Last Updated on Thursday, June 28, 2007 at 5:00 AM
Hardin County Schools shared their Preschool dance curriculum map and the description below.
Hardin County Schools
Preschool Dance
Why did your school/district decide to develop curriculum maps?
To identify when and how often standards are taught with the goal of teaching standards through a spiral approach.
To ensure that instructional gaps are identified and addressed.
To facilitate vertical and horizontal communication in order to create continuity and continuous progress.
How did your school/district begin?
With preschool, we started with our standards based Units of Study, developed by our preschool teachers, and organized the identified standards into the months taught. These were then placed on curriculum maps by content area.
What were the stages in the process?
In the Hardin County School District, our preschool teachers have developed Units of Study that embed all of our district standards (Exit Expectations) into the daily routine and lessons taught. All Units of Study have an Overview Outline, Unit Extension Map, Small Group Map and Specific Lesson Plans. The Overview Outline lists the month the unit is to be taught and all content standards to be addressed in each unit. The Overview Outline was used to complete the following mapping process:
1. The month that each content standard is addressed was listed beside each standard on our Exit Expectations (standards) document.
2. Standards that were not addressed at all or were addressed less than 3 times were highlighted.
3. Highlighted standards were inserted into appropriate units to ensure standards were addressed multiple times throughout the year.
4. Standards that are embedded continuously and naturally through the daily routine were identified with (E) (embedded).
Where is your school/district in the development of curriculum maps?
Various schools in our district are in different stages of development regarding curriculum mapping. Preschool has completed curriculum maps for every content area.
What are your next steps in the development of curriculum maps or after completion of maps?
The curriculum maps are based on the Units of Study and actually show the standards that are proposed through the instruction of that unit. Our teachers will use these maps as a self-checking system. They will check or highlight the standards within each month as they are addressed. As they proceed through the year, they will be creating a "diary map" of what was actually taught in their classroom.
If you have questions or comments about this map or process, please contact Nannette Johnston at Hardin County Schools.
Hardin County Schools Preschool Dance
|
Month |
Content |
Exit Expectations |
Assessment |
|
August
Me and My Senses |
Dance Elements, Movement, and Form |
D.A.2.a Explore locomotor skills moving in general space or "shared" space around the room. (E)
D.A.2.c Explore nonlocomotor skills moving in place (personal/self-space). (E) |
Teacher observation |
|
September
My School
My Friends and My Family |
Dance Elements, Movement, and Form |
D.A.1.a Explore moving to a steady beat at various speeds.
D.A.2.c Explore nonlocomotor skills moving in place (personal/self-space). |
Teacher observation
Skill Checklist |
|
October
Fire Safety
Fall |
Dance Elements, Movement, and Form |
D.A.1.e Explore ways of moving (galloping, skipping, hopping, walking) around a space in a variety of directions without bumping into others. (E)
D.A.2.a Explore locomotor skills moving in general space or "shared" space around the room. (E) |
Teacher observation |
|
November
Foods
Native Americans |
Dance Elements, Movement, and Form |
D.A.1 Students will experience various ways of moving with attention given to the elements of dance.
D.A.2.a Explore locomotor skills moving in general or "shared" space around the room. (E)
D.B.1 Students will experience dances of diverse cultures, purposes, and styles.
D.B.1.a Explore simple circle games or dances and the movements they require (Old Brass Wagon, Native American Circle Dances). |
Teacher observation |
|
December
Celebrations Around the World |
Dance Elements, Movement, and Form
Historical and Cultural Context |
D.A.1.c. Explore moving in various pathways (straight, curved, zig, zag) (E)
D.B.1.a Explore simple circle games or dances and the movements they require |
Teacher observation |
|
January
Winter Wonderland |
Dance Elements, Movement, and Form |
D.A.1.a Explore moving to a steady beat at various speeds.
D.A.1.b. Explore the use of energy/force (heavy, light) while moving (jumping, hopping, walking, stomping, marching). (E)
D.A.1.c. Explore moving in various pathways (straight, zig, zag)
D.A.2.b March to a steady beat |
Teacher observation
Skill Checklists
Teacher observation
Skill Checklist |
|
February
Famous African Americans
Famous Americans (Presidents)
Mail Carrier
Taking Care of Me |
Dance Elements, Movement, and Form
Historical and Cultural Context |
D.A.1 Students will experience various ways of moving with attention given to the elements of dance (space, time, force).
D.A.1.a Explore moving to a steady beat at various speeds.
D.A.1.b. Explore the use of energy/force (heavy, light) while moving (jumping, hopping, walking, stomping, marching). (E)
D.A.1.c. Explore moving in various pathways (straight, zig, zag, curved)
D.A.1.e Explore ways of moving (galloping, skipping, hopping, walking) around a space in a variety of directions without bumping into others. (E)
D.A.2 Students will explore locomotor (walk, run, hop…) and nonlocomotor (bend, stretch…) movements.
D.B.1 Students will experience dances of diverse cultures, purposes, and styles. |
Teacher observation
Teacher observation |
|
March
Things in the Sky
Things that Grow |
Dance Elements, Movement, and Form |
D.A.1 Students will experience various ways of moving with attention given to the elements of dance (space, time, force). |
Teacher observation |
|
April
Animals
Kentucky Derby |
Dance Elements, Movement, and Form
Historical and Cultural Context |
D.A.1.b. Explore the use of energy/force (heavy, light) while moving (jumping, hopping, walking, stomping, marching). (E)
D.A.1.d Explore ways of moving (galloping, skipping, hopping, walking) within general or "shared" space, finding your place, forming circles and lines. (E)
D.A.2.b March to a steady beat
D.B.1.a Explore simple circle games or dances and the movements they require |
Teacher observation
Skill Checklist
Teacher observation |
|
May
Insects
Summer Fun |
Dance Elements, Movement, and Form |
D.A.1.d Explore ways of moving (galloping, skipping, hopping, walking) within general or "shared" space, finding your place, forming circles and lines. (E)
D.A.2.c Explore nonlocomotor skills moving in place (self-space). (E) |
Teacher observation |
Nannette Johnston, Hardin County Schools 2004
Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.
