4-6 YEAR OLD ACRO SYLLABUS

Transcription

1 4-6 YEAR OLD ACRO SYLLABUS Terms and movements to be learned and performed satisfactorily before going into Level 1 classes. ACRO VOCABULARY WORDS Basic stretching Forward roll or somersault Pike stretch Backwards roll Straddle stretch Start learning splits Butterfly stretch Donkey kicks Table top Cartwheel basics Bridge or backbend Handstand basics Rock n/ roll Headstands Fish Beginning Elbow stands Bear walks Handstand hold for 15 seconds Crab walks Chin stands Frog jumps One handed cartwheels Log rolls Beginning Round-offs Straddle forward roll /Dress Code Compliance Bridge from standing w/ assistance Follows directions Handstand on wall Superman hold Walk down wall for bridge ALL 3-6 YEAR OLD CLASS OBJECTIVES: Be able to identify body parts and range of motion. Demonstrate the element of space in dance through exploration: personal/general. Be able to move in self and general space and freeze in shapes. Be able to identify low, medium, and high level movements. Be able to make different shapes with their body. Identify choreographic themes such as direction and pathways. Demonstrate the element of time in dance through exploration: tempo & rhythm Demonstrate the element of energy/dynamics in dance through exploration: smooth and sharp Demonstrate the difference between spontaneous and planned movement. Be able to identify locomotor and nonlocomotory movements. Demonstrate patterns in dance. Demonstrate that dance has a beginning, middle, and end. Move alone and with others. Express ideas, feelings, and stories through dance movement. Identify similarities and differences between dance and other forms of human movement. Be able to name ballet and tap dance vocabulary terms. Be able to recall choreography during performances.

2 ACRO 1 SYLLABUS Terms and movements to be learned and performed satisfactorily before going into Acro 2. ACRO 1 VOCABULARY WORDS IN CENTER Basic Stretching Positions Somersault and stand w/o using hands Bridge or Back Bend w/o teacher assistance Backwards roll by self Able to lift one foot off the ground in bridge Handstand walks w/ teacher assistance Fish with feet almost touching head Cartwheel Chin stand basics Round off Headstand hold Front walkover w/ assistance Elbow stand and come down Back walkover w/ assistance Bridge from keeling One-handed cartwheel Working splits Backwalkover to handstand hold 30 second handstand hold with partner Back handspring basics Bridge and walk down wall by self Tinsica drills Handstand hold on wall Chasse en tournant into cartwheel Handstand in center Handstand with single or double stag Follows directions/work ethic Bad leg handstands Tuck and shoot up to handstand Straddle press from standing up to handstand Basic partner work Complies with dress code

3 ACRO 2 SYLLABUS Terms and movements to be learned and performed satisfactorily before going into Acro 3. ACRO 2 VOCABULARY WORDS IN CENTER Basic Stretching Positions Front walkover Bridge or Back Bend w/ straight legs Backwalkover Able to lift one foot & arm in bridge Handstand walks w/ minimal assistance Fish with feet touching head Cartwheels on both legs Chin stand hold or chest roll Round off Headstand hold Switch leg front walkover Elbow stand and hold Switch leg back walkover Bridge from keeling One-handed cartwheel all sides Flat splits on all legs Backwalkover to handstand hold & worm down 1 minute handstand hold with partner Back handspring step out Bridge from standing Tinsica Handstand hold in center Chasse en tournant into dive cartwheel Handstand with two bent legs to touch head Working aerials Handstand with single or double stag Straddle press to handstand, front walkover out Follows directions/work ethic Partner work Press handstand from floor w/ assistance Handstand pirouettes straight or straddle Working scorpion Complies with dress code ALL LEVEL 1 & 2 CLASS OBJECTIVES: Demonstrate increasing kinesthetic awareness. Utilize and elaborate on the element of space in dance. Demonstrate and develop the following partner skills: copying, leading and following, mirroring. Utilize and elaborate on the element of time in dance. Utilize and elaborate on the element of energy/dynamics in dance such as smooth, sharp, swinging, shaking, bound. Observe and describe the inter-relatedness of dance elements. To create and memorize movement phrases within a specified structure. Compare and contrast the differences between spontaneous and planned movement. Alternate dancing with locomotor and nonlocomotor movements in self and general space. Define and demonstrate appropriate behaviors while watching, creating, or performing dance. Learn a dance phrase and accurately repeat it. Create movements to express ideas, feelings, or stories. Discuss interpretations of and reactions to a dance. Respectfully critique others work. Demonstrate safe and respectful practices during movement activities. Identify personal goals to improve oneself as a dancer.

4 ACRO 3 SYLLABUS Terms and movements to be learned and performed satisfactorily before going into Acro 3. ACRO 3 VOCABULARY WORDS IN CENTER 1 minute handstand hold alone One handed front walkover Press handstand from floor One handed backwalkover Scorpion Handstand walks in various leg positions Elbow stand scorpion Side aerial from standing Handstand pirouettes straight or straddle Cartwheel, backhandspring step out Partner work Rolling tinsicas Chasse en tournant into side aerial Follows directions/work ethic Working front aerials Working one handed backhandsprings Front handspring step out Working back tucks Complies with dress code Gaynors into tricks ALL LEVEL 3 & 4 CLASS OBJECTIVES: Apply and utilize kinesthetic awareness in development of movement skills and dance techniques. Combine the elements of space, time, and energy/dynamics to create dance sequences with a variety of themes and concepts. Observe and describe the dance elements in various dance movement studies using appropriate movement/dance vocabulary. Ale dance to music with a variety of tempos and rhythms. Understand the difference and importance of positive and negative space. Demonstrate the ability to work alone and cooperatively in a small group during the choreographic process. Use improvisation to create dance sequences. Improvise, create, and perform dances based on own ideas and concepts from other sources. Identify and explore various compositional structures and/or forms of dance. Create and perform movement sequences that convey meaning. Define and explain the role of an audience and performer in dance. Identify and examine factors which can affect the interpretation of a dance. Learn a dance phrase and accurately repeat it. Create movements to express ideas, feelings, or stories. Discuss interpretations of and reactions to a dance. Respectfully critique others work. Demonstrate safe and respectful practices during movement activities. Identify personal goals to improve oneself as a dancer.

5 Acro 1 Progress Report Student Name: Date: This report will update you on your child s progress in Term 1 and 2 and inform you as to what skills are required to move up. Once M or S is reached in each skill, a child will be considered to move to the next level. Skills marked N/A have not been worked on yet this year. KEY M = Mastered S = Satisfactory A= Approaching I = Needs Improvement IN CENTER SCORE NOTES, IF ANY Basic Stretching Bridge w/ assistance Bridge and lift one foot Fish w/ feet touching head Chin stand basics Headstand hold Elbow stand & come down Bridge touch from kneeling Working Splits 30 sec handstand hold Bridge down wall Handstand hold on wall Handstand in center Handstand w/ stag(s) Bad leg handstand Tuck to handstand Standing straddle press Somersault w/o hands Backwards roll Handstand walks w/ assist Cartwheel Roundoff Front walkover w/ assist. Back walkover w/ assist. One handed cartwheel Backwalker to handstand SAMPLE

6 Back handspring basics Tinsica drills Chasse en tournant to carthweel BEHAVIOR Gets along with others Follows directions Dress code compliance Work Ethic Notes: SAMPLE Teacher Name & Please feel free to me regarding this report, for tips on how to help your child practice their skills, or with any other questions or concerns.