Moving and exploring space
Students start the year learning how their bodies move. They try big and small movements, fast and slow, and find ways to travel across a room without bumping into anyone.
What does a student learn in
This is the year dance becomes a way to tell a story with the body. Students explore how their body can move through space, copy simple shapes and steps, and put movements together into a short dance. They watch others dance and talk about what they noticed and how it made them feel. By spring, students can perform a short movement they made up and share what their dance was about.
- Body movement
- Making up dances
- Performing
- Watching dance
- Feelings in 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 dances
Students begin inventing their own simple dances. They pick movements that show an idea, like a storm or a growing plant, and string them together into something they can show a friend.
- 3
Practicing and performing
Students rehearse a short dance and share it with classmates. They learn how to start, finish, and remember the order of their movements so an audience can follow along.
- 4
Watching and talking about dance
Students watch each other dance and watch dances from other places and traditions. They describe what they noticed, what the dance reminded them of, and what they liked.
Mastery Learning Standards
The required skills a student should display by the end of Kindergarten.
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 something they know from home helps shape what they create or how they respond.
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Relate artistic ideas and works with societal, cultural
Dance connects to the world around it. Students explore how dances from different places and times tell stories about the people who created them.
| 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 something they know from home helps shape what they create or how they respond. | DA:Cn10.k |
| Relate artistic ideas and works with societal, cultural | Dance connects to the world around it. Students explore how dances from different places and times tell stories about the people who created them. | DA:Cn11.k |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with their own ideas for movement and begin turning those ideas into a simple dance.
-
Organize and develop artistic ideas and work
Students pick a few movements they like and put them in order to make a short dance. They practice until the sequence feels finished.
-
Refine and complete artistic work
Students revisit a dance they made and make it better before sharing it with others.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with their own ideas for movement and begin turning those ideas into a simple dance. | DA:Cr1.k |
| Organize and develop artistic ideas and work | Students pick a few movements they like and put them in order to make a short dance. They practice until the sequence feels finished. | DA:Cr2.k |
| Refine and complete artistic work | Students revisit a dance they made and make it better before sharing it with others. | DA:Cr3.k |
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 show an audience. They practice picking work they feel ready to share.
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Develop and refine artistic techniques and work for presentation
Students practice a dance move until they can perform it clearly and with control. Rehearsal is the work.
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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. Movement becomes the message.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which movements or short dances to show an audience. They practice picking work they feel ready to share. | DA:Pr4.k |
| Develop and refine artistic techniques and work for presentation | Students practice a dance move until they can perform it clearly and with control. Rehearsal is the work. | DA:Pr5.k |
| Convey meaning through the presentation of artistic work | Students perform a dance to share an idea or feeling with an audience. Movement becomes the message. | DA:Pr6.k |
Responding
Responding
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Perceive and analyze artistic work
Students watch a dance and talk about what they notice, like how the dancer moves fast or slow, or uses their arms and legs.
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Interpret intent and meaning in artistic work
Students look at a dance and say what they think the dancer is trying to show, like sadness, joy, or a story.
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Apply criteria to evaluate artistic work
Students look at a dance and say what they notice: what they liked, what was clear, and what could change. They practice having a reason for their opinion, not just a feeling.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a dance and talk about what they notice, like how the dancer moves fast or slow, or uses their arms and legs. | DA:Re7.k |
| Interpret intent and meaning in artistic work | Students look at a dance and say what they think the dancer is trying to show, like sadness, joy, or a story. | DA:Re8.k |
| Apply criteria to evaluate artistic work | Students look at a dance and say what they notice: what they liked, what was clear, and what could change. They practice having a reason for their opinion, not just a feeling. | DA:Re9.k |
Common Questions
What does dance look like for five-year-olds?
Students explore how their bodies move through space. They try fast and slow, high and low, and copy simple movement patterns. Most of the work is playful exploration, not memorizing steps or routines.
How can I support dance at home?
Put on music and move together for a few minutes. Ask students to show what happy music looks like, or how a sleepy animal moves. Naming the choices they make, like jumping high or tiptoeing slow, builds the same vocabulary used in class.
Does my child need any dance experience or special clothes?
No. Comfortable clothes and bare feet or soft shoes are plenty. Students at this age are learning to notice their bodies and follow directions, not perform technique.
How should I sequence dance across the year?
Start with body awareness and personal space, then layer in movement qualities like speed, level, and direction. Save group shapes and short performances for later in the year, once students can hold focus and follow a simple cue.
What does mastery look like by the end of the year?
Students can move safely in their own space, copy a short movement pattern, and show a feeling or idea through movement. They can also watch a classmate dance and say one thing they noticed.
My child is shy about dancing. What should I do?
Let them watch first and join when ready. Mirror games, where one person copies the other, often feel safer than dancing alone. Comfort grows quickly once movement feels like play instead of performance.
How do I handle the wide range of comfort levels in one class?
Offer choices inside every prompt. Students can move big or small, standing or seated, watching or joining. Clear personal space and a simple stop signal keep the room calm while letting each student work at their own edge.
How do students share and respond to each other's dancing?
Half the class shows a movement idea while the other half watches, then they switch. Watchers name something specific they saw, like a strong shape or a quick turn. This builds the habit of looking closely and talking about movement with kind, useful words.