An Approach to Secondary Dance

By, Christine Berni-Ramos

National Board Certified, Physical Education
2007 Teacher of the year

Dance is a way of knowing and communicating. All

societies use dance to communicate on both personal and
cultural levels and to meet physical and spiritual needs.

Dance, as with all the arts, has its own language. We need to
learn this language in order to fully understand and
appreciate the world of Dance.

This instructional video will demonstrate dances which can be taught to

secondary students. You will observe how to:
Use a variety of movement patterns from simple to complex, which will
include line, folk, and multicultural dances.
Use Variation contrasts in the use of the dance elements, descriptions,
and repetitions.
Apply Assessment tools, which are essential for grade level Standards.

Space- The area of space occupied by the dancers body;

includes direction, size, pathways, levels and shapes.

Time- The relationship of one movement or part of a

movement to another. Includes pulse, speed (or tempo),
duration, rhythm, and phrases.

Force- (energy) degree of muscular

tension and use of energy while moving.

Pathways: patterns made as a dancer

moves through the air or on the floor
(straight, vertical, curved, zigzags,
circles, figure-eights, horizontal, and
many more); can be made with
locomotor or non-locomotor
movements, separately or in
combination.
Shape: the form created by the bodys
position in space. Aspects of shape
are open/closed, large, small,
rounded, angular, curved,
symmetrical/asymmetrical, and body
shapes.
What SHAPE
do you see here?

Levels- the vertical distance from

the floor. Movements take place on
three levels: high, middle or low
and deep.
What is the LEVEL of
this dancer?

Direction- which way a dancer

faces or moves; e.g., forward,
backwards, diagonally, sideways,
up and down.
Size: magnitude of a body shape or
movement; from small to large
Movements.

Tempo: The speed of the dance

such as; fast, slow, moderate.
Accent: A movement or shape
performed in such a way as to give
emphasis.

Duration: The length of time a

movement lasts: a long time, short
time or something in between. Or
the length of the dance or a dance
phrase.

Rhythm: A flow of sound or movement

having regular accented beats; a
movement or activity in which some
action repeats regularly; patterns made
by arranging long and short sounds or
strong and light sounds

Syncopation: A temporary accenting

of a normally weak beat in music to
vary the rhythm.
Phrasing: A grouping and articulation
of a group of notes.

Beat: Pulse of the music.

Pulse: The ongoing underlying beat.

Accent: a movement or shape

performed in such a way as to give
emphasis.

Force is the use of ENERGY while moving.

Heavy/Light,
Sharp/Smooth,
Tension/Relaxation,
Bound/Flowing

What type of FORCE is used in

Folklorico Dance?

Dynamics: how a movement is done.

Flow: continuity of movement
(bound/free flowing).

Weight: strength (force) lightness of

movement (heavy/light), suspended,
Collapsed.
Energy: Weak, strong.
Quality: Smooth, sharp, round, free,
flowing.

Choreography is the art of arranging dances

Theme: the basic idea of the play, which the author dramatizes
through the conflict of characters.

Rondo: a dance structure with three or more themes where

one theme is repeated. ABACAD
Narrative: choreographic structure that follows a specific
story line to convey specific information through a dance
Variations: contrasts in the use of the dance elements,
repetitions.

Locomotor
Motions created moving across SPACE
Dancers using locomotor movements may
walk, run, skip, hop, jump, slide, leap, or gallop.

Non-Locomotor
Motions made while staying in one SPACE
Dancers using non-locomotor movements may
bend, stretch, twist, or swing their body.

CA Content Standards
Grade 6
Rhythmic Skills
1.7 Perform folk and line dances.
1.8 Develop, rene, and demonstrate
routines to music.

Folk dance is a form of dance developed by a group of people that reflects

the traditional life of the people of a certain country or region. Folk dancing
originated in the 18th century and the steps of folk dances are passed
through generations.

Combinations of Movement Patterns

and Skills
1.9 Combine relationships, levels,
speed, direction, and pathways in
complex individual and group activities

Movement Concepts
2.3 Analyze and correct errors in
movement patterns.
Rhythmic Skills
2.10 Identify steps and rhythm
patterns for folk and line dances.
2.11 Explain how movement qualities
contribute to the aesthetic dimension
of physical activity.
Self-Responsibility
5.1 Participate productively in group
physical activities.
Can add appropriate Standards from
Overarching Standard 2 and 5.

Many folk dances are danced in unison in a single, nonlinear "line", and
often with a connection between dancers. Folk line dances have many
forms: pairs of lines in which the dancers face each other, or a line formed
into a circle, or the line follows around the dance floor. The dancers may
hold hands with their neighbors, or use an arm-on-shoulder hold, or hold
their neighbor's belts. Dances such as Pata Pata, Jarabe,Folklorico,
Maypole dance, Morris dance, Tinikling, Alunelul, Trioka and many more.

Polka: This is a springy two-step, preceded by a hop on the supporting

foot on the up-beat.

Schottische: Three steps followed by a hop on the supporting foot. On the hop, the free
foot may execute a swing. It is danced in even rhythm, and may be executed forward,
backward, sideward or turning.
Contra: Arranged in long paired lines of couples. A pair of lines is called a set. Sets are
generally arranged so they run the length of the hall, with the top or head of the set being the
end closest to the band and caller. Correspondingly, the bottom or foot of the set is the end
farthest from the caller.
Clogging: A freestyle dance characterized by double time stomping and tap steps
resembling a tap dance with the upper body held straight and upright.
Slide Step: Step on R foot to R, slide L foot to close to R foot.
Stamp: with weight on one foot, strike other foot sharply on floor, without taking
weight. Also known as Stomp.
Step-Hop: Step forward on R foot, hop on R foot.

CA Content Standards
Grade 6
Rhythmic Skills
1.7 Perform folk and line dances.
1.8 Develop, rene, and demonstrate
routines to music.
Combinations of Movement Patterns
and Skills
1.9 Combine relationships, levels,
speed, direction, and pathways in
complex individual and group activities

Movement Concepts
2.3 Analyze and correct errors in
movement patterns.
Rhythmic Skills
2.10 Identify steps and rhythm patterns
for folk and line dances.
2.11 Explain how movement qualities
contribute to the aesthetic dimension of
physical activity.
Self-Responsibility
5.1 Participate productively in group
physical activities.
Can add appropriate Standards from
Overarching Standard 2 and 5.

Line Dance is a choreographed dance with a repeated sequence of steps

in which a group of people dance in one or more lines or rows without
regard for the gender of the individuals, all facing the same direction, and
executing the steps at the same time. Line dancers are not in physical
contact with each other. Although line dancing is associated with countrywestern music and dance, it has a similarities to folk dancing. Some line
dances include, Electric slide, Cha Cha slide, Cupid Shuffle, Boot Scootin'
Boogie, Achy Breaky Heart and many more.

Each dance is said to consist of a number of walls.

one-wall dance, the dancers face the same direction at the end of the
sequence as at the beginning.
two-wall dance, repetitions of the sequence end alternately at the
back and front walls. the "volte" step, the dancers turn 180 degrees to
face a new wall.
four-wall dance, the direction faced at the end of the sequence is 90
degrees to the right or left from the direction in which they faced at the
beginning. As a result, the dancers face each of the four walls in turn at
the end of four consecutive repetitions of the sequence, before
returning to the original wall. The hustle line dance is an example of a
four-wall dance

Chasse: One foot moves to the side, the other foot is placed next to it, and the first foot moves again to the side. A chasse step
can move any direction, but is more often use it as a side movement. This sometimes called a "side shuffle". It can be called
"side, together, side" or "side, close, side
Grapevine: One foot moves to the side, the other moves behind it, the first foot moves again to the side, and the second
touches next to the first. There are variations: the final step can consist of a hitch, a scuff, placement of weight on the second
foot, and so forth.
Weave: To the left or the right. This is similar to a grapevine, but starting with a cross in front or a cross behind; it will obviously
have another cross either in front or behind. Creates a slight zig zag pattern.
Triple step: 3 steps being taken in only 2 beats of music. Can move forward, backward, left, right or on the spot.
Shuffle step: A triple step to the front or the back, left or right side, starting on either foot. The feet slide rather than being given
the staccato (short and sharp) movement of the cha-cha. There is a slight difference in the interpretation of the timing to give
the element its distinctive look. It is counted as 1 & 2, 3 & 4, etc. However, the actual amount of time devoted to each of the 3
steps in the shuffle is 3/4 of a beat, 1/4 of a beat, then one full beat of music. A chasse (normally used for sideways movement)
is sometimes called a side(ways) shuffle. It can be called "step, together, step" or "step, close, step
Lock step: A triple step backwards or forwards, starting on either foot, with the second foot slid up to and tightly locked in front
of or behind the first foot before the first foot is moved a second time in the same direction as for the first step.
Other steps include applejack , coaster step, heel grind, hitch, jazz box, kick ball change, lunge, mambo step, rock step, pivot
turn, scissor step, scuff, stamp, stomp, swivet and vaudeville.

CA Content Standards
Grade 7

Rhythmic Skills
1.2 Perform multicultural dances.
Combinations of Movement Patterns
and Skills
1.3 Combine manipulative, locomotor,
and nonlocomotor skills into
movement patterns.
Movement Concepts
2.2 Analyze movement patterns and
correct errors.

Group Dynamics
5.4 Evaluate the effect of expressing
encouragement to others while
participating in a group physical
activity.

Can add appropriate Standards from

Overarching Standard 2 and 5.

Due to the increasing ethnic diversity in our society, promoting cultural

awareness is more important today than ever before. What better way to
learn about and appreciate cultural differences than through dances
from around the world?
Culture is related to a persons lifestyle, beliefs, values, and language
passed on from generations. It distinguishes one person from another
in society. Multicultural dance will allow experiences for different
cultures to be valued. Students will acquire knowledge of other cultures
and accept differences when embedded in to instruction.
Country
Isreal
Germany
Romania
China
Italy
England
Phillipines
Russia
Hungary
Ireland
Greece
Canada
Serbia
Japan
Mexico

Dance
Hora
Dhammerschmeidsgselln
Alunelul
Yanko
Tarantella
Gathering Peascods
Tinikling
Korobushka
Dunantuli Ugros
Siege of Ennis
Sytros
Les Saluts
Savila Se Bela Loza
Tanko Bushi
El Jarabe Tapatio

CA Content Standards
Grade 8

Rhythmic Skills
1.1 Identify and demonstrate square
dance steps, positions, and patterns set
to music.
1.2 Create and perform a square dance.
Self-Responsibility
5.2 Organize and work cooperatively
with a group to achieve the goals of
the group.

Square dance is a folk dance with four couples (eight dancers) arranged in a square,
with one couple on each side, beginning with Couple 1 facing away from the music and
going counter-clockwise until getting to Couple 4. Couples 1 and 3 are known as the
head couples, while Couples 2 and 4 are the side couples. Each dance begins and
ends each sequence with "sets-in-order" in the square formation. The dance was first
described in 17th century England but was also quite common in France and
throughout Europe and bears a marked similarity to Scottish Country Dancing. It has
become associated with the United States of America due to its historic development in
that country. Nineteen US states have designated it as their official state dance.

Group Dynamics
5.7 Model support toward individuals
of all ability levels and encourage
others to be supportive and inclusive of
all individuals.

Can add appropriate Standards

from Overarching Standard 5.

a call refers to the name of a specific dance movement. It may alternatively refer
to the phrase used by a caller to cue the dancers so they dance the specified
movement, or to the dance movement itself.

ALLEMANDE LEFT - Corners face and take left hands. Walk around each other to own position.
ALLEMANDE RIGHT - Partners face and take right hands. Walk around each other to own position.
BACK BY THE LEFT - Exchange right hands to left hands in a Right Hand Star and walk back to position.
BALANCE - Partners, take right hands. Hop on the left foot and cross the right, hop on the right foot and cross the left. Repeat once.
CIRCLE LEFT - Dancers designated by Caller join hands in a circle and walk to the left.
CIRCLE RIGHT - Same as Circle Left going to the right.
CORNER - Lady on Gent's left, Gent on Lady's right.
DOWN THE CENTER AND BACK (Lady Walpole's Reel) - Actives walk to the center of the lines and walk six steps to the Fool of the Set with Partners. On the call And Back
Dancers turn individually and walk back to the Head of the Set on the same side they walked down.
DO-SI-DO - Partners, or those designated by Caller, face. Walk around each other passing right and then left shoulders back to own position.
FORWARD AND BACK - Three steps forward. Honor, and back to position.
FOOT - End of a line farthest away from Caller or record player.
HEAD - End of a line nearest the Caller or record player.
HONOR - Partners, or those designated by Caller, face- Ladies Curtsy, Gents Bow.
LADIES CHAIN - Ladies designated by Caller walk to each other and take right hands. Pass by, dropping hands, and give left hands to that Lady's Partner in his left hand. Gents
place their right arm around the Lady's waist and turns her counter-clockwise to face the other Couple. Ladies Chain back the same way.
LADIES GRAND CHAIN - The four Ladies walk to the center of the Set and join right hands in a Star formation. Walk around to the Opposite Gent, giving him their left hand in
his. Gents place their right arm around the Lady's waist and turns her counter-clockwise to face the center of the Set. Ladies Grand Chain back the same way.
ONE BELOW - After crossing to Opposite position, exchanging positions with Partners in Lady Walpole's Reel Actives face to the Foot of the Set and are facing the ONE Below.
OPPOSITE - Dancer directly opposite (In Introduction, Chorus and Ending of the Honor Your Partner Dance Opposite refers to the Lady the Gents have at that moment for the
Swing or Do-si-do). PARTNER - Lady on Gent's right. Gent on Lady's left.
PROMENADE - Partners, or those designated by Caller, cross hands in skating position and walk counter-clockwise to position. Right arm should be over left.
HALF PROMENADE (Lady Walpole's Reel) - Couples facing walk to opposite sides of the line and turn to face the other line again. Couples keep to the other Couples right in
passing.
RIGHT AND LEFT - Each dancer takes the right hand of the dancer directly opposite. Pass by, dropping hands. Partners, or as directed by Caller, face and join left hands. Gents
place their right hand under Lady's left forearm. Gent backs around. Lady walks around. Right and Left Back the same way.
HALF RIGHT AND LEFT (Lady Walpole's Reel) Same as Right and Left without returning to starting position.
SET (Lady Walpole's Reel) - Two lines of dancers facing. Ladies in one line. Gents in the other. Usually six to eight Couples in each Set. HEAD of the Set is nearest Caller or
record player.
SET (SQUARE) Four Couples - Each Couple having their backs to one of the four walls. Couples with their backs to the Caller or record player are Couples No. 1, Couples on
Couple One's right are No. 2. Facing Couple One's position Couple No. 3, facing Couple Two's position Couple No. 4. Couples One and Three are HEAD Couples. Couples Two
and Four are SIDE Couples. Distance between facing Couples: about six feet.
STAR BY THE RIGHT (Right Hand Star) - Couples, or those designated by Caller, walk to each other and join right hands in a star formation and walk in the direction they are
facing (clockwise).
SWING - Partners, face. Gents take one step to the center and walk alongside Lady. (If with Corner or One Below Gent takes one step to his left and walks alongside Lady). The
outside of the right feet should touch to start. The left foot is about six inches to the side with the toe of the left foot in line with the heel of the right. Take a regular dance arm
position, leaning back a bit so as to obtain leverage. With a slight pivot step on the ball of the right foot keep shoving around on the left as if on a scooter.

Culmination of
Rhythms/Dance
STYLES
Traditional/Ceremonial
Ethnic Dances
Multicultural/Folk Dances
Hula
Latin
Belly
Folkorico
Recreational
Folk
Social
Aerobic
Line
Hip-Hop
Break
Ballroom
Swing
Stomp
Artistic
Modern
Tap
Ballet
Jazz
Flamenco

CA Content Standards
High School Course 1
1.1 Combine and apply movement patterns, simple to complex, in aquatic,
rhythms/dance, and individual and dual activities.
1.2 Demonstrate procient movement skills in aquatic, rhythms/dance, and
individual and dual activities.
1.3 Identify, explain, and apply the skill-related components of balance, reaction
time, agility, coordination, explosive power, and speed that enhance performance
levels in aquatic, rhythms/dance, and individual and dual activities.
1.7 Analyze and evaluate feedback from proprioception, from others, and from
the performance of complex motor (movement) activities to improve performance
in aquatic, rhythms/dance, individual activities, and dual activities.
1.8 Analyze and explain which training and conditioning practices have the
greatest impact on skill acquisition and performance in aquatic, rhythms/dance,
and individual and dual activities.
1.9 Create or modify practice/training plans based on evaluative feedback of skill
acquisition and performance in aquatic, rhythms/dance, and individual and dual
activities.
1.10 Analyze situations and determine appropriate strategies for improved
performance in aquatic, rhythms/dance, and individual and dual activities.
1.11 Assess the effect/outcome of a particular performance strategy in aquatic,
rhythms/dance, and individual and dual activities.
Can add appropriate Standards from Overarching Standard 2 and 5.

EL Learners and
Special Needs
Demonstrations or modeling of
dances.

Pair students have them participate in

think-pair-share activities.
Show DVD/video of the dance to
class and/or have visual aids.
Slow down tempo and have an easier
version of difficult dance steps
(modifications)
Cue students repeatedly and practice
steps in small groups.

Assessment Tools:
Note: Sample assessments, rubrics, and assignments may overlap or be
modified to be used with various dance categories
Have students create their own dance or add to dances.
Video Tape and have them watch it to analyze movement patterns.
Groups perform for each other using a checklist, rubric, and/or score
sheet.
Teacher observation sheet with dance criteria.
Have students identify, write out, map, or describe dances, dance
sequences, dance steps, and/or dance terms. Can include a word wall.
Have students develop diagrams of dances

Physically move throughout the class

and demonstrate in several places so all
students have an opportunity to see you
or place advanced students in areas to
be seen by all students.

Peer Assessments/Checklists

Use of task cards to visually be able

to put dances together.

Can heart rate monitors and technology if available.

Use of gestures or cues to signal a

transition, direction, steps, change of
sequence etc

Have students teach dances to each other in groups (jig-saw, stations,

task cards, etc..) task cards with dance steps and put dances together.

Integrate other subjects i.e. multicultural dance research their country.

Assignments with reflective questions, graphic organizers, scaffolding.

Sample Folk Dance Rubric

Task Cards can be used

as visual aids and for
multiple strategies such
as a jigsaw activity, peer
checklist and/or teacher
observation, creating
stations, and to review
the dance steps.

James Brown

Step 1:
Stand on left leg and bend
your right knee so your foot
rests just on the other side
of left knee

Flash Cards of individual

dance steps can also assist
in building or putting
dances together, jig saw,
and performance of
movement patterns.

Step 3:
Feet should be crossed,
so that as you push up with
your legs...

Step 2:
Gently bend left knee so
your whole body is lowered.
Stop when the ball of your
right foot hits the floor

Step 4:
...your whole body turns
360 degrees as you come
up

Sample Folk Dance Rubric

1
Beginning
Student is not clear
about the dance
formation.

Formation

Sequence of
Steps

Student seems lost or

demonstrates incorrect
dance steps.

Student can follow

portions of the dance with
frequent cues provided by
the teacher.

Beat

Movements and the

beat of the music are
out of step or not
synchronized.

Student beat is inconsistent

and it fluctuates at times.

Style

Student demonstrates a
mix of styles which do
not show progression or
theme specific to the
dance.

Work Ethic

Show little or no
enthusiasm for dance.
Does not focus and
follow instruction. Is
easily distracted.

COMMENTS:

2
Satisfactory
Student requires some

assistance from teacher

while getting into position.

4
Excellent
Student demonstrates
clearly the correct dance
formation and helps others
with only an occasional
hint from the teacher.

Student can follow most of

the dance sequence with
some guided help from
others.

Student is in a leading role

and clearly demonstrates
the correct dance
sequence.

Demonstrates the beat

most times and is able to
maintain it in the dance.

Student clearly maintains

the beat in their dance and
consistently maintains it
throughout the dance.

Student at times will

demonstrate stylistic
moves in keeping with the
dance.

Student consistently
demonstrates stylistic
moves in keeping with the
dance.

Student will participate in

dance. Frequent reminders
are needed to maintain
their focus on the dance.

Approaches dance with a

positive attitude. May
need to be brought back to
task at times. Can stay
focused and follows
instruction fairly well.

Student is totally
motivated to participate in
dance. Is always focused
and on task. In fact,
encourages others to
remain on task.

Student is progressing
towards the demonstration
of stylistic moves that
are characteristic of the
dance.

3
Proficient
Student gets into position
for the dance with little
assistance from the
teacher.

MARK

TOTAL

Performance lndicator:
Perform specific movement patterns and sequences in dance and rhythmic activities,
Assessment Task:
Perform a folk/ethnic/square dance.
Criteria for Competence (Level3):
1. Performs steps and sequences with 2 errors in the dance.
2. Performs to the rhythm of the accompaniment with 2 exceptions.
3. Synchronizes movements with a partner or group when appropriate with no more than 2 exceptions.
Assessment Rubric:
Level

1.

Steps and Sequences

1.

Performs to Rhythm

1.

Synchronizes Movements with

Others
Synchronizes movements with a partner
or group when appropriate with nor
more than 1 exception.

Performs steps and sequences with

no more than I error in the dance.

Performs to the rhythm of the

accompaniment with no more than 1
exception.

Performs steps and sequences with 2

errors in the dance.

Performs to the rhythm of the

accompaniment with 2 exceptions.

Synchronizes movements with a partner

or group when appropriate with 2
exceptions.

Performs step and sequences with 3

errors in the dance.

Performs to the rhythm of the

accompaniment with 3 exceptions.

Synchronizes movements with a partner

or group when appropriate with 3
exceptions.

Performs steps and sequences with 4

or more errors in the dance.

Performs to the rhythm of the

accompaniment with 4 or more
exceptions.

Synchronizes movements with a partner

or group when appropriate with 4 or
more exceptions.

Violates safety rules and/or fails to complete the task.

Place students in groups of 3 or 4 and give each a role i.e. Recorder, Dancer,
Audience, Choreographer and have them rotate roles as they complete the
sheet. Explain how each role contributes to the group i.e. Choreographer
provides feedback for Dancer.
Name

Part 1
Yes

No

Part 2
Yes

No

Part 3
Yes

No

1.
2.
3.
4.

Part 1: 8 cts- Step R, Step L, Step R, Step L

Part 2: 8 cts.- 4 Pump steps forward (R, L, R, L) (the pump step is a step w/a hip drop 2 counts)
Part 3: 8 cts.- Big step back w/R (drop step), Big step back w/L (reverse pivot step), Jump 3
times around clockwise, to face the back wall, and clap on beat 4.

Dance Map
Dance Sequence and Description

The students will complete

the form by identifying the
dance steps through
organizing them in order of
sequence. They will also
describe the movement
patterns/steps of a selected
or provided dance. This can
be used with many dance
categories.

The students will identify the dance sequences by putting them in the correct order from 1-7 by
matching. (review sequences/steps verbally and physically with your students prior to
assessment). This assessment can be created with dance sequences or individual dance steps
SKILL: Promenade
1.____A____

A. Each person has a partner by their side

2.____B____

B. Hold Hands-R in R, L in L

3.____F____

C. Return to starting spot (home)

4.____G____

D. Continue moving around circle or square counterclockwise

5.____D____

E. When return, turn and face partner

6.____C____

F. Move around the circle or square counterclockwise

7.____D____

G. Girls Stand on the inside of the circle, boys on the outside

Answer Key for teacher (correct order): (* Four Most Critical Points, can have them identify also)
*1. Each person has a partner by their side (girl and boy together ideal) Side by side
*2. Hold hands (cross arms) right in right, left in left Hold Hands
3. Move around the circle or square counterclockwise
4. Girls stand on the inside of the circle, boys on outside
*5. Continue moving around circle or square
*6. Return to starting spot (home)
7. When return, turn and face partner

Group Members:
1.
2.
3.

Group # _____

Draw Dance Formation here:

4.
5.
6.

Guidelines Ideas:
It must be at least 1-2 minutes long.
Include at least 3 different steps you have learned.
Include at least 3 steps you have created.
How many counts or moves are included in the routine
Must have an significant beginning, middle, and ending.
Write your dance routine sequences below in the correct order.
Sequence 1:
Sequence 2:

Draw or write about the dance your group created.

Sequence 3:

Explain your specific contribution to your group?

Sequence 4:

What worked well for you? What worked well for the group?

Sequence 5:

What would you change about the dance?

Sequence 6:

What would you change about your contribution?

ASSIGNMENT: Create a group dance that uses at least:

A. 3 locomotor, 2 non- locomotor skills,
B. Two of each elements of space, time and force.
C. Your dance must have a theme that shows contrast and transition.
D. Dance must be in AB, ABA or ABC form.
E. Your dance must last at least 32 counts.
F. Your dance must be based upon a theme or event.
Have students write out their dance using dance vocabulary and hand it in when you finish performing it.
Can also have groups perform their dance to the class and do a self assessment and/or score sheet/rubric.
Rubric:

Level 4
Highest level

Level 3

Level 2

Level 1

A. Dance includes 3 or more

locomotor skills, 2 or more nonlocomotor skills.
B. Dance includes at least 2 or
more of each element of space,
time and force.
C. Dance shows contrast and
transition.
D. Dance is in AB, ABA form or
ABC form.
E. Dance must last at least 32 beats
or longer.
F. The theme of the dance is
mentioned and explained what
dance skills represent each part.

A. Dance includes at least 3

locomotor and 2 nonlocomotor skills.
B. Dances includes at least 2
of each element of space,
time, and force.
C. Dances shows at least
contrast or transition.
D. Dance is in AB,ABA, or
ABC form.
E. Dance lasts at least 32
beats
F. The theme of the dance is
mentioned.

A. Dance includes at least 2-3

locomotor and 1-2 nonlocomotor skills.
B. Dance includes 1-2 of each
element of space, time, and
force.
C. Dance shows at least
contrast or transition.
D. Dance is in AB,ABA. or
ABC. Form
E. Dance is 24-32 beats long.
F. The theme may or may not
be mentioned.

A. Dance includes at least

1-2 locomotor and 1 nonlocomotor skill.
B. Dance includes 1or 2
elements of space, time,
and force.
C. Dance shows at least
contrast or transition.
D. Dance is in AB, ABA,
or ABC form.
E. Dance is 12-24 beats
long.
F. The theme may or may
not be mentioned.

Create a Dance
Dance Name: ____________________________________
Group Members:
1.
2.
3.

4.
5.
6.

Dance Formation: _________________________

If not a circle, how many walls is the dance? _______________
Write your dance parts below in the correct order.
Part 1: _________________________________________________________________
_______________________________________________________________________
Part 2:__________________________________________________________________
_______________________________________________________________________
Part 3:__________________________________________________________________
_______________________________________________________________________
Part 4: _________________________________________________________________
_______________________________________________________________________
Part 5:___________________________________________________________
________________________________________________________________
Part 6:___________________________________________________________
________________________________________________________________

Choose a multicultural folk

dance previously learned in
class. Use the questions below
to guide your research of the
dance.

Use a KWL on prior knowledge and what they learned about

the countries dance or on the step and sequences involved.
What I KNOW

What I WANT to Know

What I LEARNED

Name of Dance:
What Country is the dance from:
History of the dance:
Origin:
Flag:
Language:
Traditional Costume:
Music Selection:
Formation:
Dance Step Directions:

Use a Venn Diagram to analyze different

ethnic/cultural dances and/or dance steps

Be sure to know the dance you are planning to teach before trying to teach it and be sure you
know exactly where it starts in the music and how various parts of the dance fit the music.
Demonstrate a short part of the dance for your class, with music, before breaking the entire
dance into parts (whole-part-whole).
Break the dance into parts and teach using the following progression:
Introduce Part 1 and practice until mastered
Introduce Part 2 and practice until mastered (can add part one and two)
Introduce Part 3 and practice until mastered
Practice Part 1, followed by Part 2, followed by Part 3 etc..
Practice the combination of one set of steps or the move individually.
Name the move with a catchy title or a descriptive one.
Determine how you will describe your steps and counts.4 , 8 , or 8 counts to equal 16, 32
Prepare modified versions of difficult steps to include learners who may have a difficult time.
Dont be afraid to include steps that you may not necessarily be able to do perfectly. You can
do the modified version and have those who are advanced do the challenging version(s).
Strategically place catch up steps in a routine. Difficult steps should be followed by easier
moves, allowing for those still trying to master the difficult ones to catch-up.

Get them moving and dancing before touching

Teach the difference between even and odd music beats, and counts
Couple dancing male starts with left foot, female with right foot.
Show each move slowly first in parts repeat as necessary before adding on parts and then
have whole class join you.
Physically move throughout the class and demonstrate in several places so all students have
an opportunity to see you or place advanced students in areas to be seen by all students.
Place student in windows formation and rotate lines every few minutes front line goes to
back, next row move up to front.
Break down difficult moves into two smaller parts.
Difficult steps should be presented feet first, then add arms, and then add style.
Begin with familiar or easy dance(s) first then progress to more difficult dances.
Cues, timing and speed are an important aspect for success for your dance lesson.

Christy Lane Enterprises (Dare to Dance)

Wagon Wheel Records
Browse Online for various dance websites
I tunes
Amazon
You Tube
MTV (TRL)
Dance CDs (target & many other stores)
DVDs (Instructional)
Conferences and workshops
Colleagues
PE central
The Fundamentals of Square Dancing by Bob Ruff and Jack Murtha
Square Dance Now! By Bob Ruff