Detailed Curriculum Connections
Line Dance
(Grades K – 4)
Younger students will get a great introduction to dance by learning age appropriate line dancing techniques in this one hour workshop. Be amazed at the skill level of each of your students by the end of this workshop!
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Kindergarten
Personal and Social Development
Health and Physical Activity
- participate willingly in creative movement, dance, and other daily physical activities
- demonstrate balance, ease and flexibility in movement
- demonstrate spatial awareness
The Arts
Creative Activity
- perform in a group
- use their creativity in movement, mime, and dance activities
Knowledge of Elements and Forms
- recall and repeat familiar songs, dance steps, and rhymes
- name different movements they can do
- demonstrate understanding of rhythmic patterns
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Grade 1
The Arts
Strand – Drama and Dance
Knowledge of Elements
- identify and correctly use drama and dance vocabulary
- describe some basic ways in which the body can be used in space and time
Creative Work
- create dance phrases, showing the beginning and the end of their work in appropriate ways
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Grade 2
The Arts
Strand - Drama and Dance
Knowledge of Elements
- identify and use some key elements of drama and dance in exploring source materials
- identify parts of the body and describe the variety of movements that can be done by each of them
Creative Work
- demonstrate the ability to move and control their bodies in space and time
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Grade 3
The Arts
Strand - Dance
Knowledge of Elements
- describe their own and others work in drama and dance, using appropriate vocabulary
- demonstrate the ability to concentrate while in role in drama and dance
- distinguish between a variety of dance forms, using specific criteria
Creative Work
- Create works of drama and dance, using appropriate elements.
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Grade 4
The Arts
Strand - Dance
Knowledge of Elements
- describe aspects of dances from a variety of cultures
- demonstrate awareness of the need to do warm-up exercises before engaging in activities in dance
Creative Work
- demonstrate control of voice and movement by using appropriate techniques
- demonstrate the ability to maintain concentration while in role
- create and present a short choreography individually or in a group
Hip Hop
(Grades 4 - 10)
Hip Hop, a cultural movement that began in New York, has become very popular around the world. This workshop, set to current R&B and Pop music, explores the choreography your students can’t get enough of.
Top
Grade 4
The Arts
Strand – Drama and Dance
Knowledge of Elements
- describe aspects of dances from a variety of cultures
- demonstrate awareness of the need to do warm-up exercises before engaging in activities in dance
Creative Work
- demonstrate control of voice and movement by using appropriate techniques
- demonstrate the ability to maintain concentration while in role
- create and present a short choreography individually or in a group
Top
Grade 5
The Arts
Strand – Drama and Dance
Knowledge of Elements
- use drama and dance vocabulary in describing and interpreting their own and others work
- demonstrate the ability to sustain concentration in drama and dance
- describe the use of sequential patterns in both drama and dance
- describe various dance forms
Creative Work
- rehearse and perform small-group drama and dance presentations
Critical Thinking
- explain the use of rhythm and movement in their dance pieces
Top
Grade 6
The Arts
Strand – Drama and Dance
Knowledge of Elements
- recognize when it is necessary to sustain concentration in drama and dance
- explain and demonstrate the use of different patterns in creating effects in drama and dance
- describe the skills needed to perform in public
Creative Work
- interpret and perform some types of dances
Top
Grade 7
The Arts
Strand - Dance
Knowledge of Elements
- use drama and dance vocabulary correctly in analysing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- develop a routine of warm-up exercises and use it regularly before engaging in dance
activities
- communicate abstract ideas through drama and dance
Top
Grade 8
The Arts
Strand- Dance
Knowledge of Elements
- describe theatrical dance performances, and distinguish between the types or styles used (e.g., ballet, modern, jazz, folk, ethnic)
- use the vocabulary of drama and dance correctly in analysing, explaining, and critiquing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- produce work as a member of an ensemble
Critical Thinking
- identify and discuss the qualities and skills needed to create and perform productions
Top
Grade 9
Dance: Open
Theory
Health and Safety
- demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
- demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings
History and Culture
- describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
- identify commonalities among various dance forms (e.g., steps, patterns, choreography)
Technique
- identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
- demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)
Creation
Elements of Dance Movement
- demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination
Presentation and Performance
- demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
- present and perform dance in different group forms (e.g. trios, small and large groups)
Analysis
Appreciation and Criticism
- demonstrate an understanding of concentration, effective projection and clarity in communication
Self and Community
- describe the distinctive characteristics of presenting dance in small and large groups
Top
Grade 10
Dance: Open
Theory
Health and Safety
- describe the beneficial effects of dance on health, self-esteem, and self image
Technique
- identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
- demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied
Creation
Elements of Dance Movement
- apply the elements of dance (e.g., flow, space, time) to create movement sequences
- observe and demonstrate improvised movement patterns, combinations, studies and group dances
Presentation and Performance
- demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)
Swing
(Grades 6 - 10)
Students will explore elements of East Coast Swing learning the basic step, triple step and rock step. Students will then gain the confidence to combine these skills to explore the partner dance Lindy Hop, a street dance that developed in New York beginning in the 1920’s.
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Grade 6
The Arts
Strand – Drama and Dance
Knowledge of Elements
- recognize when it is necessary to sustain concentration in drama and dance
- explain and demonstrate the use of different patterns in creating effects in drama and dance
- describe the skills needed to perform in public
Creative Work
- interpret and perform some types of dances
Top
Grade 7
The Arts
Strand - Dance
Knowledge of Elements
- use drama and dance vocabulary correctly in analysing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- develop a routine of warm-up exercises and use it regularly before engaging in dance activities
- communicate abstract ideas through drama and dance
Top
Grade 8
The Arts
Strand - Dance
Knowledge of Elements
- describe theatrical dance performances, and distinguish between the types or styles used (e.g., ballet, modern, jazz, folk, ethnic)
- use the vocabulary of drama and dance correctly in analysing, explaining, and critiquing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- produce work as a member of an ensemble
Critical Thinking
- identify and discuss the qualities and skills needed to create and perform productions
Top
Grade 9
Dance: Open
Theory
Health and Safety
- demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings
History and Culture
- describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
- identify commonalities among various dance forms (e.g., steps, patterns, choreography)
Technique
- identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
- demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)
Creation
Elements of Dance Movement
- demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination
Presentation and Performance
- demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
- present and perform dance in different group forms (e.g. trios, small and large groups)
Analysis
Appreciation and Criticism
- demonstrate an understanding of concentration, effective projection and clarity in communication
Self and Community
- describe the distinctive characteristics of presenting dance in small and large groups
Top
Grade 10
Dance: Open
Theory
Health and Safety
- describe the beneficial effects of dance on health, self-esteem, and self image
Technique
- identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
- demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied
Creation
Elements of Dance Movement
- apply the elements of dance (e.g., flow, space, time) to create movement sequences
- observe and demonstrate improvised movement patterns, combinations, studies and group dances
Presentation and Performance
- demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)
Latin
(Grades 6 - 10)
Explore the unique rhythms and style of Salsa dancing while learning about an element of Latin American culture. Your students have seen it on popular television shows like “Dancing with the Stars” and “So You Think You Can Dance?”; challenge them to discover Latin dancing at your school!
Top
Grade 6
The Arts
Strand – Drama and Dance
Knowledge of Elements
- recognize when it is necessary to sustain concentration in drama and dance
- explain and demonstrate the use of different patterns in creating effects in drama and dance
- describe the skills needed to perform in public
Creative Work
- interpret and perform some types of dances
Top
Grade 7
The Arts
Strand - Dance
Knowledge of Elements
- use drama and dance vocabulary correctly in analysing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- develop a routine of warm-up exercises and use it regularly before engaging in dance activities
- communicate abstract ideas through drama and dance
Top
Grade 8
The Arts
Strand - Dance
Knowledge of Elements
- describe theatrical dance performances, and distinguish between the types or styles used (e.g., ballet, modern, jazz, folk, ethnic)
- use the vocabulary of drama and dance correctly in analysing, explaining, and critiquing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- produce work as a member of an ensemble
Critical Thinking
- identify and discuss the qualities and skills needed to create and perform productions
Top
Grade 9
Dance: Open
Theory
Health and Safety
- demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
- demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings
History and Culture
- describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
- identify commonalities among various dance forms (e.g., steps, patterns, choreography)
Technique
- identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
- demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)
Creation
Elements of Dance Movement
- demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination
Presentation and Performance
- demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
- present and perform dance in different group forms (e.g. trios, small and large groups)
Analysis
Appreciation and Criticism
- demonstrate an understanding of concentration, effective projection and clarity in communication
Self and Community
- describe the distinctive characteristics of presenting dance in small and large groups
Top
Grade 10
Dance: Open
Theory
Health and Safety
- describe the beneficial effects of dance on health, self-esteem, and self image
Technique
- identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
- demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied
Creation
Elements of Dance Movement
- apply the elements of dance (e.g., flow, space, time) to create movement sequences
- observe and demonstrate improvised movement patterns, combinations, studies and group dances
Presentation and Performance
- demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)
AFRICAN
(Grades 6 - 10)
Learn to release and control athletic movements as we cross the floor to traditional West African drumming. The workshop will end with a collective performance where grouped students showcase the West African movements they have learned during the workshop collaborated with movements from other genres they are familiar with.
Top
Grade 6
The Arts
Strand – Drama and Dance
Knowledge of Elements
- recognize when it is necessary to sustain concentration in drama and dance
- explain and demonstrate the use of different patterns in creating effects in drama and dance
- describe the skills needed to perform in public
Creative Work
- interpret and perform some types of dances
Top
Grade 7
The Arts
Strand - Dance
Knowledge of Elements
- use drama and dance vocabulary correctly in analysing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- develop a routine of warm-up exercises and use it regularly before engaging in dance activities
- communicate abstract ideas through drama and dance
Top
Grade 8
The Arts
Strand - Dance
Knowledge of Elements
- describe theatrical dance performances, and distinguish between the types or styles used (e.g., ballet, modern, jazz, folk, ethnic)
- use the vocabulary of drama and dance correctly in analysing, explaining, and critiquing the meaning and effect of their own and others work
- identify ways of sustaining concentration in drama and dance
Creative Work
- produce work as a member of an ensemble
Critical Thinking
- identify and discuss the qualities and skills needed to create and perform productions
Top
Grade 9
Dance: Open
Theory
Health and Safety
- demonstrate an understanding of dance as a means to physical well-being (e.g., cardiovascular endurance, flexibility, strength)
- demonstrate an understanding of safe practices in regard to self and others in the classroom and in performance settings
History and Culture
- describe, using their own observations, a broad spectrum of dance (e.g., ballet, jazz dance)
- identify commonalities among various dance forms (e.g., steps, patterns, choreography)
Technique
- identify basic movement terminology pertaining to the world dance form(s) studied (e.g., turnout, step-hop, port de bras, salutation, arabesque)
- demonstrate basic body positions, movement skills, simple movement patterns, and combinations in at least one world dance form studied (e.g., modern)
Creation
Elements of Dance Movement
- demonstrate elements of dance (e.g., shape, time, energy, space) alone and in combination
Presentation and Performance
- demonstrate an understanding of the importance of focus, concentration, and repetition in reproducing movement accurately
- present and perform dance in different group forms (e.g. trios, small and large groups)
Analysis
Appreciation and Criticism
- demonstrate an understanding of concentration, effective projection and clarity in communication
Self and Community
- describe the distinctive characteristics of presenting dance in small and large groups
Top
Grade 10
Dance: Open
Theory
Health and Safety
- describe the beneficial effects of dance on health, self-esteem, and self image
Technique
- identify more complex movement terminology pertaining to the world dance form(s) studied (e.g., ball change, chasse, syncopation, relive turn)
- demonstrate more complex movement skills, patterns, combinations, body positions, locomotor and non-locomotor movements in one or more world dance forms studied
Creation
Elements of Dance Movement
- apply the elements of dance (e.g., flow, space, time) to create movement sequences
- observe and demonstrate improvised movement patterns, combinations, studies and group dances
Presentation and Performance
- demonstrate cooperation and leadership in performing the compositions of others (e.g., students, teachers, guests)
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