|
Level 2
Developing Practical Knowledge in Dance (PK)
Students will identify and explore through movement the dance elements of body awareness, space, time, energy, and relationships.
Developing Ideas in Dance (DI)
Students will initiate and express dance ideas based on a variety of stimuli.
Communicating and Interpreting in Dance (CI)
Students will share dance through informal presentation and describe how dance expresses ideas and feelings.
Understanding Dance in Context (UC)
Students will demonstrate an awareness of dance as part of community life.
Learning Examples
- Observe and talk about the way a marionette (puppet moved by strings) works. Explore individually how different body parts can be moved in isolation. Use these experiences to move like a marionette. With a partner, take turns at being the puppeteer and the marionette. Share the pair work with others and talk about others' work. (PK, DI, CI)
- Maintain a class scrapbook of dance-related photographs or images published in local media. Ask questions and talk about the who, what, when, why, where, and how of the dance situations in the scrapbook. Classify photographs into different groups (e.g., dance forms, events, participants, themes). (UC, CI)
- Explore the element of space by working in pairs or small groups to select and share sequences of locomotor movements that use direct and indirect (e.g., curved, zigzag) pathways. View others' sequences and identify their pathways. (PK, CI)
- Explore the elements of body awareness and space by working in groups to develop a movement sequence involving body shapes at different levels. View others' sequences and identify their different body shapes and levels (e.g., a round shape at a low level). (PK, CI)
- Explore the element of energy by investigating the way the body moves through imagined environments (e.g., hot sand, sticky mud, slippery ice). Brainstorm other environments, both real and imagined, for moving through. In small groups, select three different environments and create a movement sequence that shows a journey across or through these environments. Share this sequence with others, who then identify and describe the environments they perceive in the sequence. (PK, DI, CI)
- Drawing on personal experiences, talk about why and where people dance on special occasions. Learn and share with others a simple group dance suitable for a celebration. (UC, CI)
- Listen to a poem or story. Identify, talk about, and explore words and visual images in the poem or story that may be expressed through movement. Using these ideas, work in small groups to create a movement sequence. Share the sequence with others, who then identify the words and images used to develop the sequence. (DI, CI)
- Investigate the workings of simple machines. Individually select and make a machine action (e.g., that of a piston, wheel, lever). Share this action with others and contribute it to the creation of a group machine. (DI)
- Explore the element of time by making sudden changes in direction, in level, or in use of a body part to match the accented beats in accompanying music (e.g., a waltz &; 1 2 3, 1 2 3; the teacher playing on a drum &; 1 2 3 4 5 6, 1 2 3 4 5 6, etc.) (PK)
- As a class, brainstorm and list the different types of dance that individuals have participated in or seen at various times and places (e.g., in films, theatre, television, family gatherings, outdoor festivals and events). Talk about and record the similarities and differences between how the dances are performed, what people wear, and the accompanying music or sounds. (UC)
|
