Courses of Study

Arts Education, Grade 5, Dance, 2006

1.) Demonstrate movement to changing elements of time.

Example Image

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

3.) Demonstrate effort actions, including punch, press, slash, wring, float, flick, dab, and glide.

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

5.) Demonstrate movements that use stage directions to define facings and pathways.

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

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

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.

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

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

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
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
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