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Davenport School of the Arts
 Dance Department

Elementary Dance 3rd-5th Grades

Third Grade Dance Term 1-Relating dance concepts to Science

Concepts-Students will explore the dance concepts of levels and shapes in relation to science concepts of weather and the earth's atmosphere.

Dance benchmarks:

DA3C1.1  Identify one or more elements and discuss how they are used to shape a piece into a dance

DA3C1.2  Learn movement quickly and accurately through application of learning strategies

DA3C1.3  Identify and demonstrate changes made in various elements of a movement piece

DA3O1.1  Relate how the elements of dance are applied in classwork to how they are used in dance pieces

DA3O3.1  Translate words, pictures, or movements into dance to express ideas

Third Grade Dance Term 2-Science integrated into dance

Concepts-Students create a dance based on the states of water incorporating the dance concepts of tempo, spatial relationships, and energy qualities. Students will also investigate, experiment, and problem solve while choreographing a dance with specified limitations.  Students observe a dance, then choreograph a dance inspired by the movements in the observed dance.

Dance benchmarks:

  • DA3C1.3 Identify and demonstrate changes made in various elements of a movement piece
  • DA3C2.1 Apply knowledge of basic elements of dance to identify examples in a dance piece
  • DA3C3.1 Examine one element of a dance piece and judge how well it supported the given intent
  • DA3S1.3 Explore positive and negative space to increase kinesthetic awareness
  • DA3S1.4 Create dance sequences, based on everyday gestures and movements
  • DA3O3.2 Use accurate dance vocabulary to respond to and communicate about dance
  • DA3O3.3 Share, using accurate dance vocabulary, ways in which dance communicates its meaning to the audience
  • DA3H3.2 Identify connections between the skills required to learn dance and the skills needed in other learning environments

Third Grade Dance Term 3-Multicultural Dance


Students will be learning dances from various cultures

Dances-Troika from Russia and Sicilian Circle from Italy

Dance Benchmarks:

  • DA3C2.2  Share and apply feedback to improve the quality of dance movement.
  • DA3S2.2  Learn and repeat movement using observation and listening skills.
  • DA3S2.3  Practice simple dance movement on both sides or facing different directions.
  • DA3H1.1  Practice and perform folk dances using traditional music to identify similarities and differences.
  • DA3H2.1  Discuss the roles that dance has played in various folk dancing.

Fourth Grade Dance Term 1-Relating dance concepts to Art and Music

Concepts-Students will explore the dance concepts of shapes, space, levels, and direction in relation to art.

Dance benchmarks:

DA4C1.1  Create a tableau, theme, or main idea in a dance piece to explore shape and space

DA4C2.1  Apply knowledge of the basic elements of dance to suggest changes in a movement piece

DA4S1.4  Change isolations, level, direction or tempo to explore movement choices

DA4S2.1  Display attention, cooperation and focus during dance class

DA4O1.1  Describe how the elements of dance are used in class

DA4O2.1  Experiment with a dance phrase by using a variety of elements to create a variation

DA4H3.2  Use improvisation to explore concepts from other content areas


Fourth Grade Dance Term 2-Music, Dance and Drama are a team and they "Synergize"

Concepts-Students explore musicality by developing deep listening skills, awareness of rhythms in percussive music. Students will work in groups to explore rhythm, harmony, and energy using improvisational skills while creating a dance. Students will discover emotional ranges while creating dances.

Dance benchmarks:

  • DA4C1.2  Learn and produce short movement sequences, using observation, imitation, and musical cues
  • DA4C1.3  Identify points within piece at which mood, character, or meaning evolve
  • DA4C2.2  Demonstrate the ability to participate in objective feedback as a means of evaluating others' work
  • DA4S1.2  Improvise to music and match tempo, phrasing style, and emotion
  • DA4S3.4  Replicate timing, rhythm, and accents of the music while creating a dance
  • DA4S3.6  Practice varying expression by moving in dance using direct/indirect space and active/passive energy
  • DA4S3.7  Repeat dance sequences with increasing speed and articulation to develop coordination
  • DA4O3.1  Express ideas through movements, steps, and gestures

Fourth Grade Dance Term 3-Multicultural Dance

Students will be learning dances from various cultures.

Dances-D

Fifth Grade Dance-Term 3 Dance Around the World, Throughout Time,  

and Charleston Dance Project.  

 "Teamwork makes the dream work."

DA.5.O.1.2:

Review and apply the procedures and structures of class and performance to gain respect for their purposes and the traditions of the discipline.

DA.5.H.2.1:

Describe historical developments and the continuing evolution of various dance forms.

DA.5.H.3.5:

Identify the use of world languages in various dance genres.

DA.5.H.2.2:

Classify a dance performance or repertoire piece by origin, genre, or period.

Remarks/Examples:

e.g., African, Asian, Indian, ballet, folk, modern, tap

DA.5.H.1.1:

Share and perform dances from diverse cultural or historical backgrounds and describe their significance within their original context.

DA.5.F.3.1:

Show leadership by sharing ideas or by demonstrating or teaching skills to others.

DA.5.C.2.2:

Demonstrate the ability to share objective, positive feedback and constructive criticism, and apply suggested changes with the guidance of others.

DA.5.C.1.1:

Identify and discuss, using background knowledge of structure and personal experience, concepts and themes in dance pieces.

DA.5.O.3.3:

Use accurate dance terminology and/or movement vocabulary to respond to movement based on personal ideas, values, or point of view.

DA.5.S.2.4:

Adapt and apply ensemble corrections to personal work.