Subject: Art Education of Dance

Grade Level: Kindergarten

Develpoment By : Kimmy, Vytette

-Outcome:
1. Simulate the movements from the teacher.
2. Create/Improvise the dance with the music.

-Process:
1. Warm-up: a song, children follow the beat and crap hands.
2. Simulation: show them some picture about different animals in
some situations, ask them to simulate them action;

Let the children imitate the teacher.

3. Creation: Give the a song with some story ports in it, and
children can creat the dance with their understanding of this
song; cooperation by groups
-Assessment:
1. Simulate the movements from the teacher.
(1) Does children stimulate the movement accurate;
(2) Does the movement conform to the beats;
(3) Does children can reflect immediatelt.

2. Create/Improvise the dance with the music.

(1) Does the movement conform to the beats;
(2) Whether the movement shows the plot (e.g. When birds
singing, children can wave their arms);
(3) Does children show plentiful emotional changes (e.g. When
river flowing, children’s body should be more relax)

(4) Does children's movement cocrdinating

-Self-accessment
1. Do I enjoy the process of stimulating creating and dancing
2. Can I improve the ability of thinking
(a) Use movement to respond to stimuli from diverse sources such as stories, poems,
observations, visual images, music, sounds, or objects.

(b) Ask questions related to the stimuli to contribute to a dance-making inquiry process (e.g.,
How does grass move when the wind blows?).

(c) Apply personal experience and imagination to express ideas in dance.

(d) Share dance ideas and movement responses with other children.

(e) Move to external beats and rhythms (e.g., round dance, jigging).

(f) Describe choices made when creating (e.g., fast or slow, roll or hop).

(g) Investigate what own body can do by exploring a variety of whole body and body part
movements to express ideas.

(h) Repeat expressive movements and patterns created by self and others.

(i) Use different kinds of locomotor (travelling) and non-locomotor (non-travelling) actions (e.g.,
roll, jump, hop, turn, and pause) to express ideas.

(j) Use a variety of dynamic qualities such as quickly and softly in dance compositions.

(k) Recall that the dance space is called general space and that personal space is each child's
"bubble" or self-space.

(l) Move freely and safely in general space while maintaining self-space (not contacting).

(m) Explore different movement relationships (e.g., leading, following, near, far, over, under, in
front, behind) with the teacher and other dancers.
(a) Use movement to respond to stimuli from diverse sources such as stories, poems, observations, visual images, music, sounds,

or objects.

(b) Ask questions related to the stimuli to contribute to a dance-making inquiry process (e.g., How does grass move when the wind

blows?).

(c) Apply personal experience and imagination to express ideas in dance.

(d) Share dance ideas and movement responses with other children.

(e) Move to external beats and rhythms (e.g., round dance, jigging).

(f) Describe choices made when creating (e.g., fast or slow, roll or hop).

(g) Investigate what own body can do by exploring a variety of whole body and body part movements to express ideas.

(h) Repeat expressive movements and patterns created by self and others.

(i) Use different kinds of locomotor (travelling) and non-locomotor (non-travelling) actions (e.g., roll, jump, hop, turn, and pause)

to express ideas.

(j) Use a variety of dynamic qualities such as quickly and softly in dance compositions.

(k) Recall that the dance space is called general space and that personal space is each child's "bubble" or self-space.

(l) Move freely and safely in general space while maintaining self-space (not contacting).

(m) Explore different movement relationships (e.g., leading, following, near, far, over, under, in front, behind) with the teacher and

other dancers.