All resources in Washington Arts Collaborative

Dance Skills

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Dance communicates ideas through movement and is an expressive art form. Students need to learn how to use their body in a safe and healthy way, whilst developing a wide-ranging movement vocabulary. The use of different dance techniques can be an effective way of building vocabulary and developing different kinds of skills and abilities. Technical dance skills can form the foundation on which to develop and enhance each individual's performance. As dance teachers, we may have a range of skills, but it isn't always possible to possess expertise in every type of dance style and technique. Having the knowledge and experience to teach African Dance forms, Jazz Dance or Hip Hop to students is a great way of introducing them to a variety of styles and can be a rich and rewarding process. However, many teachers in schools and colleges work within a Contemporary Dance style because it will have been the basis of their education and training; it is also the point of reference for this unit.

Material Type: Activity/Lab, Reading, Syllabus

Playford’s Dancing Master: The Compleat Dance Guide

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An exhaustive compilation and index of all eighteen editions of the first volume of the Dancing Master, 1651-1728. Extensive indexes provide access to all of the almost 500 dances in a wide variety of ways, covering publication information, musical elements, arrangements of dancers, and even the dance steps. Every dance step or figure used throughout the 18 editions is indexed with a list of all the dances that use it.

Material Type: Data Set, Diagram/Illustration, Homework/Assignment, Lesson, Module, Primary Source, Textbook

Author: Scott Pfitzinger

All I Want to Do Is Dance, Dance, Dance!

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Students will observe dance movements depicted in a drawing and a painting. Partners will use simple lines to draw their partner's movements and paint dance costumes on the figures using various brushstrokes. Students will write a persuasive speech to the school superintendent explaining why they believe dance should be a regular part of the curriculum. They will then model dance movements for classmates in teams of four and recite their persuasive speech to the class.

Material Type: Diagram/Illustration, Lesson Plan


Primary Physical Education Creative Dance Unit

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This unit is presented as a progression of tasks that allow students to explore movement through a variety of creative tasks. Students will move in personal and general space, while exploring elements of shape, size, speed, force, flow, and time. To promote student confidence and willingness in dance, teachers should isolate the dance elements before asking students to apply these elements using imagery or partner/group tasks.The National Standards and Grade-Level Outcomes in this unit are referenced from the "National Standards & Grade Level Outcomes for K-12 Physical Education."SHAPE America Outcomes:KindergartenPerforms locomotor skills in response to teacher-led creative dance. (S1.E5.K)Maintains momentary stillness on different bases of support. (S1.E7.Ka)Forms wide, narrow, curled and twisted body shapes. (S1.E7.Kb)Contrasts the actions of curling and stretching. (S1.E10.K)Travels in general space with different speeds. (S2.E3.K)Recognizes that when you move fast, your heart beats faster and you breathe faster.3 (S3.E3.K)Follows directions in group settings (e.g., safe behaviors, following rules, taking turns). (S4.E1.K)Identifies physical activities that are enjoyable. (S5.E3.Ka)Grade OneCombines locomotor and nonlocomotor skills in a teacher- designed dance. (S1.E5.1)Maintains stillness on different bases of support with different body shapes. (S1.E7.1)Demonstrates twisting, curling, bending and stretching actions. (S1.E10.1)Differentiates between fast and slow speeds. (S2.E3.1a)Differentiates between strong and light force. (S2.E3.1b)Identifies the heart as a muscle that grows stronger with exercise, play and physical activity. (S3.E3.1)Accepts personal responsibility by using equipment and space appropriately. (S4.E1.1)Describes positive feelings that result from participating in physical activities. (S5.E3.1a)Grade TwoPerforms a teacher- and/or student- designed rhythmic activity with correct response to simple rhythms. (S1.E5.2)Balances on different bases of support, combining levels and shapes. (S1.E7.2a)Differentiates among twisting, curling, bending and stretching actions. (S1.E10.2)Combines balances and transfers into athree-part sequence (i.e., dance, gymnastics). (S1.E11.2)Varies time and force with gradual increases and decreases. (S2.E3.2)Identifies physical activities that contribute to fitness. (S3.E3.2b)Practices skills with minimal teacher prompting. (S4.E1.2)Identifies physical activities that provide self-expression (e.g. dance, gymnastics routines, practice tasks in games environments). (S5.E3.2)Photo Attribution: KCBalletMedia (Photography: Brett Pruitt & East Market Studios)References:Graham, G., Holt/Hale, S. A., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education. 9th ed. New York: McGraw-Hill.Joyce, M. (1994). First steps in teaching creative dance to children. California: Mayfield Publishing.

Material Type: Lesson Plan

Author: Dorann Avey

(Remote Learning) German Clap Dance Lesson

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**For remote learning: Students will pick between two dances to practice during the week:German Clap Dance (in this lesson) or Line Dance**For classroom: Teacher will focus on this dance all week.In this lesson, the German Clap Dance is introduced.  The steps are broken down and students get a feel for the rhythm of the music. 

Material Type: Activity/Lab, Assessment

Author: Michelle Johnson

Dance Masters: Margaret Jenkins

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SPARK follows Artistic Director Margaret Jenkins as she rehearses her company dancers in preparation for "Danger Orange," an outdoor site-specific performance in downtown San Francisco. This Educator Guide is about the history of modern dance and the contributions of some its most innovative choreographers, including Jenkins.

Material Type: Lesson Plan