Third Grade Dance and Movement Curriculum

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Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

 

ACTIVITIES

·        Use forward, backward, clockwise, counterclockwise, and different pathways in movement, e.g. spiral, zigzag, curved, etc

·        Demonstrate the partner skills of copying, leading, following, and mirroring.

·        Use face-to-face, back-to back, and side-to-side with a partner.

·        Use formations: circle, double line of partners, double circle of partners.

·        Participate in simple singing games and dances.

·        Use locomotor (i.e., walk run, hop, jump, leap, gallop, slide, and skip) and non-locomotor movements (i.e., bend twist, stretch, swing) to create own movement sequences or dances.

·        Create shapes at low, middle and high levels, also shapes that are curved, twisted, angular, etc. use small and big movement to shape.

·        Practice personal and shared space.

·        Respond to beat, meters, rhythmic pattern, and tempo through movement.

·        Use different qualities (force)—smooth, sudden, sustained, vibratory, percussive, etc.

·        Work with a partner and small groups in creating movement. Demonstrate body awareness by naming and using different body parts in movement.

·        Observe a dancer at work or in a performance.

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·         Explore and discover multiple solutions to a given movement problem; choose a favorite solution and discuss the reasons for that choice.

·         Observe a dance performance.

·         Describe a dance using simple dance terminology, e.g., space, body, level, pathway, relationship (partners, circle), etc.

·         Compare two dances using dance terminology.

·         Demonstrate appropriate audience skills.

 

 

ASSESSMENT:

·        Student portfolio

·        Rubric/checklists

·        Observational, anecdotal records

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

 

 

ASSESSMENT

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records