Moving and exploring with the body
Students start the year noticing how their bodies move. They try fast and slow, high and low, and find safe ways to move near other children.
What does a student learn in
This is the year students discover that their bodies can tell a story. Students explore how to move in different ways, copy shapes and rhythms they see, and make up simple dances of their own. They start to notice what a dance feels like and share what they liked about it. By spring, they can make up a short movement, perform it for the class, and say what a dance reminded them of.
- Moving the body
- Making up dances
- Performing for others
- Watching dance
- Sharing ideas
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 from ideas
Students turn ideas from stories, songs, and everyday life into small dances. They pick movements on purpose to show feelings like happy, sleepy, or excited.
- 3
Shaping a dance to share
Students practice short dances with a clear beginning, middle, and end. They learn to remember the order and clean up their movements before showing them.
- 4
Watching dance and talking about it
Students watch each other and short dance clips, then say what they noticed. They start to share which parts they liked and why.
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 what they've lived through to their dancing. A movement might come from a favorite animal, a feeling, or something that happened at home.
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Relate artistic ideas and works with societal, cultural
Students connect a dance or song to something from their own life or community. They notice that different people move and celebrate in different ways.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect what they already know and what they've lived through to their dancing. A movement might come from a favorite animal, a feeling, or something that happened at home. | DA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Students connect a dance or song to something from their own life or community. They notice that different people move and celebrate in different ways. | DA:Cn11.pk |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students come up with ideas for movement and dance by exploring how their bodies can go fast or slow, big or small, and in different directions.
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Organize and develop artistic ideas and work
Students pick a movement or gesture and practice doing it on purpose, turning a first idea into a simple, repeatable dance moment.
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Refine and complete artistic work
Students pick a movement or short dance they made up and practice it until it feels just right. They learn that making something means trying it more than once.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students come up with ideas for movement and dance by exploring how their bodies can go fast or slow, big or small, and in different directions. | DA:Cr1.pk |
| Organize and develop artistic ideas and work | Students pick a movement or gesture and practice doing it on purpose, turning a first idea into a simple, repeatable dance moment. | DA:Cr2.pk |
| Refine and complete artistic work | Students pick a movement or short dance they made up and practice it until it feels just right. They learn that making something means trying it more than once. | DA:Cr3.pk |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students pick a movement or short dance to share with others, then practice it so it feels ready to show.
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Develop and refine artistic techniques and work for presentation
Students practice a dance move again and again until it looks the way they want it to. Getting better takes repetition, and that's the point.
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Convey meaning through the presentation of artistic work
Students show a feeling or idea by performing a simple dance or movement for others.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick a movement or short dance to share with others, then practice it so it feels ready to show. | DA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a dance move again and again until it looks the way they want it to. Getting better takes repetition, and that's the point. | DA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students show a feeling or idea by performing a simple dance or movement for others. | DA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students watch a dance and say what they notice, like fast movements or shapes the dancer makes with their body.
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Interpret intent and meaning in artistic work
Students look at a dance and say what they think the dancer is feeling or trying to show. They explain what they see in simple words.
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Apply criteria to evaluate artistic work
Students look at a dance and say what they liked and why. They start learning that opinions about art need a reason behind them.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a dance and say what they notice, like fast movements or shapes the dancer makes with their body. | DA:Re7.pk |
| Interpret intent and meaning in artistic work | Students look at a dance and say what they think the dancer is feeling or trying to show. They explain what they see in simple words. | DA:Re8.pk |
| Apply criteria to evaluate artistic work | Students look at a dance and say what they liked and why. They start learning that opinions about art need a reason behind them. | DA:Re9.pk |
Common Questions
What does dance look like for a four-year-old?
Students move their bodies on purpose. They try out fast and slow, high and low, big and small. They make up short dances about things they know, like a rainstorm or a busy bee, and show them to classmates.
How can I support dance at home?
Put on different kinds of music and move together for five minutes. Ask what the music makes them want to do, then try it. Stomping, tiptoeing, spinning, and freezing all count as practice.
Does my child need real dance lessons for this?
No. The goal at this age is comfort with moving and making choices, not technique. Playful movement at home, in the yard, or at the park does the same work as a class.
How do I plan dance across the year for this age?
Start with body awareness and safe space, then add ideas like speed, level, and shape one at a time. Late in the year, students can string two or three movements together to tell a small story. Keep each session short and repeat favorites often.
What does mastery look like by the end of the year?
Students can copy a simple movement, invent one of their own, and perform it for others without freezing up. They can also say one thing they noticed about a classmate's dance, like fast feet or a big jump.
My child is shy about performing. Is that a problem?
Not at this age. Watching, joining a group, or dancing for one person all count. Confidence grows when movement feels like play, so skip the audience and dance side by side at first.
How do students connect dance to other things they know?
They borrow ideas from stories, weather, animals, and family traditions. A dance about leaves falling or a grandparent's song helps them link movement to feelings and memories. Ask about the idea behind the dance, not just how it looked.
What usually needs the most reteaching?
Sharing space and stopping on a signal. Four-year-olds get excited and forget where bodies are. Build in a clear freeze cue and practice it every session before adding new movement ideas.