Courses of Study

Creating
Explore
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
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?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill 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 ↶).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
2) Experiment with changing a movement, utilizing the elements of dance.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
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?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill 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 ↶).
Plan
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
3) Describe movement choices within a dance that create a beginning, middle, and end.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
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?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill 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 ↶).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
4) Select movements that express an idea or emotion or follow a musical phrase.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
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?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill 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 ↶).
Revise
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
5) Respond to feedback from an improvisation or dance phrase using multiple movement choices.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill 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 ↶).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
6) Record several different types of movements by drawing a picture or using a symbol.

Example:

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Revise
Essential Questions:
EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill 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 ↶).
Performing
Express
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 1
Learning Activities: 1
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
7) Create movement and stillness using changing elements of space.

Example: Change body shapes, levels, and facings.

Move in straight, curved, and zigzag pathways.

Move with others to form straight lines and circles.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
8) Demonstrate the element of time by moving to quick, moderate, or slow music or sound.

Example: Recognize steady beat and move to varying tempi of steady beat.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
9) Identify and demonstrate movement qualities.

Example: Bouncy, floppy, melting, or growing.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
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?
Concepts & 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
Skill 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.
Embody
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
10) Demonstrate a range of locomotor and non-locomotor movement concentrating on direction.

Examples: Skipping in a circle or reaching on a diagonal.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
11) Identify and explore personal space and general space within movement.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
12) Modify movements through spatial arrangements.

Examples: Modify an existing formation by utilizing more dance pathways.

Modify an existing dance phrase to utilize the space differently.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Process Components: Embody
Essential Questions:
EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?
Concepts & 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
Skill 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.
Present
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
13) Perform a dance for others in a space where audience and performers occupy different areas.

Examples: Perform a dance in theatre-in-the-round format.

Perform a dance in a non-traditional setting such as a football field.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
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?
Concepts & 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
Skill 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.
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
14) Utilize a variety of props to enhance a dance.

Insight Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
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?
Concepts & 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
Skill 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.
Responding
Analyze
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
15) Identify a movement or movement phrase that repeats to make a pattern within a dance.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill 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).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
16) Observe and describe dance movements from a specific genre or culture.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Analyze
Essential Questions:
EU: Perceive and analyze artistic work.
EQ: How is dance understood?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill 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).
Interpret
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
17) Use dance terminology to describe an observed movement and explain how the movement captures a specific idea.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of body, elements of dance, dance technique, dance structure, and context.
EQ: How is dance interpreted?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill 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).
Critique
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
19) Identify the movements in a dance that communicate an experience and relate the movements to a familiar experience.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.
Connecting
Synthesize
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
18) Select and demonstrate several movements in a dance and explain why they were chosen.

Insight Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 9: Apply criteria to evaluate artistic work.
Process Components: Critique
Essential Questions:
EU: Criteria for evaluating dance vary across genres, styles, and cultures.
EQ: What criteria are used to evaluate dance?
Concepts & Vocabulary:
  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.
Skill 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).
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
20) Identify ideas for dance movements that demonstrate the big ideas of an illustrated story.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Synthesize
Essential Questions:
EU: As dance is experienced, all personal experiences, knowledge, and context are integrated and synthesized to interpret meaning.
EQ: How does dance deepen our understanding of ourselves, other knowledge, and events around us?
Concepts & Vocabulary:
  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.
Relate
Arts Education (2017)
Grade(s): 1
Dance
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Classroom Resources: 0
Unit Plans: 0
21) Observe and perform a dance from a familiar culture that utilizes multiple elements of dance.

Insight Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Process Components: Relate
Essential Questions:
EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?
Concepts & Vocabulary:
  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy
Skill Examples:
  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.