A11 Strengths uses movements that are part of hisher daily exp - PDF document

1 A1.1 Strengths: - uses movements that ar
A1.1 Strengths: - uses movements that are part of (his)(her) daily experience in a variety of ways in dance phrases A1.2 Strengths: - uses movement to express feelings and ideas suggested by songs, stories, and poems, wi

2 th a focus on the element of body, parti
th a focus on the element of body, particularly body shapes Comment Grade A: Strengths: - (creatively) portrays a variety of expressions when responding to music through movement. Comment Grade C: Strengths Heel Toe on

3 the Line (I learned this e 3 Song with A
the Line (I learned this e 3 Song with American Sign Language: My Heart Soars words by Chief Dan George, melody by Donna Otto, found in Lois Birkenshaw, ÒMosaicÓ American Sign Language can be applied to many songs, but is

4 particularly effective with this song.
particularly effective with this song. There is a good online dictionary at: http://www.lifeprint.com/ Bounce and Catch (experiencing metre in the body) Building upon the first experiences in SK, (bounce and catch in a c

5 ircle, with the Teacher in A2.1 demonst
ircle, with the Teacher in A2.1 demonstrate an understanding of how the language of dance can clarify and highlight ideas, images, and characters from familiar stories A2.2 s identify, using dance vocabulary, the elemen

6 ts of dance used in their own and others
ts of dance used in their own and othersÕ dance pieces and explain how each helps communicate ideas and feelings (e.g., symmetry/asymmetry [body] can reflect themes of unity and separation; sudden and sustained movements

7 used sequentially can communicate the i
used sequentially can communicate the idea of a thunderstorm) Comment: A2.2 Strengths: - uses dance vocabulary to describe their use of the elements of dance in their own dance pieces and to comment on other dance presen

8 tations Music Expectations C1.4 use the
tations Music Expectations C1.4 use the tools and techniques of musicianship in musical performances C2.1 express detailed personal responses to musical performances in a variety of ways Comment: - creates expressive and

9 appropriate movement patterns that refl
appropriate movement patterns that reflect the meaning and style of a song, Autumn is the Time Activities in Grade 4 Autumn is t - - could still use some finishing - well rehearsed, good presentation Comments C2

10 .1 express detailed personal responses t
.1 express detailed personal responses to musical performances in a variety of ways C2.2 identify the elements of music in the music they perform, listen to, and create, and describe how they are used Comment: expresses

11 detailed responses to musical elements
detailed responses to musical elements (dynamic, texture, tempo) through movement Dance Expectations Creating and Presenting: apply the creative process (see pages 19Ð22) to the composition of movement sequences and shor

12 t dance pieces, using the elements of da
t dance pieces, using the elements of dance to communicate feelings and ideas Comment: uses the elements of dance (space, time, energy, relationship) to express a variety of images and ideas Activities in Grade 5 Let It

13 Snow! Let It Snow! Let It Snow! - Ella F
Snow! Let It Snow! Let It Snow! - Ella Fitzgerald (Line Dance) (Facing North) Time - minimal attention to tempo, stillness, and rhythm - some consideration of tempo, stillness and rhythm - evident consideration of tempo,

14 stillness, and rhythm - effective, cont
stillness, and rhythm - effective, controlled use of tempo, stillness, and rhythm Energy - minimal changes in force and quality are evident - some variety of force and (has a really great section for teaching sequence