Grade 5: Movement (Dance)

Prescribed Learning Outcomes

It is expected that students will:

• use creative processes to develop dance sequences, alone and with others
• demonstrate dance patterns from a variety of dance forms, alone and with others
• perform more complex movement sequences using elements of body awareness, space awareness, and relationships

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

Suggested Instructional Strategies

Strategies:

• Have students perform rhythmic actions to simple songs with actions of their own design.
• Have students learn and practise dance steps, such as promenade, skip, swing, do-si-do.
• Using traditional dance calls and music, have students learn simple dances (e.g., Canadian Breakdown, Virginia reel, La Bastringue).
• Have students perform dance steps from contemporary line dances (e.g., Texas line dance, Slap Leather).
• Have students create, perform, and teach a simple line dance of their own making.
• Invite performers to present traditional and line dances.
• Invite a caller from a local dance club.
• Research the origin of square, folk, round, and Aboriginal dances.
• Compile a list of musical instruments used to accompany these dances.
• Include dance as part of a celebration of Canadian heritage.
• Have students listen to a piece of music, a story, or poem, and create dance steps and patterns.
• Have students listen to a piece of music, a story or poem and create dance steps and patterns.
• Have students use ribbons, drums, fans, clubs, balls, hats to create dances.
• Use themes (e.g., the ocean, monsters, sports) to create dances with or without music.

Suggested Assessment Strategies

• Look for evidence that students are able to:
  • change direction without interruption in rhythm or footwork
  • perform a dance sequence with a group
  • move co-operatively, matching the movements of another (when appropriate to the dance)
  • make smooth transitions from one step or connection to another
  • use imaginative responses to music
  • use changes of level and direction
  • respond to music cues and rhythm or other stimuli
  • demonstrate positive attitude, effort and participation
  • use body shapes as a form of expression in dance
• Develop criteria for the dance routine presentation with the class. Have the criteria visible in the class or gym as groups of students are creating their dance sequence. Notice:
  • the number of different steps
  • the difficulty of the steps
  • the complexity of dance formations
  • the extent to which students develop moves that fit with the rhythm, music, and lyrics
• Following the presentation, have students complete the following assessment in their journals:
  • The best part about the way the group worked together was . . . .
  • The best part of our dance sequence was . . . .
  • We met the criteria for a dance sequence because we . . . .
  • One thing I noticed about myself was . . . .
• To assess students' abilities in dance, look for evidence students' are able to:
  • dance with controlled, balanced steps
  • move to the beat and count phrases
  • change directions sharply and maintain rhythmic steps
  • accurately complete the dance

Recommended Learning Resources

Print Material

• Assessing Attitudes in Physical Education: A Collection of Assessment Tools
• Creative Dance Experiences for Children - Volumes 1-4
• Inclusion of Students with Special Needs in Physical Education
• A Quality Approach to Primary Physical Education: A Resource Guide for Teachers - Dance
• Quality Lesson Plans for Secondary Physical Education

• 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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