Classroom Resource

Hip Hop Moves

Subject Area

Arts Education

Grade(s)

4, 5

Overview

Students will perform hip hop moves such as bounce to the beat, step clap, clean it, butterfly, fall back, attitude, raise the roof, DJ, and deodorant. They will perform the moves to a variety of songs with varying tempos. They will strike a pose when the music stops.  

Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.8

Recognize and respond to changes in time as they occur in dance and music.

Unpacked Content

UP:AE17.D.4.8

Vocabulary

  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent

Essential Questions

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Skills Examples

  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.10

Demonstrate fundamental dance skills and movement qualities when replicating and recalling directed patterns and sequences of movements.

Unpacked Content

UP:AE17.D.4.10

Vocabulary

  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent

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

  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.

Anchor Standards

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

AE17.D.5.3

Expand choreographic possibilities by utilizing multiple choreographic devices.

Unpacked Content

UP:AE17.D.5.3

Vocabulary

  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate

Essential Questions

EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?

Skills Examples

  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.8

Perform movement phrases that show the ability to respond to changes in time generated from various rhythms.

Unpacked Content

UP:AE17.D.5.8

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Essential Questions

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Skills Examples

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Link to Resource
https://everactive.org/wp-content/uploads/2020/05/4-6-Dance-1_12.pdf

CR Resource Type

Learning Activity

Resource Provider

Ever Active Schools
Accessibility
License

License Type

Custom

Custom License Type (URL)

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

Approved Date

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