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INTERMEDIATE DANCE: FOURTH GRADE
INTERMEDIATE DANCE: FOURTH GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard
Students will demonstrate the ability to perform a dance alone,
with a partner, and in a small group using the three elements of
dance (space, time, force)
Performance Standard
Students will demonstrate the ability to recognize the
relationship between the elements of dance and the expressive
equalities of movement (e.g, ideas, emotions)
Performance Standard
Students will describe elements of dance and explain how dance
differs from other physical movements
Performance Standard
Students will create a movement sequence using the elements of
dance
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
2.23 Students analyze their own and others artistic
products and performances
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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
AH E-2.1.31 Explain how dance movements are
similar and different from everyday movements (e.g., brushing
hair, tying shoes, walking)
AH-E-2.1.32 Use appropriate terminology to describe
how two examples of dance are similar and/or different
AH-E-2.1.33 Explain, using appropriate terminology,
how dance communicates ideas, thoughts and feelings
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Demonstrators:
Express ideas/emotions through movement (e.g., body
awareness, space awareness, time, force, technique,
relationship)
Demonstrate combined locomotor and non-locomotor movement
patterns
Analyze ideas or emotions expressed through a movement
sequence using basic terms
Create a movement sequence with a beginning, middle and end
Create original and/or perform existing individual and
group dances
Discuss dance works using appropriate concepts and
terminology
Observe and explore a variety of artistic styles and forms
in dance
Reflect on, evaluate, interpret and revise own work and/or
the works of others in dance
Communicate recognition of the diversity of art forms and
structures in dance
Compare and contrast formal design, style and structure
within each discipline (music, dance, drama and visual art)
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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
AH-E-2.1.14 Create a dance with a beginning,
middle and end that communicates ideas, thoughts and
feelings.
AH-E-2.1.21 With a partner or in a small group,
perform a dance using the elements of dance with locomotor
and non-locomotor movements
Suggested Activities:
Exploring space, time and force through individual
movements
Combining movements into dance phrases
Creating dance phrases out of everyday movements
Identifying, discussing and writing about space, time and
force and their component parts
Expressing and analyzing ideas or emotions through
movement
Dancing alone, with a partner and in small groups
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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)
INTERMEDIATE DANCE: FOURTH
GRADE // DANCE MOVEMENTS AND FORMS
PROGRAM OF STUDIES:
Performance Standard
Students will explore simple dances with a beginning, middle and
end, using a combination of locomotor (e.g., walk, run, hop, jump,
leap, skip, slide, gallop) and non-locomotor (e.g., bend, stretch,
twist, swing) movements
Performance Standard
Students will create movement sequences that include repetition
and variety using different locomotor and non-locomotor movements.
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
2.23 Students analyze their own and others artistic
products and performances
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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
AH E-2.1.31 Explain how dance movements are
similar and different from everyday movements (e.g., brushing
hair, tying shoes, walking)
AH-E-2.1.32 Use appropriate terminology to describe
how two examples of dance are similar and/or different
AH-E-2.1.33 Explain, using appropriate terminology,
how dance communicates ideas, thoughts and feelings
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Demonstrators:
Express ideas/emotions through movement (e.g., body
awareness, space awareness, time, force, technique,
relationship)
Demonstrate combined locomotor and non-locomotor movement
patterns
Analyze ideas or emotions expressed through a movement
sequence using basic terms
Create a movement sequence with a beginning, middle and end
Create original and/or perform existing individual and
group dances
Discuss dance works using appropriate concepts and
terminology
Observe and explore a variety of artistic styles and forms
in dance
Reflect on, evaluate, interpret and revise own work and/or
the works of others in dance
Communicate recognition of the diversity of art forms and
structures in dance
Compare and contrast formal design, style and structure
within each discipline (music, dance, drama and visual art)
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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
AH-E-2.1.14 Create a dance with a beginning,
middle and end that communicates ideas, thoughts and
feelings.
AH-E-2.1.21 With a partner or in a small group,
perform a dance using the elements of dance with locomotor
and non-locomotor movements
Suggested Activities:
Watching dances and identifying repetition and variety
within those dance
Creating dances using repetition and variety as
structural elements
Moving in relation to musical cues
Moving in relation to story or emotional cues
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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), repetition, variety
INTERMEDIATE DANCE: FOURTH
GRADE // HISTORICAL/CULTURAL CONTEXT
PROGRAM OF STUDIES:
Performance Standard
Students will participate in dance activities by performing
traditional folk dances, square dances and ethnic dances (e.g.,
Native American, African American)
Performance Standard
Students will discuss elements of dance performances seen in
various media (e.g., theatre, film, television)
Performance Standard
Students will observe performances of classmates and professional
dancers
Performance Standard
Students will recognize the value of work performed by others
Performance Standard
Students will recognize that dance is a way of expressing the
culture and history of a particular group of people
Performance Standard
Students will recognize the three purposes of dance (ceremonial,
recreational, artistic) in society
Performance Standard
Students will identify specific cultures, purposes and styles of
dances
ACADEMIC EXPECTATION(S):
2.22 Students create
products and make presentations that convey concepts and feeling in
the human experience through their productions, performance or
interpretations
2.23 Students analyze their own and others artistic
products and performances
2.24 Students appreciate creativity and the values of the
arts and the humanities
2.25 Through their productions and performances or
interpretation, students show an understanding of the influence of
time, personality and society on the arts and 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-2.2.31 Explain how dance has been a part of
cultures and time periods throughout history
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
(African, Native American, Colonial America) purposes and
styles |
Demonstrators:
Analyze ideas or emotions expressed through a movement
sequence using basic terms
Observe, experience and explore a variety of artistic
styles and forms in dance
Identify and express arts concepts in dance
Describe reaction to dance works and performances using
basic vocabulary
Recognize the role of the artist in dance
Compare and contrast formal design, style and structure
within each discipline, (music, dance, drama and visual art)
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Demonstrate through products or performances, forms of
dance
Respond to the expressive qualities of dance
Express openness to differences and commonalities among
diverse cultures
Demonstrators Continued:
Investigate and communicate the differences and
commonalities in the artistic expressions of dance from
diverse cultures
Examine the effects of time, place, and personality on
dance forms and performance practices
Recognize and demonstrate arts concepts used to describe
feelings
Begin to formulate personal values based on the perception
and reaction to the expressive qualities of dance
Evaluate personal artistic creations and those of others
using appropriate vocabulary
Reflect on, interpret, and revise own work and/or works of
others in dance
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Specific Activities:
AH-E-2.2.12 Perform
traditional folk dances, square dances and ethnic dances
Suggested Activities:
Performing traditional folk dances, square dances and
ethnic dances
Discussing and writing about different cultures and their
dances
Discussing and writing about different purposes of dance
Watching and analyzing different dances using appropriate
terminology
Discussing and writing about the history and origin of
specific dances
Discussing and writing about dance as a way of expressing
the culture and history of a particular group of people
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Critical Vocabulary:
Ceremonial, recreational, artistic, folk, ethnic, formal design,
style, performance practice
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