Grade 1 - Dance

Dance

Foundational Elements and Principles: Dance literacy is developed through knowledge and application of foundational elements and principles.

Creating and presenting: Ideas can be represented through movement and dance that draw upon foundational knowledge.

Appreciation: Recognizing beauty, goodness, and truth in dance can be developed by understanding the complexity and richness of great works of dance, the artists who create and perform them, and the historical and cultural contexts from which they originate

Students examine how the body can influence movement in dance.

Students construct ideas through the exploration of movement patterns

Students investigate the function of dance in ancient times and present day.

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

The way the body moves varies among all people

Body, as an element of dance, includes body parts relationships to space, people, and objects balance Different body parts can be used to balance the body.

Safe dance practices for the body can include warm-up and cooldown activities moving through general space with an awareness for self and others

Balanced movements can be performed individually or with others.

Objects or props can aid balanced movements

Balancing the body may be required to create a shape in stillness

Bodies can create shapes while moving or still.

Formations for a dance can incorporate many bodies to create shapes, including circles and lines.

Shapes can be created with the body by adjusting levels, including high and low size, including small and big position of body parts

Movement can occur in personal space (self space) or in shared space (general space).

The body can travel from one place to another (locomotor).

The body can move in personal space and not travel (nonlocomotor).

Movement can occur to a steady beat.

Counting beats aloud can help direct when a movement should begin and end

Movement speed can be fast or slow.

The body can move using various pathways, including zigzag, curved, and straight direction levels sizes

Movement can communicate thoughts, feelings, and ideas

Dancers can choose how to move the body in order to communicate an idea

Movements can include facial expressions, posture, and gestures

Music and props can inspire movement

Movements can convey the actions of animals, people, and the environment.

The body is unique to each individual.

Balance of the body in dance is important for safety and creative movement

Shapes can be created with the body, individually or with others.

Movement can be performed individually or in groups

Movement is used to communicate and express oneself through dance

Experiment with moving the body in relation to space, people, and objects

Participate in a variety of dance activities to warm up and cool down the body.

Identify ways to safely use various body parts as a base for balancing.

Use different body parts and body sections when responding through movement.

Reflect on the strengths of one's own body movements

Explore movements that would require balance.

Use people, props, or objects to support balanced movements

Observe how the body can form shapes when moving or still.

Create shapes while still or moving.

Create body shapes individually and with others

Experience how to create and sustain circle and line formations when dancing in a group.

Investigate how changing the size, level, or position of the body can create shapes.

Differentiate between self space and general space

Respond to vocabulary related to movement.

Explore locomotor and non-locomotor movements.

Investigate the various ways in which the body can move.

Recognize and demonstrate how to move to a steady beat.

Reproduce movements of others as a way to develop movement skills in dance.

Discuss how certain movements can communicate feelings.

Share thoughts and feelings about the movement ideas of oneself and others.

Identify various ways to represent animals, people, or the environment through movement.

Respond with movement to music and props.

Phrases in dance can be created by combining movements.

Dance ideas can be expressed using body shapes of different sizes, levels, and positions locomotor and nonlocomotor movements stillness and balance various body parts moving individually or together at the same time pathways, levels, speed, force, and direction music props costumes Inspiration for a dance idea can come from other dancers and dances stories artworks and images imagination the environment props music or sounds costumes

Artistic choices can help clarify an idea in dance and can be related to how and where the body moves

Ideas in dance can reflect feelings, interests, and preferences.

Brainstorming is the process of generating ideas

Collaboration is required to share dance spaces and to perform dances in groups

Observing and participating in a variety of dances, including folk dance, circle dance, and line dance, can help develop movement ideas.

Movement ideas can be learned by following and mirroring others

Shadowing is imitating and following the movements of another dancer from behind

Mirroring is imitating and following the movements of another dancer by facing each other.

Participating as an audience member or a dancer includes expectations or rules (artistic protocols and etiquette).

An idea in dance can be presented to a small or large audience.

Practice can help create a clear beginning and ending to a dance or movement phrase

Practising dance skills and movements can involve repetition

An idea in dance can be expressed through movement

A dancer is an individual who can create, appreciate, and perform dance

An idea in dance can come from brainstorming and collaboration

Developing an idea in dance may take practice

Problems or challenges related to practising dance can be solved by asking for help

Respond to a variety of inspirations when generating an idea for dance

Demonstrate how an idea can be expressed by creating shapes with the body

Experiment with the degree of control needed for balanced movements

Create movement phrases to express an idea

Experiment with artistic choices when representing ideas through movement

Collaborate with others when generating and representing movement ideas

Explore personal space and shared space needed for small- and large-group dance experiences

Participate as an audience member and a performer in a variety of dance experiences

Recognize how to follow expectations or rules when participating as an audience member and a performer

Extend movement skills to include clear beginnings and endings

Identify ways to solve movement problems or challenges

Rehearse dance ideas before performing for an audience

From ancient times to present, dance communicates ways of life, including spiritual and religious beliefs ways of war healing culture

Dance is depicted in ancient carvings and other records, including India, 9000 years ago Egypt, 6000 years ago China, 3000 years ago

The function of a dance communicates a particular style

The Chinese Dragon Dance is used during festivals and celebrations as a way to welcome good luck to a community

The purpose of tumbling and acrobatics in ancient Chinese dance was to reflect military training of warriors

Ancient Egyptians loved music and dance, and used them for entertainment and celebrations.

Dance formations in prehistoric times and ancient Egypt included circle line procession serpentine

Egyptian dances performed in circles helped dancers move in unison and to the same beat

Dance can have a specific function in a community

Ancient societies used dance for a variety of functions

Knowledge about people who lived a long time ago can be learned through dance

Discuss where dance can be experienced in a community

Share a personal experience with dance.

Explore movement using Egyptian formations

Observe various styles of dance as an inspiration for talking about and creating dance