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Deer Valley Unified School District #97
Fine Arts Curriculum Guides K-12:
Mission Statement
What Students Should Know And Be Able To Do In The Arts is similar
to that of the National Standards.
Deer Valley District Dance |
Dance
The arts serve as the primary signature of a culture, carrying our
individual and collective images and ideas from one generation to another.
The arts are a distinctive way of understanding and give purpose to learning;
they provide tools for interpreting life's experiences and develop a child's
identity and sense of self-worth. The integrity of Dance curriculum depends
on developing a students' ability to communicate in a way that is different
from the written or spoken word, or even from other visual or auditory
symbol systems. This develops a heightened awareness of self, others and
the world in which one lives providing a joyful experience involving the
intellect, the emotions and the body. Dance is a celebration of life,
tradition, socialization, therapy, ethnic expression and communication.
Table of contents
K-12 Outcomes for Concepts/Suggested Activities/Suggested Assessments/Suggested
Integration:
Dance Curriculum
Scope and Sequence
Dance K-4
Dance 5-8
High School Dance 1-2
High School Dance 3-4
High School Dance 5-6
High School Advanced Dance
High School Jazz Dance
High School Performance Dance
Dance Glossary
Scope & Sequence
Dance K-12
Explanation of symbols:
I-Introduce: introduce or familiarize with skill
R-Reinforced: Skill should be taught directly and reinforced
M-Maintain: After the skill has been taught and emphasized, it
should be reviewed, extended, and practiced.
These skills have been planned to provide logical sequence in teaching
of mechanics so that a spiral of complexity will be evident from grade
one through grade twelve. Thus, each grade level incorporates the skills
from the preceding levels. The skills listed may occur in student reading
earlier and should be reinforced and modified as needed.
| Movement Technique |
K |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
11 |
12 |
| Coordination |
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| accurately demonstrate nonlocomoter/ axial movements
as they relate to dance |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| identify and perform locomoter movements as
they relate to dance |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| move various parts of the body simultaneously |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| demonstrate the ability to move various parts
of the body idependently |
|
|
|
|
|
I |
R |
R |
R |
R |
R |
R |
R |
| Rhythm |
|
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|
|
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|
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| use time and rhythm while moving |
I |
R |
R |
R |
R |
R |
R |
R |
R |
M |
M |
M |
M |
| demonstrate accuracy in moving to a musical
beat and maintaining it |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| respond to changes in tempo |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| demonstrate movements that reflect rhythmic
patterns |
|
|
|
|
|
I |
R |
R |
R |
M |
M |
M |
M |
| demonstrate sensitivity to beat when performing
patterned movements in folk dance or improvisations |
|
|
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|
|
I |
R |
R |
R |
M |
M |
M |
M |
| Strength and Flexibility |
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| develop through dance activites major muscle
groups |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| engage in flexibility exercises |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| understand the proper way to perform flexibility
exercises |
|
|
|
|
|
I |
R |
R |
R |
R |
M |
M |
M |
| Body Alignment |
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| demonstrate a sense of proper body alignment |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| maintain proper body alignment while performing
strength and flexibility exercises |
|
|
|
|
|
I |
R |
R |
R |
R |
M |
M |
M |
| demonstrate a sense of balance |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| Balance and Control |
|
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| demonstrate the follwing partner skills: copying,
leading and following, mirroring |
I |
R |
R |
R |
R |
M |
M |
M |
M |
M |
M |
M |
M |
| recognize and participate in activities that
develop balance and control. |
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|
I |
R |
R |
R |
R |
M |
M |
M |
| participate in activities that develop both
stationary balance and locomoter control |
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I |
R |
R |
R |
R |
M |
M |
M |
The other main categories are:
Dance Forms: Ballet, Jazz, Modern, Tap, Terminology
Personal Growth
Creative Expression: Choreography, Improvisation, Critical Evaluation
Dance Heritage: History, Culture, Labanotation, Dance Careers
Body Awareness: Anatomy, Injury Prevention, Nutrition, Space,
Warm-up
Production: Stage Terminology, Theater Etiquette, Costuming, Auditioning,
Dance Production Jobs
Deer Valley District Dance
Elementary School Dance
Deer Valley Unified School District #97 K-4
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Outcomes for Concepts
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Suggested Activities
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Suggested Methods For Assessment
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Suggested Areas For Integration
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1. Movement Technique
Coordination
Accurately demonstrate non-locomoter axial movements as they relate
to dance.
Identify and perform locomoter movements as they relate to dance.
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Students will demonstrate an understanding of accent by performing
a movement sequence using a given accent. Ex. clap, jump, hop, etc.
Students will walk to the beat of live or recorded music.
May be observed using any locomotor or non-locomotor movements
that are performed by others.
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Monitor, correct, and evaluate student performance.
Observe and evaluate Student performance.
Monitor, correct, and evaluate student performance
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Rhythm
Use time and rhythm while moving.
Demonstrate accuracy in moving to a musical beat.
Respond to changes in tempo. |
Students will maintain beat with finger plays.
Students will clap to a given beat while listening to a hand jive
tape be Greg and Steve.
Students will vary the speed of their walking to coincide with
changes in the tempo.
May be observed using any locomotor or non-locomotor movement.
Demonstrate the differences between slow and fast and long and
short duration through movement.
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Students will show physical evidence of knowledge by
performing correctly.
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Work with music teacher for students to create sounds
they can move to. |
For information contact: Barbara Surloff, Deer Valley High School, blsurloff@aol.com
  
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