Line Dancing the Kindergarten Way!

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

K

Overview

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

AE17.D.K.1

Differentiate between basic locomotor and non-locomotor movements.

UP:AE17.D.K.1

Vocabulary

  • 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

AE17.D.K.11

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

UP:AE17.D.K.11

Vocabulary

  • 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

AE17.D.K.15

Identify a movement that repeats in a dance.

UP:AE17.D.K.15

Vocabulary

  • 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.

CR Resource Type

Learning Activity

Resource Provider

Other

Resource Provider other

Utah Education Network
https://www.uen.org/lessonplan/view/18782

Custom License Type (URL)

https://www.uen.org/ueninfo/guidelines/terms-of-use.shtml

Approved Date

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