fifth grade dance curriculum
DESCRIPTION
Fifth Grade Dance Curriculum. Amber Rhyne Master’s Defense May 6, 2009 . Introduction. The following is a model dance curriculum for a one year public school dance education program for fifth grade students. Purpose: To be used as a model for Washington County Public Schools. - PowerPoint PPT PresentationTRANSCRIPT
Fifth Grade Dance Curriculum
Amber RhyneMaster’s DefenseMay 6, 2009
Introduction
The following is a model dance curriculum for a one year public school dance education program for fifth grade students.
Purpose: To be used as a model for Washington County Public Schools.
The curriculum lessons are designed for an encore dance class receiving dance once a week for 50 minutes.
Introduction
This curriculum is also aligned with: – The Maryland Fine Arts Standards in Dance– The American Association of Physical Education,
Health, Recreation, and Dance– National Dance Education Organization
5 units of study within the curriculum– Elements of dance, Multicultural Dance, Balance
and Acrobatic Dance, Ballet, and Social Dance
Related Research
Dance education is vital to a well rounded public education system.
Dance Education is:– Art Appreciation– Differentiated Instruction/Multiple Intelligences– Physical Education– Self-Esteem– Brain Development– Academic Achievement
Related Research: Art Appreciation
The art of emotion and universal expression Provides a connection between the audience
and the artist Art Education encourages students to take
risks, think creatively, and fosters cultural understanding, sensitivity, and diversity.
Related Research: Physical Education
Aerobic dancers showed– Higher mood benefits– Decreased BMI– Decreased heart rate– Decreased body weight– Increased positive attitude towards health– Increased self-esteem and emotional stability
Related Research:Brain Development
The brain learns the fastest between ages 4-12 Balance, coordination, and muscle movement
are stored in the cerebellum as well as cognition, higher order thinking, emotions, and long-term memory.
The most significant learning happens when the brain is learning something with novelty, repetition, brain stimulation, or emotional connection.
Related Research: Academic Achievement
Performing arts challenge students to – use reasoning skills– Think critically– Formulate ideas– Draw conclusions– Gain ownership of work
Correlations with movement arts and:– Higher college entrance scores– Singapore pre-school’s descriptive writing– Balance and motor development and reading skills
Rationale
Dance education is a form of personal expression and development through active problem-based learning.
This curriculum includes important concepts of exploration, dance technique, learning appropriate vocabulary, and creating choreography.
Dance education students formulate an image or opinion of the world and how the individual relates to this world culturally, socially, and personally.
Curriculum Design
arhyne.wikispaces.com/DNC550-mastersproject
Scope and Sequence Unit Map Lesson Plans, activities, assessments
Name: ___________________________________ Group: ______
1. Ballet started in which country? a. Germany b. France c. Spain
2. Why did people go to see a ballet when ballet fi rst began? a. To watch a story told through movement b. I t was great exercise c. I t was part of their education
3. Which phrase was used as our ballet warm up? Perf orm
a. plie, plie, releve b. tendu, releve, sauté ______ c. degage, tendu, degage
4. Which two skills are the exact opposite of each other?
a. sissone-assemble b. tendu-plie c. sauté- releve
5. List the fi ve movements you used f or your dance web?
6. Label positions 1-5 below. Place the correct position number under
the correct f eet.
_____ _____ _____ _____ _____ 7. Compare ballet dance to another type of dance or another sport? (Give 3 comparing details) Use the back if you need room.
Social Dance Competition
1
2
3
4
5
6
Swing
Chacha
Tango
Unit 1: Elements of Dance and Creative Movement
Overview: – Exploring dance concepts and the elements of
dance and creative movement; movement, body, time, space, force
– Communicating thoughts or ideas through choreographic choices by using the elements of dance within choreography.
– Enduring idea that dance has meaning.
Unit 1: Elements of Dance and Creative Movement
Explore movement vocabulary Communicate ideas using force Creating aesthetic movements Kaleidoscope choreography
– Graphic organizer and videotaping for evaluation
Unit 2: Elements of Dance and Multicultural Dance
Overview:– Learning three multicultural dances and comparing similarities
and differences between their elements of dance. German Plattle Dance Native American Rain Dance Highlife Dance from Ghana
– Creating a minimum of five adaptations to one dance learned.– Presenting adaptations to the class through an instructional
pamphlet, teaching the class, performing, or drawing an illustration.
Unit 3: Balance and Acrobatic Dance
Overview:– A skill-specific unit that involves balance and
acrobatic dance strategies.– Skills
Weight, weight transfer, balance point, center of gravity Break dancing Yoga Rolls, handstands, cartwheels, etc
– Self-Evaluation Checklist
Unit 4: Ballet
Overview:– Students will learn basic ballet vocabulary and
technique.– Students will memorize ballet movement phrases– Identify sports movements that best represent ballet
movements– Written assessment– Create ballet stories to perform behind a shadow
screen
Ballet in Sports
Unit 5: Social Dance
Social dance is any dance where you are dancing in a large group, small group, or with a partner.
Social Dances performed in this unit were square dances, Virginia Reel, and ballroom dances including Tango, Swing, and Chacha.
Social Dance Card
Reflection
Time is always a factor in a public school with school events, testing, etc.
Opportunities to gain time with students by using flexible groupings which allowed for individual group conferencing and re-teaching.
Consider the order of the units within the school year. What would the effect be if certain dance units were placed elsewhere in the year.
Reflection
Scope and Sequence Revisited– There was a strong emphasis in perceiving and
responding to dance requiring students to view and analyze dance through various media.
– Due to the fact that there is no formal performance, standards that addressed performance qualities such as projection, execution, memorization, and the affects of choreographic choices were less represented.
“Everything has rhythm, everything dances” – Maya Angelou