Classroom Resource

Lines and Curves

Subject Area

Arts Education

Grade(s)

3

Overview

Students will explore straight and curved lines by using their bodies to write letters of the alphabet. They will write their own name using different body parts--head, hand, hip, foot, etc. Working in groups, students will create a dance that has a beginning, middle, and end. They will explore different levels while moving.  

Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.1

Improvise movements with a variety of self-identifed prompts.

Unpacked Content

UP:AE17.D.3.1

Vocabulary

  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase

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

  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.11

Change levels, directions, and pathway designs safely in a dance phrase while coordinating with a partner or other dancers.

Unpacked Content

UP:AE17.D.3.11

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • 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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Link to Resource
https://everactive.org/blog/dance-lesson-plan-3/

CR Resource Type

Learning Activity

Resource Provider

Ever Active Schools

Resource Provider other

Ever Active Schools
Accessibility

Accessibility

Text Resources: Content is organized under headings and subheadings
License

License Type

Custom

Custom License Type (URL)

https://everactive.org/terms-of-use/

Comments or Notes

This is lesson 3 of a four-part series:

Lesson 1:  Movement Quality

Lesson 2:  Levels and Partners

Lesson 4:  Making Patterns

Approved Date

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