ALEX Learning Activities  
   View Standards     Standard(s): [ELA2015] (3) 3 :
3 ) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

[ARTS] DAN (3) 4 :
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

Subject: English Language Arts (3), Arts Education (3)
Title: Character Movement
Description:

Students will create a 16-count dance that communicates and describes a character in a story. Students will base their dance on a character's traits. 

This activity was created as a result of the Arts COS Resource Development Summit.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] DAN (3) 4 :
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

[ARTS] DAN (3) 20 :
20) Present research about a key aspect of a dance in oral, written, or movement form.

Example: Collect information from classmates about why they like to dance and perform a dance that includes all the feelings that were expressed.

[ARTS] DAN (4) 1 :
1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (4) 4 :
4) Create a dance study that expresses and communicates a main idea and discuss the reasons for the movement choices.

[ARTS] DAN (5) 16 :
16) Compare and contrast the qualities of style used in a dance from one's own personal cultural practice to a style from a different cultural movement practice.

[ARTS] DAN (5) 18 :
18) Define qualities of dance that make a dance artistic and meaningful and relate them to the elements of dance in genres, styles, or cultural movement practices.

Subject: Arts Education (3 - 5)
Title: Céilís: Exploring Irish Folk Dance
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/ceilis-exploring-irish-folk-dance/
Description:

Students will research Ireland and Irish culture, including traditional dance and music. They will work in groups to choreograph a Céilís to traditional Irish music. 



   View Standards     Standard(s): [ARTS] DAN (3) 4 :
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

[ARTS] DAN (3) 17 :
17) Identify specific context cues from movement that relate to the main idea of the dance using basic dance terminology.

Example: Interpret a dance as sad because all of the movements are heavy and sustained.

[ARTS] DAN (4) 1 :
1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (5) 1 :
1) Develop content for choreography using ideas generated from a variety of prompts.

Examples: Spoken word, text, poetry, images, or nature.

Subject: Arts Education (3 - 5)
Title: Dance Your Feelings
URL: https://www.kennedy-center.org/video/education/dance/tap-dance-your-feelings-with-erika-malone/
Description:

Students will watch Erika Malone demonstrate how to choreograph a dance based on their emotions.  They will perform the dance with Erika while watching a video.  After watching the video, the students can choreograph their own dance based on their emotions. 



   View Standards     Standard(s): [ARTS] DAN (3) 4 :
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

[ARTS] DAN (4) 4 :
4) Create a dance study that expresses and communicates a main idea and discuss the reasons for the movement choices.

[ARTS] DAN (5) 4 :
4) Select a codified movement vocabulary or preferred dance style to develop a dance study to communicate a main idea.

Example: Utilize ballet movement to create a story.

Subject: Arts Education (3 - 5)
Title: Ballet and Classical Music
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/ballet-and-classical-music/
Description:

In this lesson, students will choreograph a sequence of ballet movements to tell a story.  

Throughout this lesson, students will: 



   View Standards     Standard(s): [ARTS] DAN (3) 4 :
4) Create a dance phrase that communicates an idea or feeling and discuss the effect of the movement choices.

[ARTS] DAN (3) 6 :
6) Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

[ARTS] DAN (4) 21 :
21) Explain how and why a dance originates from a culture, society, historical period, or community.

[ARTS] DAN (5) 21 :
21) Describe how the movement qualities of a dance from a specific genre, style, or culture reflect the ideas and perspectives from which the dance originated.

Example: Regal movements of Ballet from its beginnings in Italian and French royal courts.

Subject: Arts Education (3 - 5)
Title: Hula Dance
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/3-5/hula-dance/
Description:

In this lesson, students will discover how hula dance tells a story through rhythmic patterns and gestures. Students will gather information about the history of hula. Students will observe hula movements and identify the meanings of gestures.  They will work in groups to choreograph an original hula dance that tells a story. They will perform their dance for the class.    



ALEX Classroom Resources: 4

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