Moving and exploring
Students get comfortable moving their bodies in different ways. They try fast and slow, high and low, and notice how a stretch or a hop feels different from a spin.
What does a student learn in
This is the year students discover that their bodies can tell a story. Students try out new ways to move, copy a teacher's shape, and make up steps that show a feeling or an idea. They watch a classmate dance and say what they noticed. By spring, students can make up a short dance of their own and share it with the class.
- Creative movement
- Body shapes
- Dancing to music
- Watching and noticing
- Sharing a 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 start inventing their own movements based on things they know, like animals, weather, or a favorite story. A simple idea becomes a short dance they can show a friend.
- 3
Shaping a dance to share
Students practice a dance and clean it up so it feels ready to show. They learn that a dance has a beginning, a middle, and an ending that someone watching can follow.
- 4
Watching and talking about dance
Students watch each other dance and watch dances from other places. They notice what the movement reminds them of and say what they liked or what felt strong.
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 something they know or have done in real life to the dances they create and perform.
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Relate artistic ideas and works with societal, cultural
Dancing is tied to culture and history. Students begin to notice that different dances come from different places and people, and that the way we move together tells stories about who we are.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something they know or have done in real life to the dances they create and perform. | DA:Cn10.pk |
| Relate artistic ideas and works with societal, cultural | Dancing is tied to culture and history. Students begin to notice that different dances come from different places and people, and that the way we move together tells stories about who we are. | 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 simple dances.
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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 more than once, then decide it is 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 simple dances. | 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 more than once, then decide it is 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 pick a movement or short dance to share with others, making a simple choice about what they want to show.
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Develop and refine artistic techniques and work for presentation
Students practice a dance move again and again to get better at it, then show it to others.
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Convey meaning through the presentation of artistic work
Students share a dance to show how they feel or tell a story through movement. The way they move is the message.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students pick a movement or short dance to share with others, making a simple choice about what they want to show. | DA:Pr4.pk |
| Develop and refine artistic techniques and work for presentation | Students practice a dance move again and again to get better at it, then show it to others. | DA:Pr5.pk |
| Convey meaning through the presentation of artistic work | Students share a dance to show how they feel or tell a story through movement. The way they move is the message. | DA:Pr6.pk |
Responding
Responding
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Perceive and analyze artistic work
Students watch a dance and say what they notice, like how a dancer moves fast or slow, or uses big or small movements.
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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 practice putting what they see into their own 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 can be backed up with a reason.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students watch a dance and say what they notice, like how a dancer moves fast or slow, or uses big or small movements. | 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 practice putting what they see into their own 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 can be backed up with a reason. | DA:Re9.pk |
Common Questions
What does dance look like for this age?
Most of the year is playful movement, not formal steps. Students explore how their bodies can move, copy simple patterns, dance to music with different moods, and start to notice what other dancers are doing. The goal is comfort and curiosity, not polish.
How can I support dance at home?
Put on different kinds of music and move together for a few minutes. Ask questions like how does this song make you want to move, or can you move slow like a turtle and then fast like a rabbit. Short bursts work better than long sessions.
Does my child need to learn real dance moves?
No. At this age the point is exploring movement, not learning routines. If students can stretch up tall, curl up small, sway, stomp, spin, and stop on cue, they are right on track.
How should I sequence dance across the year?
Start with body awareness and basic locomotor movement like walking, hopping, and tiptoeing. Move into space and direction, then add tempo and energy. By spring, students can string two or three movements together and show a simple beginning, middle, and end.
What does mastery look like by the end of the year?
Students can make up a short movement based on a picture, story, or feeling, repeat it, and share it with the group. They can also watch a peer dance and say something they noticed, like she moved low or he was very fast.
What usually needs the most reteaching?
Stopping on a signal and using personal space without bumping into others. These are also the skills that make every other dance activity calmer, so it is worth spending real time on them early and revisiting them often.
How do I help a shy child join in?
Dance next to them instead of asking them to perform. Try movements with a prop like a scarf or a stuffed animal, which gives them something to focus on besides themselves. Watching is also a real way to participate at this age.
How does dance connect to stories and feelings?
A lot of early dance work starts from a book, a song, or a feeling word like sleepy or excited. Asking students to show what a character or feeling looks like in their body builds both movement skills and comprehension.