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PRIMARY DANCE: SECOND GRADE
PRIMARY DANCE: SECOND GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard
Students experience various ways of moving with attention given
to the elements of dance (space, time, force).
Performance Standard
Students will demonstrate an awareness of the elements of dance
Performance Standard
Students will perform the elements of dance in a pattern of
movement
ACADEMIC EXPECTATION(S):
1.15 – Students make
sense of ideas and communicate ideas with movement
2.22 – Students create products and make presentations that
convey concepts and feelings in the human experience through their
productions, performance or interpretations
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Core Content for Assessment:
AH-E-2.1.31 – Discuss
how expressive dances are composed of a variety of locomotor
and non-locomotor movements that incorporate the elements of
dance: Space (shape, level, direction, pathways), time (beat,
tempo) and force (use of energy while moving)
AH-E-2.1.31 – Discuss how the elements of dance and
the expressive qualities of movements (ideas, emotions)
contribute to the idea of the dance
AH-E-2.1.31 – Describe how locomotor (walk, run,
skip, hop jump, slide, leap gallop) and non-locomotor (bend
stretch twist, swing) movements are used to create simple
dances with a beginning, middle and end
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Demonstrators:
Demonstrate movement elements (e.g., locomotor and
non-locomotor)
Express ideas/emotions through movement (e.g., body
awareness, space awareness, time, force, technique,
relationship)
Demonstrate combined locomotor and non-locomotor movement
patterns.
Create and/or perform original dance works
Discuss dance works using appropriate concepts and
terminology
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Specific Activities:
AH-E-2.1.11 –
Create movement ideas which could be used to compose a dance
using locomotor and non-locomotor movement
AH-E-2.1.12 – Create movement patterns using
locomotor and non-locomotor movement
AH-E-2.1.13 – Create a dance that uses the elements
of dance (space, time and force) with locomotor and
non-locomotor movements
Suggested Activities:
Exploring space, time and force through individual
movements
Identifying dance elements in observed dances and
movements
Performing simple patterns of movements with a focus on
elements of dance
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Critical Vocabulary:
Locomotor (movements done while traveling through space e.g.,
walk, run, skip, hop, jump, slide, leap, gallop); Non-locomotor
(movements done without traveling through space, e.g., bend,
stretch, twist, swing); space, level ( high, low, middle, in the
air, on the floor) direction (stage left, stage right, down-stage,
up-stage), pathways (straight line, diagonal line, zig-zag, figure
8, semi-circle), time, beat, tempo, rhythm, force (sharp-smooth,
light-heavy, hard-soft, gentle-strong), shapes (circles, squares,
waves)
PRIMARY DANCE: SECOND GRADE //
DANCE MOVEMENTS AND FORMS
PROGRAM OF STUDIES:
Performance Standard
Students will explore locomotor (e.g., walk, run, hope jump,
leap, skip, slide, gallop) and non-locomotor (e.g., bend, stretch,
twist, swing) movements
Performance Standard
Students will demonstrate locomotor and non-locomotor movements
Performance Standard
Students will perform a pattern using a combination of locomotor
and non-locomotor movements
Performance Standard
Students will recognize and begin to understand the differences
in locomotor and non-locomotor movements in simple patterns
Performance Standard
Students will identify and use locomotor and non-locomotor
movements in simple patterns
ACADEMIC EXPECTATION(S):
1.15 – Students make sense of ideas and communicate ideas
with movement
2.22 – Students create products and make presentations that
convey concepts and feelings in the human experience through their
productions, performance or interpretations
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Core Content for Assessment:
AH-E-2.1.31 – Discuss
how expressive dances are composed of a variety of locomotor
and non-locomotor movements that incorporate the elements of
dance: Space (shape, level, direction, pathways), time (beat,
tempo) and force (use of energy while moving)
AH-E-2.1.31 – Discuss how the elements of dance and
the expressive qualities of movements (ideas, emotions)
contribute to the idea of the dance
AH-E-2.1.31 – Describe how locomotor (walk, run,
skip, hop, jump, slide, leap gallop) and non-locomotor (bend
stretch twist, swing) movements are used to create simple
dances with a beginning, middle and end
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Demonstrators:
Demonstrate movement elements (e.g., locomotor and
non-locomotor)
Express ideas/emotions through movement (e.g., body
awareness, space awareness, time, force, technique,
relationship)
Demonstrate combined locomotor and non-locomotor movement
patterns.
Create and/or perform original dance works
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Specific Activities:
AH-E-2.1.11 –
Create movement ideas which could be used to compose a dance
using locomotor and non-locomotor movement
AH-E-2.1.12 – Create movement patterns using
locomotor and non-locomotor movement
AH-E-2.1.13 – Create a dance that uses the elements
of dance (space, time and force) with locomotor and
non-locomotor movements
Suggested Activities:
Moving different parts of the body while remaining
stationary, using appropriate terminology
Moving through space in different fashions, using
appropriate terminology
Moving in relation to musical cues
Moving in relation to story or emotional cues
Creating movement patterns and phrases based on locomotor
and non-locomotor movements
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Critical Vocabulary:
Locomotor (movements done while traveling through space e.g.,
walk, run, skip, hop, jump, slide, leap, gallop); Non-locomotor
(movements done without traveling through space, e.g., bend,
stretch, twist, swing); space, level (high, low, middle, in the air,
on the floor) direction (stage left, stage right, down-stage,
up-stage), pathways (straight line, diagonal line, zig-zag, figure
8, semi-circle), time, beat, tempo, rhythm, force (sharp-smooth,
light-heavy, hard-soft, gentle-strong), shapes (circles, squares,
waves)
PRIMARY DANCE: SECOND GRADE //
HISTORICAL/CULTURAL CONTEXT
PROGRAM OF STUDIES:
Performance Standard
Students will experience dances of diverse cultures, purposes and
styles
Performance Standard
Students will develop an awareness of different cultures,
purposes and styles
Performance Standard
Students will associate dances with specific cultures, purposes
and styles
ACADEMIC EXPECTATION(S):
1.15 – Students construct meaning from and/or communicate
ideas and emotions through movement
2.24 – Students appreciate creativity and the values of the
arts and the humanities
2.26 – Students recognize differences and commonalities in
the human experience through their productions, performances or
interpretations
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Core Content for Assessment:
AH-E-2.2.32 – Discuss three purposes of dance:
ceremonial (celebration, hunting), recreational (folk,
social), and artistic (ballet).
AH-E-2.2.33 – Describe, using appropriate terminology,
differences and commonalities in dances of different cultures
(Native American, Colonial America) purposes and styles
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Demonstrators:
Demonstrate movement elements (e.g., locomotor and
non-locomotor)
Express ideas/emotions through movement (e.g., body
awareness, space awareness, time, force, relationship)
Explore a variety of art forms in dance
Experience and perform a variety of art forms in dance from
diverse cultures
Express openness to differences and commonalities among
diverse cultures
Respond to the expressive qualities of movement
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Specific Activities:
AH-E-2.2.12 – Perform
traditional folk dances and ethnic dances
Suggested Activities:
Observing and discussing dances of diverse cultures,
purposes and styles (American Folk, Native American)
Performing dances of diverse cultures, purposes and
styles
Identifying dances as coming from specific cultures and
styles
Identifying dances as fulfilling different purposes
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Critical Vocabulary:
Ceremonial, recreational, artistic, folk, ethnic
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