OBJECTIVES:
The student should be able to:
• Understand the origins and characteristics of American Indian cultures. (Knowledge)
• Create a dance to communicate ideas and feelings of historic Native American cultures in cooperative learning groups. (Synthesis)
• GLE 15: Identify and compare historic Indian groups of the West, Southwest, Northwest, Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration (H-1B-M1)
• Recognize and explore dance as a way to create and communicate ideas and feeling (D-CE-E3)
• Execute/perform informal dance compositions in groups (D-CE-E5)
• Recognize and discuss the role of dance in cultural/historical contexts, including celebration, ceremonies, and special occasions (D-HR-E1)
TIME: ? minutes
MATERIALS
A drum is mandatory.
All other props such as rainsticks, headdresses, loincloths, rattles, bows & arrow, and spears are optional, but add to the student’s performances and enjoyment (all items can be made in advance by the students as an art project). Dance note cards with detailed instructions were also used (see resource list). A computer with TV will be used to view a Native American dance and PPT lesson presentation.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
How does your family celebrate? Native American tribes were different in many ways, but all cultures celebrated by performing dances. To the Native Americans, dance was not only a way to have fun but it was also spiritual. Native American dance was used to communicate—to express joy, grief or to become closer with nature. Today, you will create your own interpretation of Native American dance to communicate a message.
ACTIVITY:
Teaching Model: The teacher will explain that although Native Americans had cultural differences, each tribe used dance as a form of expression. Sometimes it was used as a form of prayer, used to express joy or grief, and also to become closer with nature. Dance can also have healing powers. Native American dance was a form of communication in all tribes. Teacher will show a short video of a Native Americans performing a traditional dance. The teacher will identify elements of dance and expression. The teacher will explain and discuss the fact that Native American dances were religious or ceremonial and movements were based on what they wanted to express. Teacher will present dance movements using explanation of steps (see resource section and print out detailed dance movements). To help students with locomotor movements, the teacher will demonstrate the movements (I cut each section and placed it on a note card for reference use by students). T will explain that Native American dance is always centered around the drum. It beats in time with the “heart of Mother Earth” and provides a base for the song. Footwork is in time with the drum beat.
Guided Practice: Students will view a Native American traditional dance using the computer and T.V. The teacher and students will discuss the cultural and dance elements seen in the dance video. Each group will practice the dance steps with the teacher. Students will be put into cooperative learning groups. Students from each group will choose a dance to perform (see attached list)and one note card with an illustrated and detailed dance step which they must use (all other movements will be created by the group). Students will brainstorm to come up with ideas for their group dance. The teacher will monitor each group and check for correctness, review the activity, and give suggestions as needed. The groups will be allowed to use any prop they think they will need to enhance the performance of their dance.
Independent Practice: The students will choreograph their own movement sequences that will communicate their idea from the list. They will be given time to practice, and perform their dance with the props they have chosen in front of the class using the drum beat. Much of the dance is left to the imagination and skill of the group of dancers. All students (including the groups that presented), and the teacher, evaluate the presentation according to the Dance Activity Rubric.
Closure: The teacher will ask the other students in the class to review the dances of their classmates and ask what each group was trying to communicate. They will then perform a dance in a double circle to thank the “Great Spirit” as Native Americans believe that everything in life is connected
EVALUATION/ASSESSMENT:
Formative: A rubric will be used to assess performance based activity
Summative: Teacher observation and participation
ART CONTENT/CONCEPTS:
Students develop an understanding of Native American culture and how each tribe used dance as a way to celebrate and communicate ideas and feelings.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
see Objectives
Compare and contrast Africans, Europeans, and Native Americans converging in the Western Hemisphere after 1492 (H-1B-M1)
MODIFICATIONS | ACCOMODATIONS:
There are no students in this class with special needs requiring modifications. Preferred seating, repeated directions and reteaching will be used as necessary. Cooperative learning groups will be used along with note cards with detailed dance instructions.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
During the lesson, I noticed a difference in my students’ usual behavior. They seemed less sure of themselves and were acting strangely. They told me later that it was because they were being filmed, and they just “felt funny being in front of the camera”. Overall, they performed well and enjoyed participating in the dance. I feel that they could have used more time to practice their dance. I limited the cooperative groups’ independent practice time because this particular group of children tend to get quite loud and disorderly if there is any down time, but I feel that I could have allowed more practice time. I was very pleased that each group chose their props wisely and accomplished the task that they were given without arguing, for at this age cooperative learning groups with movement can get out of hand. This was quite a fun lesson. The students realized that all cultures communicate through their dance, and although there are tribal differences, dance is the common element.
I can’t stress enough how important it is to check all technology before each lesson. I only checked the first slide of my Powerpoint presentation (which was fine) and when I clicked to the second slide during the lesson, it was not compatible with my computer at school. I became slightly panicked because of the observation, but overall I things went very well. I would definitely use this lesson again in the future.
REFERENCES:
Kids Discover, “Plains Indians”p. 4-5 , Kids Discover, September 2004
http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-celebrations/powwow
www.gatheringofnations.com/powwow_videos/index.htm (2007 Video 4-5)
http://www.inquiry.net/outdoor/native/dance/fundamental_steps.htm
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