Exploring movement and ideas
Students start the year by turning everyday ideas, like animals or weather, into movement. They try out big and small motions and learn that dance can come from things they already know.
What does a student learn in
This is the year dance shifts from copying moves to making them up on purpose. Students invent short movement ideas from things they know, like a windy day or a favorite story, and shape them into a beginning, middle, and end. They practice steps so a small audience can follow along, and they talk about what a dance made them feel. By spring, students can show a short dance they planned and say one thing another dancer did well.
- Making up dances
- Moving with a purpose
- Performing for others
- Watching and responding
- Shaping a dance
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Shaping dances with purpose
Students put movements together on purpose, choosing what comes first, next, and last. They learn that a dance has parts that fit together, and they practice changing speed, level, and direction.
- 3
Practicing and performing
Students rehearse short dances to share with classmates. They work on clean shapes, steady timing, and showing a feeling or story so the audience can tell what the dance is about.
- 4
Watching and talking about dance
Students watch their classmates and dances from other places and times. They notice what they see, share what they think a dance is about, and use simple words to say what worked well.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect something from their own life to a dance they make or watch. A memory, a feeling, or an everyday moment can shape how they move or what a dance means to them.
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Relate artistic ideas and works with societal, cultural
Dance moves carry meaning beyond the steps. Students explore how a dance connects to where and when it was made, and what it tells us about the people who created it.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a dance they make or watch. A memory, a feeling, or an everyday moment can shape how they move or what a dance means to them. | DA:Cn10.1 |
| Relate artistic ideas and works with societal, cultural | Dance moves carry meaning beyond the steps. Students explore how a dance connects to where and when it was made, and what it tells us about the people who created it. | DA:Cn11.1 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for a dance, then begin shaping those ideas into movement they can show others.
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Organize and develop artistic ideas and work
Students arrange movements into a short dance sequence and make choices about what to keep or change until the dance feels finished.
-
Refine and complete artistic work
Students revisit a dance they made, fix parts that feel off, and practice until the movement matches what they had in mind.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for a dance, then begin shaping those ideas into movement they can show others. | DA:Cr1.1 |
| Organize and develop artistic ideas and work | Students arrange movements into a short dance sequence and make choices about what to keep or change until the dance feels finished. | DA:Cr2.1 |
| Refine and complete artistic work | Students revisit a dance they made, fix parts that feel off, and practice until the movement matches what they had in mind. | DA:Cr3.1 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose a short dance or movement to share and think about why it works well for an audience to watch.
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Develop and refine artistic techniques and work for presentation
Students practice a dance sequence until the movement feels controlled and clear, then perform it for others. The focus is on doing the movements with care, not just getting through them.
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Convey meaning through the presentation of artistic work
Students perform a dance to share an idea or feeling with an audience. The movement itself is the message.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose a short dance or movement to share and think about why it works well for an audience to watch. | DA:Pr4.1 |
| Develop and refine artistic techniques and work for presentation | Students practice a dance sequence until the movement feels controlled and clear, then perform it for others. The focus is on doing the movements with care, not just getting through them. | DA:Pr5.1 |
| Convey meaning through the presentation of artistic work | Students perform a dance to share an idea or feeling with an audience. The movement itself is the message. | DA:Pr6.1 |
Responding
Responding
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Perceive and analyze artistic work
Students watch a dance and notice what the dancer does with their body, like how fast or slow they move or how big or small their gestures are.
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Interpret intent and meaning in artistic work
Students look at a dance and explain what they think it means or how it makes them feel. They use what they see in the movement to back up their idea.
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Apply criteria to evaluate artistic work
Students look at a dance and say what makes it work well or what could be better, using a simple idea like "does it match the music?" as their guide.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a dance and notice what the dancer does with their body, like how fast or slow they move or how big or small their gestures are. | DA:Re7.1 |
| Interpret intent and meaning in artistic work | Students look at a dance and explain what they think it means or how it makes them feel. They use what they see in the movement to back up their idea. | DA:Re8.1 |
| Apply criteria to evaluate artistic work | Students look at a dance and say what makes it work well or what could be better, using a simple idea like "does it match the music?" as their guide. | DA:Re9.1 |
Common Questions
What does dance class look like this year?
Students explore how their bodies move through space using simple ideas like high and low, fast and slow, or curved and straight. They make up short movement sequences, perform them for classmates, and talk about what they noticed in each other's dances.
How can I help my child practice dance at home?
Put on a song and ask students to show three different ways to move, like a tiptoe, a stretch, and a freeze. Ask what the song made them want to do and why. Five minutes of moving and talking builds the same skills used in class.
My child is shy about performing. Is that a problem?
No. Performing for one person at home counts. Start by watching students dance for a stuffed animal or a parent, then build up to a sibling or a video. Confidence grows from small audiences before bigger ones.
What should students be able to do by the end of the year?
Students should make up a short dance with a clear beginning, middle, and end. They should perform it for others, watch a classmate's dance, and say something specific they saw, like a slow spin or a sharp jump.
How should I sequence the year?
Start with body awareness and the basics of space, time, and energy. Move into short teacher-guided sequences, then into student-made sequences with a partner. Save formal sharing and peer feedback for later in the year, once students have language for what they see.
Which skills usually need the most reteaching?
Holding a clear beginning and ending shape is harder than it looks. So is giving feedback that points to a specific moment instead of just saying a dance was good. Build short routines around both all year.
How does dance connect to other subjects or to my child's life?
Students often build dances from stories, weather, animals, or feelings, which ties into reading and science. Ask what a dance was about and where the idea came from. That conversation is the connection the standards are after.
How do I know students are ready for next year?
They can copy a short sequence, change one part of it on purpose, and explain what they changed. They can also watch a peer and describe one movement choice without judging it. Those habits carry into second grade.