Grades 2 to 3: Movement (Dance)

Prescribed Learning Outcomes

It is expected that students will:

• respond to a variety of stimuli to create movement sequences, alone and with others
• demonstrate basic dance steps and patterns using locomotor and non-locomotor skills, alone and with others
• perform simple movement sequences using elements of body and space awareness, qualities, and relationships, alone with others, with and without objects

To view the prescribed learning outcomes for Movement (Dance) in other grades click on an icon below.

Suggested Instructional Strategies

Strategies:

• Use warm-up activities (e.g., locomotor tag, follow-the-leader) to explore skills.
• Using movement vocabulary flash cards, ask students to show how they move to each word (e.g., slink, creep, stretch, curl, crawl, slither, roll).
• Have students perform locomotor and non-locomotor movements with a partner, demonstrating different relationships (e.g., mirroring, leading, following).
• Have students move (e.g., hop, skip, clap, run) to 3/4 or 4/4 time. Discuss how to move to the beat of the music.
• Provide a variety of stimuli such as poetry, stories, and music. Have students create movements and then a sequence, individually and with a partner (e.g., walk like a penguin).
• Use music as a stimulus. (e.g., "Show me different ways you can move to this music.")
• Create patterns of non-locomotor or locomotor movements by choosing activities such as follow-the-leader, adding movements.
• Have students individually sequence movements into a pattern (e.g., three movements performed for eight counts, repeated three times).
• Have students create and perform a partner sequence using three non-locomotor movements.
• Have students perform rhyming patterns, (e.g., hand jive, My Mother).
• Have students perform dance patterns to music from different cultures (e.g., Aboriginal, African, Asian, European).

Suggested Assessment Strategies

• Observe students' movements as they practise locomotor and non-locomotor skills, following the rhythm (e.g., music, tambourine). Look for evidence that students can combine these skills into various sequences.
• Have students work, alone and with others, to create a movement sequence. As students present their movement sequence, look for evidence that the students:
  • create movements at high and low levels
  • use rhythm and musical cues to initiate direction changes
  • link movements smoothly
  • develop expressive and original movements
  • show positive attitude, effort, and participation
  • work co-operatively with partners
• Have students work with partners to develop a hand jive, using a poem, song lyrics, or music, to teach other students. Notice to what extent the presenting students:
  • explore various patterns
  • create a non-locomotor sequence that develops control and precision of hand movements
  • can recall the sequence
• As students are teaching the hand jive sequence, notice the extent to which the watching students are able to replicate the pattern, or whether they require further support to develop this skill.

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• The Canadian Active Living Challenge
• Dance for Young Children: Finding the Magic in Movement
• Inclusion of Students with Special Needs in Physical Education
• A Quality Approach to Primary Physical Education: A Resource Guide for Teachers - Dance

• Teaching Beginning Dance Improvisation
• Teaching Folk Dance Activities

• Can You Speak Dance?
• Upper Elementary Children: Moving and Learning

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Physical Education Coordinator

Revised: March 1996

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