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PYP Scope & Sequence


PHASE 1 (ELC & Kindergarten)

Watching videos of children dancing different styles of dance (Hip

Learners show curiosity about live and recorded dance Hop, Tango, Ballet, etc.)
performances Learners are invited to watch the secondary school dance
We enjoy and students perform.

experience different
forms of art.
Explores a diversity of movements expressing themselves freely
Learners describe the ideas and feelings communicated to the sound of several musical styles.
The art is a means of through body movements Create a range of shapes with their body inspired by music
movements and sounds.
communication and

People share art with Learners identify and explain why certain body postures Learners dance showing a certain emotion and their peers are
others. and movements communicate certain ideas and feelings asked to identify the emotion being expressed in the dance.

We express our
responses to artwork
Learners display audience etiquette and appropriate
in a variety of ways. Watch and listen to a variety of dance performance. Be aware of
responses such as watching, listening and responding to posture and movements.
favorite parts of the performance
We reflect on our
artwork and the work
of others.
Learners respond to dance though spoken, written, visual
and/or kinesthetic mediums
PHASE 2 (Grade 1 & Grade 2)

We are receptive to Learners create a dance by adapting movement patters.

Local motor and non-local motor movements are repeated in folk
art practices and dancing. (Refer to Punchinella Dances From Many Cultures DVD)
Learners compare a variety of dance genres over time to
Dance the same pattern as Punchinella using different types of
artworks from the contemporary dance form of their culture music. Ex.: rock, jazz, country, classical, international, etc.
different cultures, Discuss how different music influences movement.
places and times
(including our own).

Learners recognize the theme of a dance and Learners dance to communicate and create a dance that tells a
People make communicate their personal interpretation story (Nutcracker, Swan Lake, Nursery Rhymes)
meaning through the
use of symbols.
Step 1- Children watched videos connecting rhythm to dance
steps (Patty Schukla)
People communicate
Step 2- Learners tried to remember previous movements from
Learners identify dance components such as rhythm and
ideas, feelings and videos and reenacted according to what they saw.
use of space in their own and others dance creations Step 3- Learners created their own movements related to the
experiences through rhythm
the arts. In the same videos.

Learners reflect on how a specific dance activity made them feel

We can reflect on Learners reflect on how dance can express feelings and emotions
Learners describe and evaluate the learnings and
Learners watch different videos and reflect if there is a message
and learn from the understandings developed through their exploration of conveyed
different stages of dance Learners create a board with a reflection of what they have
learned in dance so far (board can be revisited and modified)

There is a Leaners are exposed to the idea that the dancer is conveying a
message through a story in in his dancing
relationship between Learners realize that there is a dynamic connection
Learners reflect on the different types of responses an audience
between the audience and performer can have after a performance (videos of audiences and their
the artist and the
varied responses are shown)
PHASE 3 (Grade 3 & Grade 4)

Learners were exposed to a variety of dances from around the

Learners recognize that dance plays an innovative role in Learners compared differences and similarities amongst dances
communicating ideas within cultures and societies Learners reflected and explored if dances convey message
When experiencing Learners reflected on what occasions different cultures play songs
arts, we make (weddings, birthday parties, funerals, celebrations, games)

connections between
different cultures, Learners reflect on their personal and family history and Learners share typical dance forms within their family and explore
families background
places and times. make connections with cultural and historical dance Learners compare their family and personal history to those of
forms friends and find connections to varied dance forms

People explore
issues, beliefs and
Learners consider the composition of an audience when Learners reflect on how to better position themselves on stage,
values through arts. what movements to make and where to stand as a group, in
preparing an effective formal and/or informal relation to the audience, when preparing for a class presentation
presentation (community time and class presentations)
There are different
kinds of audiences
responding to
Learners reflect on artistic processes in dance
different arts. Learners reflect on their own dance performance by watching a
achievements and how to incorporate new ideas into video recording. They then
future work
We use what we
know to interpret Learners think about how a dancers movements help convey a
feeling in a video or performance they watch (Lucky Day; Dance
arts and deepen our Performances DVD)
understanding of Discuss feelings dancers convey, movements that help convey
Learners recognize how dance can be used to express and this mood
ourselves and the understand our inner thoughts and our understanding of Learners are assigned a situation and have to think on what
the world around us feelings that have that are evoked and what movements would
world around us.
help them to express their feeling
Students choose an emotion and identify three to six movements
that help express that emotion. Students ass movements to
choreograph a dance.
PHASE 4 (Grade 5)

Discuss the African Style movements such as low and bending,

and the purposes of dance. Explored the Kou dance from Western
South Africa as a basic communal recreational dance used for
Learners investigate a cultural or historical dance form celebration
and identify how it communicates artistic, ritual or social Views Kou and learn the dance as dancer Moha Dosso teaches
issues, beliefs or values the steps (Three Dances from the Ivory Coast on Dances Around
Through exploring the World DVD)
Learners reflect on what the movements are communicating to
arts across cultures,
the audience
places and times we
can appreciate that
Learners research different cultures understanding the purposes
people innovate. of dance.
Learners recognize the role and relevance of dance in Learners observe and discuss how dance serve many purposes in
their own society through exposure to a variety of in their own society.
People communicate performers and their perspectives Learners experience different styles of cultures dances and
perform to each other.
across cultures,
places and times
through arts.

Learners dance and create different styles of movements to

The arts provide us communicate ideas, thoughts and feelings.
Learners analyse how the meanings of movements can
Learners create in small groups a short dance phrase that
with multiple change in various cultural and historical contexts expresses feelings or ideas using contrasting levels.

We reflect and act on

the responses to our
creative work.
Learners analyse and integrate the reflections of others
into the creative process when evaluating and improving

PHASE 1 (ELC & Kindergarten)

Learners respond to word, rhythm and/or music through

We can enjoy and Moving and stomping to nursery rhymes to help with rhythm
learn from creating
Learners communicate and express feelings through body Learners move to different music styles. They then reflect on how the
movements music made them feel and how their body moved when they heard it.
The creative
process involves Learners explore the dynamic flow of body movements
Learners choose a song and then create different steps that include
joining in, exploring such as fast, slow, big, small, strong, smooth, sharp, different movement to choreograph their own dance.
tension, and relaxation
and taking risks.

Learners move feely through the space to show levels of Dance spaces varies from dancing on the mat, to dancing on the small
low, medium and high and change of direction stage and to finally using the whole classroom
In creating art,
people make
Learners use stimulus materials to extend the body and
choices to Dancing to different music styles using scarves and streamers.
enhance body movements such as streamers, scarves, Learning to dance with hats and minimal costumes.
construct meaning props and costumes
about the world
around them. Learners develop physical awareness in using isolated body Listening and moving to songs that sing about body parts.
movements and gross motor skills Clapping and stomping at different intervals to music.

We can express
ourselves through Learners explore different types of movements such as
Movement to various music
travelling, jumping and turning

Learners choose a song and are then put into groups where they
Learners develop the ability to cooperate and communicate
Our experiences choreograph a little dance. They then perform on stage for their
with others in creating dance peers.
and imagination
can inspire us to
Learners work individually or in groups with trust and Playing trust games when learning to dance with a partner (merengue
create. confidence and tango).
PHASE 2 (Grade 1 & Grade 2)
Based on drum beat learners create movement based on a variety of
drum beats.
Learners create movement to various tempos Learners form alphabet letters based on a variety of beats and tempos
from various musical types

We can communicate Learners listen to music quietly and express both individually through
kinesthetic movement how the feel
Learners interpret and communicate feeling, experience
our ideas, feelings Learners communicate their Unit of Inquiry knowledge by creating a
and narrative through dance dance based on the growth of a plant
and experiences
through our artwork.
Learners create a dance based on a previous narrative written from U.O.I
Learners design a dance phrase with a beginning, middle
and ending Learners create a dance according to a story read in class
We solve problems
during the creative Learners watch musical videos that explore direction and follow the
given patterns (Paty Chukla)
process by thinking Learners explore shape by creating a given alphabet letter with their
critically and Learners create movement that explores dimensions of
Learners are encouraged to write words using their bodies and alphabet
imaginatively. direction, level and shape letters
Learners, both individually and as a group, form mathematical shapes
(circle, square, triangle, oval, rectangle) using their body parts
Applying a range of
strategies helps us to Playing coordination clapping and stomping games.
express ourselves. Learners develop physical balance and coordination Practicing slow dances and slowly increasing the tempo to help with

Learners perform in a live audience assembly where they dance to a

We are receptive to Learners share dance with different audiences by given music related to their Unit of Inquiry
participating, listening and watching Twice a month learners watch live performances conducted by peers
the value of working
that involve various dance types
individually and
Learners write several puppet skits as a group and pairs. They are
collaboratively to Learners work cooperatively towards a common goal,
challenged to incorporate a given plot, word, or specific prop to in their
taking an active part in a creative experience skit.
create art.
Learners consider and maintain appropriate behaviors in Leaners watch skits and performances in class made by classmates. They
are exposed to the variety of ways they can demonstrate appreciation to
dance, as an audience member or as a performer, by classmates during a performance (silence, visual contact, clapping,
listening, watching and showing appreciation standing ovation)
PHASE 3 (Grade 3 & Grade 4)

Students understand that the body can be used as a rhythmic

Learners explore various sources of musical and natural instrument, by dancing, clapping, slapping, stomping and stepping
Feet and body can be used as rhythmic instruments. (STOMP videos)
rhythms such as beat, breath, emotional and Students had to dance and create movements according to a given
environmental rhythms drum beat
Clap and or stomp a few rhythms with the class repeating the pattern
Arts have the
Learners investigate and perform a cultural or historical Kids investigate videos from New Zealand, African, Asian, Hindu,
power to influence Portuguese, Flamenco, Tango, Hula and learner a dance from each
dance form with an understanding of the function of region and reflection on the differences and the function of each
thinking and the dance form as artistic, ritual or social dance.
behavior. Learners are exposed to patterns in dance and movement
Learners perform increasingly more difficult sequences Learners change dances by putting in different dance steps in the
with control same count (reference Dances From Many Cultures DVD, song: The
Seven Jumps)
We make
connections Students are exposed to the various concepts through movements, by
watching dancers use the elements of dance to convey an idea
between our Learners create movement to show contrast in designs Students explore space and direction through improvised movements.
artwork and that such as symmetry/asymmetry and Students create movement sequences using the following directions;
sideways and around, forward and under, backwards and over, and in
of others to
between. Use these locomotor movements; drag, roll, sweep, climb,
quiver, march, prance, slither, crawl, stomp, flitter. Vary levels.
extend our
thinking. Learners are encouraged to create the alphabet using their bodies;
Learners develop physical flexibility and strength initially exposing previous knowledge them recreating from pictures
(three different examples)
We can explore
Learners experience varying dance partners when performing different
our personal Learners experience varying groupings when
acts from the Nutcracker.
performing dance, including ensemble performance Leaners are exposed to skills in dancing in pairs
interests, beliefs
and values Learners use cultural dances to commemorate important events such
Learners express their unique values, beliefs and
through arts. (Reference; Zuni Harvest Dances; Dances From Many Cultures DVD)
interests through a dance form Comparison between African and Native American celebrations

Dance the same pattern as Punchinella using different types of music.

Learners interpret and replicate a variety of dance styles Ex.: rock, jazz, country, classical, international, etc.
and genres Learners watch videos of dances (classical ballet, tap dancing, hip hop)
and replicate according to their abilities.
PHASE 4 (Grade 5)

Students create a dance that tells a story and they explore ideas
Learners improvise to create various movements for about the characters.
We act on the specific purposes Create a dance to commemorate important events in different
responses to our
artwork to inform Learners choreograph movement to music, words and
Use stories and sounds that inspires movement.
and challenge our sound
development. Learners choreograph performance to express and Watch a dance and discuss what feelings the dancer is conveying.
Which movements help convey that feeling?
communicate an idea, feeling, experience, relationship Learners discuss movements in terms of the elements of dance and
or narrative then create a dance.
We explore a
range of
Research dance traditions in diverse cultures. Learn about traditional
possibilities and Learners create and perform in a variety of dance
dances, ceremonial, ritual and social dances.
genres and cultural dance types Learners dance ceremonial and culture dances in groups.
perspectives to
communicate in
Dance choreograph includes lots of movements and a variety of
broader ways Learners show physical confidence in the use of their
through our bodies Learners dance on stage for their peers both solo and in groups.

creative work.

Learners perform for each other and reflect on each others

Learners work to develop each others ideas during
Arts provide performances (2 stars & 1 wish).
the creative process Learners reflect on previous experiences and give feedback.
opportunities to
explore our
creative potential
and engage in a Learners analyze and integrate the reflections of Reflection of the performance where the learners discuss the dance
and reflect on the message.
personal artistic others into the creative process when evaluating and Learners reflect on previous experiences so as to improve their
improving performance.