Anyone Can Teach Dance!
Unit/Lesson Title: Everyday Movements Become Dance
Grade Level: 7-12
Length of Unit/Lesson: 1-5 classes - dependent on age, size and length of class
Brief Unit/Lesson Description:
In this unit, students will explore how an “everyday movement” can be turned into a dance
step. Students will discover what BASTE and the Elements of Dance are and how to
implement these powerful tools into their dances. Students will not only learn about creating
dance, they will have the opportunity to work collaboratively and to present or teach their
final work.
Unit/Lesson Objectives:
At the conclusion of the unit, students will:
 Identify and explore through movement the elements of dance:
BASTE - Body, Action, Space, Time and Energy
 Create and express dance ideas based on “pedestrian” movements
 Work collaboratively on creating original choreography
 Present and/or teach their dances to their peers
 have had fun and found the joy in dance!
Vocabulary:
Elements of dance: BASTE, locomotor, non-locomotor, choreography, sequencing
Standards:
NASPE: Standard 1- Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities. Standard 2- Demonstrates understanding
of movement concepts, principles, strategies, and tactics as they apply to the learning and
performance of physical activities. Standard 5- Exhibits responsible personal and social
behavior that respects self and others in physical activity settings. Standard 6- Values
physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
National Dance Standards: Standard 2- Understanding dance as a way to create and
communicate meaning. Standard 3- Applying and demonstrating critical and creative
thinking skills in dance. Standard 5- Making connections between dance and healthful living
Notes and Modifications:
To create a longer dance unit consider:
• Having each student create their own dance movement, then place them into
groups, having students teach their steps to each other and then combine all the
dance steps together.
 Having students/groups create more counts of choreography - between 16 - 32
counts
 Have each group perform or teach their dance and take evaluations, either verbal or
written, from the class after each performance
To create a shorter or longer dance unit consider:
 Have each group create only one dance movement, then have them teach their
steps to the class followed by combining all of the dance steps together.
 Having groups create less counts of choreography – between 8 - 16 counts
Evidence of Student Learning:
Students will be assessed on process and product: choreography, critiques and reflections,
willingness to collaborate, as well as on their effort and attentiveness in class. Refer to the
Assessment Rubric for criteria.
Lesson Plan: Everyday Movements Become Dance
Materials Needed
Adequate space for movement and dance, PA system to play music, microphone, sound
track to play on a loop.
Preparation for Activity
• Warm-up: Lead students in an “Everyday Movement” dance warm-up (see the video for
ideas) Or, have students improvise locomotor (traveling) and non-locomotor (stationary)
movements: On your cue, have students explore space by giving them “everyday
movement” prompts: walk, reach, skip, twist, spin, hop, bend etc. (Option of using music
and have students change movements every 16 counts. Once they are comfortable with
that try every 8 counts and then every 4)
Provide Instruction
• What is a pedestrian movement?
• What is locomotor? What is non-locomotor?
• What categories walk, jump, skip, kick, run, reach fall into?
• What does it mean to “literally” perform a movement?
• Have students (or groups) decide on an “everyday” pedestrian movement.
Students then create a single literal movement, like in charades, to represent
what they have decided on.
• How can a literal movement be turned into a dance step? Think BASTE! By
changing how the BODY (legs, arms) are used when performing the movement;
ACTION (big, small, levels); SPACE (directions); TIME (how fast or slow); ENERGY
(sharp or smooth). Tell students that their movement no longer needs to
represent their original movement; it is now just their inspiration for a dance step.
Application of Instruction
• Either individually or in groups, have students take their “everyday movements” and turn
them into a dance step. You should advise students how many counts the dance step
should be. Put on a pre-determined song and let students work on their choreography.
• Once students have completed their choreography, they can teach it to each other and
perform (please see “Notes and Modifications” for ideas on how to lengthen or shorten this
unit)