Learning Resource Type

Classroom Resource

Line Dancing the Kindergarten Way!

Subject Area

Arts Education




Students will learn and perform a line dance to You've Got a Friend in Me. They will perform both locomotor and non-locomotor movements while safely moving through space.    

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


    Differentiate between basic locomotor and non-locomotor movements.

    Unpacked Content



    • locomotor
    • non-locomotor
    • non-locomotor vs locomo"tor movements
    • elements of dance
    • choreography
    • improvisation
    • structure
    • concepts and inspiration for choreography
    • 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

    • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
    • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
    • Identify how it feels to perform the same movement fast and slow.
    • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
    • Perform improvised movement based on a famous painting.
    • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
    • Create three movements and develop a symbol to go with each (such as ⟲ for turn).

    Anchor Standards

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


    Move safely in general space and start/stop on cue during activities, group formations, and creative explorations while maintaining personal space.

    Unpacked Content



    • Elements of Dance
    • Space
    • Tempo/ Speed
    • Energy
    • Basic movement qualities
    • Embody
    • Body Pattern
    • Shape
    • Locomotor/ Non-locomotor
    • Same side vs cross body
    • Spatial Awareness
    • General Space
    • Personal Space
    • Safety Principles in movement
    • Space
    • Prop

    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

    • Explore shape examples: discuss what objects are straight. Show examples of said objects with the body (straight, curved, bent/ angled, size: big/ small).
    • Respond to music or other sound stimuli with free movement that matches varying tempo: fast, slow, moderate.
      • Engage in "freeze dance": respond to music or other sound stimuli through movement with varying tempo changes. When music/ stimuli pause, freeze in called out shape, size or level.
    • Observe and demonstrate movement qualities, such as hard/ heavy or soft/light, smooth or wavy, and slow or jerky.
      • Practice actions using varied movement qualities: stomp (hard), float (soft).
    • Demonstrate same side and cross-body locomotor and non-locomotor movements.
    • Display an awareness of physical space and apply principles of safety when sharing space with others in activities, formations and explorations.
      • Hold hands and form group shape formations.
      • Use locomotor movement (skip, hop, crawl, etc.) to travel in a group shape.
    • Discuss how we use space safely. Practice using safety principles discussed.
    • Demonstrate full body movement sequence through observation, demonstration, and repetition.
      • Practice learned sequence of heel, together right and left, and marching in place.
    • Practice and perform dance with others in the safety of classroom, gym or outside space.
    • Use a scarf to improvise flowing or staccato movement.

    Anchor Standards

    Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
    Arts Education (2017) Grade(s): KG - Dance


    Identify a movement that repeats in a dance.

    Unpacked Content



    • Recurring movement
    • Dance terminology
    • Movement choices

    Essential Questions

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

    Skills Examples

    • Identity recurring movements in an observed dance phrase (i.e., chaîne turns, step touch, marching, waving arms, and/or shoulder rolls). Demonstrate short and simple movement phrase that students can copy (i.e., step hop, step hop, chasse, chasse, step clap, step clap).
    • Perform simple social dance that students can copy (i.e., electric slide, chicken dance).
    • Perform simple dance movements and allow students to identify movements (i.e., plie, contraction, flexed foot, chasse, tendu).
    • Select a movement and explain what the movement may mean (i.e., jumping to show joy, slow walks to show exhaustion, hiding behind hands to show fear).

    Anchor Standards

    Anchor Standard 7: Perceive and analyze artistic work.
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    Learning Activity

    Resource Provider


    Resource Provider other

    Utah Education Network