Dance Space

Learning Resource Type

Classroom Resource

Subject Area

Mathematics
Arts Education

Grade(s)

1, 2

Overview

Students will perform the African-American dance Zudio using locomotor and non-locomotor movements. They will calculate the area needed to perform the dance. There are three options provided depending on the time allotted.  

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

AE17.D.1.16

Observe and describe dance movements from a specific genre or culture.

UP:AE17.D.1.16

Vocabulary

  • Identify recurring movement.
  • Identify movements in culture dance or genre.
  • Utilize dance terminology to communicate.
  • Explain dance choices.

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • View recorded or live dance phrases and identify patterns (i.e., Trisha Brown's Accumulation).
  • Observe an example of a simple canon.
  • Tap: flap, toe heel, shuffle, dig step
  • Ballet: plié, tendu, rond de jambe, chaîne
  • African Dance: hand waves, step touch, hops
  • View a recorded dance work and discuss what the dance may be about. Hypothesize the meaning of dance work (i.e., Alvin Ailey's Revelation, Martha Graham's Lamentation).
  • Improvise movement to specific music to evoke specific emotion
  • Explore and explain dance choices (i.e., Shaking hands to express frustration, holding heart to express love, pointing to ring finger to express marriage, saluting to express patriotism).

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 1 - Dance

AE17.D.1.21

Observe and perform a dance from a familiar culture that utilizes multiple elements of dance.

UP:AE17.D.1.21

Vocabulary

  • Elements of Dance
  • Connect dance to a familiar experience.
  • Connect dance to an illustrated story.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Essential Questions

EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

Skills Examples

  • Perform a dance to express the coming of spring.
  • Utilize shapes and movements of the body to improvise the metamorphosis of caterpillar to butterfly.
  • Utilize dance to show a plant's life cycle.
  • Utilize shapes to create a setting for a story.
  • Demonstrate the shapes and movement of a dance that was performed at school or in the community.
  • Identify attributes of cultural dance that was taught in class.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.16

Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.

UP:AE17.D.2.16

Vocabulary

  • Identify recurring movement.
  • Create recurring movement.
  • Perform dance movements from a culture or genre and describe movement.
  • Identify meaning utilizing simple dance terminology.
  • Identify and explain movement to convey a theme or concept.

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Students create a call and response hand clapping rhythm and allow students to identify the pattern.
  • Students create a short phrase that includes a pattern of movement, then have other students identify the pattern.
  • View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances.
  • Sauté to show surprise, melt to show sadness, leap to show happiness.
  • Identify the characters and describe the story in a narrative dance.
  • Draw a picture and write a caption in response to a live or recorded performance of dance.
  • Create short sentence that tell a story and have students improvise movement to describe the sentence.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 2 - Dance

AE17.D.2.21

Observe and perform a dance from a culture and relate the movement to the people or environment from which the dance was created and performed.

UP:AE17.D.2.21

Vocabulary

  • Elements of dance
  • Communicate personal meaning.
  • Respond to a dance work.
  • Elements of dance
  • Cultural Movement Practices
  • Dance Literacy

Essential Questions

EU: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts.
EQ: How does knowing about societal, cultural, historical and community experiences expand dance literacy?

Skills Examples

  • Describe a dance-related event in the community.
  • Observe a dance performance and describe one's response.
  • Perform a folk dance to communicate tradition.
  • Use the elements of dance to convey addition and subtraction.
  • Present to the class a summarization of "The Nutcracker."
  • Identify the cultural or historical origin of a dance.
  • Perform dances from a variety of cultures and time period.
  • Share one's reflections after attending a performance in the community.

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Mathematics (2019) Grade(s): 1

MA19.1.18

Determine the length of an object using non-standard units with no gaps or overlaps, expressing the length of the object with a whole number.

UP:MA19.1.2

Vocabulary

  • Concrete objects

Knowledge

Students know:
  • how to solve for addition by using strategies and understanding the relationship between addition and subtraction.

Skills

Students are able to:
  • efficiently apply strategies for solving multiple addend problems.
  • Use symbols to represent unknown quantities in equations.
  • Accurately compute sums.

Understanding

Students understand that:
  • more than two quantities can be combined in a problem.
Mathematics (2019) Grade(s): 2

MA19.2.26

Partition a rectangle into rows and columns of same-size squares, and count to find the total number of squares.

UP:MA19.2.26

Vocabulary

  • Partition

Knowledge

Students know:
  • how to partition a rectangle into equal-size squares and count those squares.

Skills

Students are able to:
  • use repeated addition to tell how many total squares in an equally partitioned rectangle.

Understanding

Students understand that:
  • repeated addition connects to the conceptual understanding of multiplication.

CR Resource Type

Lesson/Unit Plan

Resource Provider

PBS

License Type

Custom
https://aptv.pbslearningmedia.org/resource/3dance/dance-space/

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/

Comments or Notes

Log into the website https://aptv.pbslearningmedia.org/.  It will align the standards to the Alabama COS. Also, more activities and lessons are provided once logged in.

Approved Date

ALSDE LOGO

This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

Design by Adaptive Theme