After learning about the elements of dance, various dance styles, dance technique, or a dance step, students plan and create their own dance video tutorial.

This document contains a sample list of fine arts careers by discipline, links and resources for exploring fine arts careers, and resources for workbased learning in fine arts courses.

A study of how the element of space is used in dance for fourth and fifth grade students.  Students will explore how the dancer’s orientation and relationship to the space can be varied to create interest in choreography.

In this lesson unit, students will explore how dance can function as a courtship ritual to strengthen ties in a community. Students will observe, learn and practice dances from different time periods and examine how community and culture are reflected in the movements they learn. 

Students will explore how styles of dance are influenced by culture. They will learn simple movement phrases from the Pavane, an English court dance, and Alingo Lingo, a Mexican Folk Dance.

The exercises in this plan are designed for students to exercise improvisation skills and creative thinking in dance movement. The exercises could be used as warm-up activities, or could lead to a larger choreographic project. This instructional plan is designed to be used in parts or whole.

Dancers will learn to choreograph dance using the chance method. The basic elements of dance will outline each step of the project, and dancers will roll dice to land on movement choices in each category to create their phrase. 

This sample lesson is designed to enrich student exploration of existing class choreography.  Students will explore each of Laban’s effort actions and understand how each action engages time, space, and weight. Students will practice a choreographed movement phrase, manipulating effort actions to perform in a qualitatively rich manner. This lesson offers students the opportunity to demonstrate creative agency within a predetermined structure (the original choreography).

This unit plan contains seven lessons taking students through activities related to elements of dance skills and vocabulary.

These dance activities are designed to increase student willingness to participate in dance and reduce their reluctance to dance. They are lead-up activities that can precede a dance unit, and can be used at the start of a new course.

Students will review in brief Native American history and elements of traditional Native American dance. Students will identify elements of traditional Native American culture and formal Modern/Contemporary dance aesthetics as they blend in Native Modern Dance, also referred to as Indigenous Contemporary Dance. This lesson is part two of a three-unit series designed to scaffold with each other. If the teacher wishes to provide the complete multi-unit lesson, please see lessons titled:Part 1: Learning about Native American Culture through DancePart 2: Primitivism and Identity in Early Modern Dance

Developing the skill to map a musical selection will aid in the choreography of that piece. There are a variety of ways to structure this map that will allow for time efficient and productive choreography. The instructional plan can be used in its entirety, or just the warm up or group music map and choreography.

Students will explore aspects of Native American history and identify essential elements of traditional Native American dance. Students will identify aesthetic and cultural elements of traditional Native American dance through readings and embodied learning.

Dancers will explore their environment seeking rhythms to inspire movement improvisation in this tap dancing lesson.

In this lesson, students will explore how two strong dancers create original choreography to express themselves and to share their cultural backgrounds. Students will compare and contrast two performances to determine how personality and culture can be reflected in movement.  They will create short movement phrases to express some aspect of their own personality strength.

In this lesson, Kindergarten students will begin to explore the art form of dance as a means of expression to communicate feelings and ideas similar to the way spoken and written language are used.  They will observe young children dancing and interpret the possible meanings of these performances.

Students will learn how to analyze dance using the basic elements of dance. Students will learn the importance of recognizing bias in critique, and practice reviewing a dance performance, live or recorded, by answering a series of questions and reframing their answers into sentences that critique the show.

This webinar will explore the digital resources of the Library of the Congress for fine arts instruction. Engagement with primary source images, objects and documents can spark critical thinking, deeper learning and interdisciplinary connections for students. Join Sherry Levitt and Cynthia Szwajkowski from Teaching with Primary Sources, Virginia (TPSVA) for a lively, interactive exploration of the Library's rich, digital collections for in-person and virtual instruction. As a demonstration, special guest Carolyn Bennett, former Library of Congress Teacher-in-Residence, will model an activity using WPA Posters.

Educational resources provided by Virginia's history and cultural museums offer educators the opportunity to form deep classroom connections to Virginia history and culture.

This webinar introduces ways to help students identify the elements of dance (body, energy, action, space, and time) and use them to explore and create. The presentation includes a discussion of how, from elementary through secondary grade levels, students can build dance skills and techniques by integrating elements of dance into their performances and by evaluating the use of dance elements.