Dance Teacher Resources

Find Dance educational ideas and activities

Showing 41 - 60 of 7,095 resources
Use dance to help learners conceptualize line segments, rays, lines, and planes. They choreograph dances that show dimensional space. Dancers start by pondering space, point, and lines as the teacher draws them in the air. Each movement they make is described in mathematical terminology as it relates to points, segments, rays, planes, and lines. This is a great way to make an abstract concept kinesthetic and tangible for differentiaed learning.
Students share dance moves that reflect their personalities or depict how they are feeling, explore popularity of recreational and competitive social dancing by reading and discussing the article "Follow the Flying Feet," present examples of social dancing, research dance forms performed in class, and reflect on which dance styles they like best.
Learners dance the image of falling snow. They move, swing, fall, and rise to music working to depict snow falling, the sun, and high/low movements. This is a well-thought out lesson plan that aids them in seeing movement as a form of expression. 
All cultures express similar thoughts, feelings, and ideas. But, often times those things are expressed differently. Learners compare and contrast traditional dances from two cultures. They watch videos of each performance, stop to discuss body language and shape, and then reflect on what each dance is trying to convey. The lesson can use any two cultures but suggests the Hawaiian hula and Cambodian Aspara Dance. Note: The resource says Cambodian Aspara dance, most likely it is supposed to be the Cambodian Apsara dance. 
What do writing and dance have in common? They both have a six-trait rubric for assessment. Just like a good story, a good dance must have a hook, beginning, middle, end,  logical sequence, and a climax. Learners use a structured criterion to analyze a dance performance in detail. The discussion that follows the exercise could easily be modified to fit a lesson on assessing or analyzing a story.
After reading a short story, learners will create dances that show homophones and verbs. Their dance sequences involve three verbs and transition movements in between each verb. Tip: Have the class dance out the sequence of events from the story, instead of retell.
Combine the elements of dance with the actions in a poem. Learners review basic grammar, write an action-packed cinquain poem, and then choreograph a dance based on their cinquains. After the dances are done, they'll discuss the elements of writing, dance, and mood.
Nearly every people group has some type of dance, and those dances usually reflect history and culture. Little researchers write an essay on the cultural significance of the Hawaiian hula dance. They research the role of the hula dancer as it has changed throughout time. Tip: Have small groups each perform a hula dance from a specific time period.
Students discuss dance elements and create a dance map. They choose a dance theme and incorporate movement into their dance maps and choreography. They also experiment with different types of music.
Students study weather and focus on specific dance concepts. They are introduced to different ty es of clouds and how they are formed. Next, they study wind and why it occurs.
First graders show word meaning through movement. For this word meaning lesson, 1st graders participate in a "Brain Dance" to begin the lesson. They listen as the teacher reads a book and acts out words to show meaning such as tumbling when they hear "tumble down." They work in quartets as they complete the activity numerous times.
Get those boys dancing! Here's a dance activity that is choreographed around the use of a basketball. Teach them this line dance and see how they do. Watch the provided video yourself, or better yet, use the video to teach this dance. You could also have the class make suggestions to change up the dance or perhaps let them choreograph a dance with a partner using the basketball. Hopefully, this will help increase participation from more of the boys in your class.
Young scholars create a dance based on animal movements. In this kinesthetic lesson plan, the students will read and imitate animals in a creative way and share their dances with the group. The lesson includes a take-home activity and a math curriculum connection.
Here's a 32-count, get-up-and-move line dance done to "A Girl Like Me" by Rihanna. Move left, move right, step kick, clap, pivot and turn. These are some of the moves in this line dance. Make adjustment according to what you learners can do. Watch the video, or use it to teach your classes this fast-paced dance. You can see in the video that some of the dancers put their own style into their performance. Encourage your learners to express themselves as well!
This line dance incorporates the grapevine, step-claps, the Twist, and the Lindy step. It's a great way to introduce the Lindy step in a line dance before teaching them to dance the Lindy with a partner. The directions are well written and explain the dance step-by-step. Suggested songs for this dance are "Lollipop" or "Rock Around the Clock". 
Students explore colors through storytelling and dance. In this visual arts lesson plan, students view the painting "Bird and Cornstalk Rug" and identify three colors. Students express how the colors make them feel through the rhythm of percussion instruments. Students also use movement to express their emotions they get from the colors.
There are really only four basic moves in this line dance. Those dance moves are: grapevine, slide, marching, and then dipping and clapping. Each 8-count is repeated twice, for a total of a 64-count dance. The unique addition to this dance is that alternating rows begin the dance in opposite directions. Odd rows start to the right, even rows start to the left. Watch the video and see how this looks.
Students go through the experience of creating a dance. They use the correct vocabulary when creating the dance in writing. Students choreograph the steps needed to perform the dance in sequence. Then they perform the dance for final assessment.
Students investigate the process and components present in a dance composition. They create their own composition for the purpose of recreating all he elements of a dance composition. The dance is written in a journal for the purpose of reference and reflection.
Pupils explore how dance can invoke the significance of experiences in their everyday lives. They work in small dance troupes to create their own dance pieces reflecting themes and experiences relevant to their lives.