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\n\"Poems\n\n
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\nHawaiʻi State Department of Education\n
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\nPoems That Dance\n

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\n\nFor Teachers\n\n5th\n
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\nCombine the elements of dance with the actions in a poem. Learners review basic grammar, write an action-packed cinquain poem, and then choreograph a dance based on their cinquains. After the dances are done, they'll discuss the elements...\n
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\n\"What’s\n\n
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\nHawaiʻi State Department of Education\n
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\nWhat’s My Vocabulary Word?\n

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\n\nFor Teachers\n\n3rd\n
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\nThe elements of dance can be used to communicate thoughts and, in this case, words. In small groups, the class first creates a set of movements to show a single word. Then, they extend their movements to show a three-word phrase....\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Dance of the Butterfly\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nStudents explore butterfly life cycles and movement.  In this integrated fine arts and biology life cycle lesson, students listen to the book The Very Hungry Caterpillar by Eric Carle and identify the related life cycle stages....\n
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\n\"Appreciating\n\n
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\nCurated OER\n
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\nAppreciating the Men of Ballet from Dance in America: Born To Be Wild: The Leading Men of American Ballet Theatre\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents watch a video highlighting men in ballet. They complete further research on the topic using online and print resources. They create a short skit with the basic elements of dance.\n
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\n\"Rain\n\n
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\nCurated OER\n
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\nRain\n

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\n\nFor Teachers\n\nK\n
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\nStudents create a dance based on the sounds they hear during a recording of rainstorm. They learn the elements of dance and explore the environment.\n
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\n\"Solo\n\n
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\nCurated OER\n
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\nSolo Dance Composition\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents conclude the semester with an individual movement study utilizing basic elements of dance and choreography previously covered in class. They will choose from three choreographic prompts presented a few days before giving them...\n
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\n\"Body\n\n
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\nCurated OER\n
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\nBody Movement\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders interpret and transform drawn lines into locomotive movements. In this improvised movement lesson, 2nd graders draw a line on a piece of paper and use the elements of dance to interpret and transform their draw line into...\n
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\n\"Dance\n\n
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\nCurated OER\n
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\nDance\n

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\n\nFor Teachers\n\nK\n
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\nStudents participate in different types of dances in which they explore time, action and other elements of dancing. They dance with a group or a partner and explore how to work together.\n
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\n\"THE\n\n
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\nTHE TRAVELS OF BABAR: An Adventure in Scale :Interpreting the music of Raphael Mostel's Dance/Movement exercise\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents explore how dance/movement tell a story. They analyze the elements of dance through interpretation of the story. Students exercise how the feelings and moods of the music suggest certain body movements and actions.\n
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\n\"Theme\n\n
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\nHawaiʻi State Department of Education\n
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\nTheme and Variation\n

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\n\nFor Teachers\n\n5th\n
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\nThe dance elements of body, energy, space, and time are the focus of a lesson on movement and theme. The class follows along as the teacher shows them a new dance that has a theme. They practice the dance, and then change one element in...\n
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\n\"Baila!\n\n
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\nJohn F. Kennedy Center\n
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\nBaila! Latin Dance in the Spanish Classroom\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nOne, two, three. One, two, three. Invite your language learners to practice the steps for researching and presenting information. Each small group has the task of explaining one Latin dance in full detail.\n
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\n\"Day\n\n
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\nCurated OER\n
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\nDay One Dance Workshop\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders complete a unit of lessons on the definition of dance. They view videos of various dances, compare/contrast the dances viewed, categorize a list of words about dance on a handout, write journal responses, and perform dance...\n
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\n\"Elementary\n\n
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\nElementary My Dear Dancer-Foundation Lesson\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents participate in dance choreography. In this choreography lesson plan, students classify elements of choreography. Students collaborate in small groups and compose choreography.\n
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\n\"Dance\n\n
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\nHawaiʻi State Department of Education\n
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\nDance Critic\n

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\n\nFor Teachers\n\n5th\n
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\nWhat do writing and dance have in common? They both have a six-trait rubric for assessment. Just like a good story, a good dance must have a hook, beginning, middle, end,  logical sequence, and a climax. Learners use a...\n
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\n\"Making\n\n
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\nMaking a Dance Involving Balance\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents make choices about dance elements and organize them in expressive ways. They plan and present dance works for a familiar audience. They identify dance elements in their and classmates work.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe 'Language of Dance'\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nStudents choreograph dances. In this dance choreography lesson, students evaluate musical selections, then create a dance that capture the emotion of the music.\n
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\n\"Being\n\n
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\nCurated OER\n
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\nBeing in the Noh: An Introduction to Japanese Noh Plays\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read a Japanese Noh play and discuss its structure and traditional characters. They choose a short myth and write a Noh play based on it.\n
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\n\"Analyzing\n\n
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\nCurated OER\n
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\nAnalyzing Two Dances and Making a Dance Map: The Nutcracker\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents discuss dance elements and create a dance map. They choose a dance theme and incorporate movement into their dance maps and choreography. They also experiment with different types of music.\n
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\n\"To\n\n
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\nCurated OER\n
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\nTo Travel or Not to Travel: Locomotor andNonLocomotor Movement\n

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\n\nFor Teachers\n\nK\n
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\nStudents develop dances. In this movement lesson, students play action and stillness games and learn motif writing symbols that communicate dance moves. Students use locomotor and non-locomotor movement to create their own movement phrases.\n
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\n\"Teaching\n\n
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\nTeaching Fundamental Movement\n

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\n\nFor Teachers\n\nK - 6th\n
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\nYoung scholars perform fundamental movement activities for flexibility and motor skills. In this movement lesson plan, students perform physical activity for all grade levels.\n
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\n\"Emotions\n\n
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\nEmotions in Motion\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nStudents use dance as a form of communication. In this meanings of dance lesson plan, students create dances to communicate a variety of emotions.\n
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\n\"Chance\n\n
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\nChance Dance Compositions\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders create dances through a randomly generated process (such as throwing a dice) and perform their dances for the class. Class work is based on Merce Cunningham's \"Chance Dance\" and includes walking, skipping hopping, and...\n
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\n\"Being\n\n
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\nBeing in the Noh: An Introduction to Japanese Noh Plays\n

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\n\nFor Teachers\n\n10th - Higher Ed\n
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\nStudents analyze the conventions used in Noh plays and write an introduction to a Noh play of their own. In this Noh play lesson plan, students identify the conventions of the Noh form and analyze the realizations the main character...\n
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\n\"Arts\n\n
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\nArts and the Olympics/Dance and Athletics\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents study and perform dances with a dance specialist, while others photograph their movements. The resulting slides were used to help both these students and others explain dance and write creatively.\n
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