Dance for Every Body

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

1, 2

Overview

In this video, experience a sample of the Dancing Wheels Company & School's training methods in physically integrated dance, a method that allows those with and without disabilities to learn and perform a dance together.  The video included movements are brush, turn, and jump. These ideas can be used in choreography for students with different abilities.  

Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.1

Respond with movement to a variety of prompts.

UP:AE17.D.1.1

Vocabulary

  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation

Essential Questions

EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?

Skills Examples

  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.11

Demonstrate safe movement in a variety of spatial relationships and formations with other dancers, sharing and maintaining personal space.

UP:AE17.D.2.11

Vocabulary

  • Space
  • Shape
    • Symmetrical
    • Asymmetrical
  • Facing
  • Pathway
  • Time:
    • Accented beat
    • Downbeat
    • Duple meter
    • Triple meter
  • Utilize quality of movement
  • Embody
  • Locomotor
  • Non-locomotor
  • Personal space
  • General space
  • Spatial relationship
  • Body awareness
  • Space
  • Projection in performance
  • Production elements

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Identify symmetrical and asymmetrical body shapes and examine relationships between body parts.
  • Differentiate between circling and turning as two separate ways of continuous directional change.
  • Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front).
  • Create body shapes that change level and facings.
  • Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out.
  • Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter.
  • Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music.
    • Other examples: Waltz, triplet, walking, or marching.
  • Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement.
    • (i.e., bouncy, jiggly, loose, strong, etc.).
    • Other examples: Bouncy leap or floppy fall.
  • Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations.
    • Skipping across the floor followed by skipping in place.
  • Identify modifications for spatial placement in a dance phrase.
  • Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested.
  • Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

CR Resource Type

Audio/Video

Resource Provider

The Kennedy Center

License Type

Custom
https://www.kennedy-center.org/video/education/dance/tap-dance-for-every-body/

Custom License Type (URL)

https://www.kennedy-center.org/terms-conditions/

Accessibility

Audio resources: includes a transcript or subtitles

Approved Date

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