Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.

S1.E4.5:  a) Combines locomotor movement patterns and dance steps to create and perform an original dance.

      b) Combines locomotor skills with cultural and creative dances (self, group) with correct rhythm and pattern.

Student Actions

Teacher Actions

The student will: 

• Collaborate their knowledge of various cultures and traditional dances to choreograph an original cultural dance from a culture of their choice.

• Warm up with basic isolation movements and locomotor/non-locomotor movements

• Make connections between musical style and rhythm and movement. 

• Make new dance patterns by repeating movements any number of times or in different orders.

The teacher will:

• Introduction to folk dances and explain how they connect to different cultures and time periods. 

• Show them a book or video that demonstrates the dance, or play the music that accompanies the dance.

• Play cultural music and call out or clap the count for students to embody as they move freely.

• Demonstrate movements for a dance sequence composed of combinations of locomotor and non-locomotor movements. (e.g., jump, bend, gallop, bend, etc.) 

• Play music and call out specific movements for students to practice. 

• Provide specific feedback to students on combinations of skills.

Key Understandings

Teacher Insights

1. Choreography: The art or practice of designing sequences of movements of physical bodies (or their depictions) in which motion or form or both are specified.

2. Expression: Process of conveying ideas, feelings and meaning through dance.

3. Focus: A central point or focus of attention in the movement space; the concentration, attention, or specific energy given to movement in space

4. Isolation: Moving or holding still one part of the body at a time.

5. Rhythm: A strong, regular, repeated pattern of movement or sound.

6. Tempo: The speed at which a passage of music is or should be played.

• Emphasize the need to focus and concentrate on movement in class.

• Teach slow motion and exaggerated gestures.

• Encourage the use of practicing opposite, reverse or contradictory actions so students will better understand contrast.

• Encourage students to use pathways and formations (e.g., circles, lines, partners, zigzag, curves, follow the leader, mirror or shadow dancing, procession, etc.)

• Recognize and discuss the way a dance uses speed, focus, strength and power, stillness, facial expression and flexibility to convey emotions or ideas.

UDL 

Assessment 

• Use pads, floor markers, directional arrows, spot-markers and footprints for students to locate their designated spots.

• Encourage freestyle dancing.

• For students reluctant about dancing in front of other students, consider dancing in dim light or having them hold a prop in front of them.

• Choose music with a slower tempo when teaching rhythm or choreographed routines.

• Utilize a strong subwoofer to amplify vibrations from bass.

• Provide ongoing verbal cues and physical assistance. 

• Use videos, graphics, and pictures as visual examples. 

• Break the song into chucks (introduction, verse 1, chorus, verse 2, bridge) and teach one part and practice before moving on.

• Grades 3-5: S1.E4: OPEN Dance Holistic Dual Performance Rubric

Instructional Resources

• Dynamic PE Rhythmic Movement Skills

• PE Central Celebrating Native American Heritage Month with Dance

• PE Central Fanga A Cultural Experience for Everyone!

• PE Central Mayim, Mayim Israeli Folk Dance

• PE Central Scottish Highland Fling Dance