Moving and exploring with the body
Students start the year by noticing how their bodies move through space. They try big and small movements, fast and slow, and learn to dance without bumping into friends.
What does a student learn in
This is the year students discover their bodies can tell stories. Students explore how to move with purpose, copying shapes and rhythms while making up their own. They watch each other dance and start noticing what a movement might mean. By spring, students can perform a short dance for the class and say what their movements were about.
- Creative movement
- Body awareness
- Dance and music
- Self-expression
- Watching 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
Making up movement ideas
Students begin inventing their own dance ideas, often sparked by a story, a song, or something from their own day. A parent might see a child showing how a tree sways or how rain falls.
- 3
Shaping a short dance
Students put movements together in an order, like a beginning, middle, and end. They practice the same dance more than once so it starts to feel like a real piece they made.
- 4
Sharing and watching dance
Students perform short dances for classmates and watch others dance. They talk about what they saw, what the dance reminded them of, and what they liked.
Mastery Learning Standards
The required skills a student should display by the end of Pre-Kindergarten.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect what they already know and have lived through to the dances they make and watch.
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Relate artistic ideas and works with societal, cultural
Students look at a dance and talk about where it comes from, who does it, and why. That helps a dance make more sense than just watching the moves.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect what they already know and have lived through to the dances they make and watch. | DA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students look at a dance and talk about where it comes from, who does it, and why. That helps a dance make more sense than just watching the moves. | DA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for movement and start turning those ideas into a simple dance or gesture.
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Organize and develop artistic ideas and work
Students pick a few movements they like and put them together to make a short dance. This is the beginning of learning how to plan and build something creative.
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Refine and complete artistic work
Students practice a movement or short dance phrase again and again, making small changes until it feels right and ready to share.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for movement and start turning those ideas into a simple dance or gesture. | DA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick a few movements they like and put them together to make a short dance. This is the beginning of learning how to plan and build something creative. | DA:Cr2.pk |
| Refine and complete artistic work | Students practice a movement or short dance phrase again and again, making small changes until it feels right and ready to share. | DA:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which movements or short dances to share with others. They pick what feels ready to show.
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Develop and refine artistic techniques and work for presentation
Students practice a dance move, then try it again to make it better before showing it to others.
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Convey meaning through the presentation of artistic work
Students share a dance they made and show what it means to them, using movement to express a feeling or idea.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which movements or short dances to share with others. They pick what feels ready to show. | DA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a dance move, then try it again to make it better before showing it to others. | DA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a dance they made and show what it means to them, using movement to express a feeling or idea. | DA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students look at or watch a dance and share what they notice, like which body parts move or whether the movement feels fast or slow.
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Interpret intent and meaning in artistic work
Students say what they think a dance is about and why it makes them feel a certain way.
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Apply criteria to evaluate artistic work
Students pick a favorite dance move and say why they like it. They practice choosing what looks good and putting their reason into words.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at or watch a dance and share what they notice, like which body parts move or whether the movement feels fast or slow. | DA:Re7.pk |
| Interpret intent and meaning in artistic work | Students say what they think a dance is about and why it makes them feel a certain way. | DA:Re8.pk |
| Apply criteria to evaluate artistic work | Students pick a favorite dance move and say why they like it. They practice choosing what looks good and putting their reason into words. | DA:Re9.pk |
Common Questions
What does dance look like at this age?
Students explore how their bodies move through space using simple actions like skipping, swaying, stretching, and freezing. They make up short movements, copy a teacher or friend, and start to notice how music or a story changes the way they move.
How can I support dance at home?
Put on a few songs with different moods and ask students to move the way the music feels. Try slow music, fast music, and quiet music. Five minutes of moving the furniture aside and dancing together counts.
My child is shy about dancing. Is that a problem?
No. Plenty of students start out watching before they join in. Try moving alongside them without asking them to perform, or use props like scarves and ribbons so the focus is on the object, not the body.
How should I sequence dance across the year?
Start with body awareness and basic locomotor moves like walking, jumping, and galloping. Move into exploring space, speed, and energy. By spring, students should be linking a few movements together and showing short pieces to classmates.
What does it mean for students to make up their own dance?
At this age, creating means choosing a few movements on purpose, such as picking a shape, a turn, and a freeze. Students do not need to plan a whole routine. Giving them a starting idea like an animal or a weather word usually unlocks it.
How do students respond to a dance they watch?
Students notice things like fast or slow, high or low, and happy or sad. Asking what they saw and how it made them feel is enough. Full critique comes much later.
How does dance connect to other things students are learning?
Movement is a natural way to act out stories, count beats, show weather, or explore feelings. Tying a dance prompt to a book or a season helps students bring what they already know into the work.
What should students be able to do by the end of the year?
Students should move safely in a shared space, copy and invent simple movements, and show a short sequence to others. They should also talk about what they saw in a classmate's dance using everyday words like fast, slow, big, or small.