OBJECTIVES:
The learner will
- identify cultural elements (e.g. crafts, customs, music, dance, folklore)
of the community (H-1C-E4)
- recognize & explore dance as a way to create and communicate
ideas and feelings (D-CE-E3).
- execute/perform informal dance compositions in groups (D-CE-E5).
- understand and express relationships among dance, other arts, and
disciplines outside the arts (D-CE-E6).
- recognize and discuss the role of dance in cultural/historical contexts,
including celebration, ceremonies, and special occasions (D-HR-E1).
- demonstrate awareness of where and how music is used in daily life
and within the community (M-AP-E3).
- recognize characteristics of music that make a musical selection
appropriate for a particular purpose (M-CA-E3).
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will (TTW) play modern music (Kids Pop) and Cajun music for the students. She will state that they will be learning about their local heritage/customs, including Cajun dance and music.
ACTIVITY:
- Lesson Presentation TTW explain the differences in modern music and Cajun music. TTW then model two stepping, a form of Cajun dance, while playing various kinds of Cajun music. TTW lead the students in a discussion about how Cajun dance and music, as examples of local culture, affect who they are. They will also discuss the differences between Cajun music/dance and today's music and dance.
- Guided Practice : The students will (TSW) join in to learn how to two-step to Cajun music. Students will be divided into groups of six. The teacher will guide them through the steps, then assist them as needed until the students are comfortable with the dance.
- Independent Practice : Each group will perform the two-step, while the teacher plays a selection of Cajun music chosen by the group.
- Review : The teacher will review the customs of our heritage and culture, and the students will share their experiences with Cajun dance and music.
- On Going Activities : As a culmination to the unit, local musicians and dancers will be invited to visit our class and share various types of local music/dance with the students. The students will be able to identify the music and dance from what they have learned.
EVALUATION/ASSESSMENT:
- Informal : Teacher will observe students.
- Formal : The students will identify various types of music and dance from examples; the students will perform their own version of the two-step (authentic assessment).
ART CONTENT/CONCEPTS:
This
lesson focuses on dance as communication and a vital part of local
culture. Students learn to execute informal dance in groups,
and explore the relationships between dance and other art forms (e.g.,
music).
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS, AND STANDARDS/BENCHMARKS:
Louisiana Comprehensive Curriculum
Social Studies, Unit 6: The World and Local Cultures and Customs.
Louisiana 2nd Grade Social Studies GLEs:
51 Identify cultural elements (e.g. crafts, customs, music, dance, folklore)
of the community (H-1C-E4)
Louisiana Arts Content Standards Benchmarks:
Dance
D-CE-E3 recognize & explore dance as a way to create and communicate
ideas and feelings
D-CE-E5 execute/perform informal dance compositions in groups
D-CE-E6 understand and express relationships among dance, other arts,
and disciplines outside the arts
D-HR-E1 recognize and discuss the role of dance in cultural/historical
contests, including celebration, ceremonies, and special occasions
Music
M-AP-E3 demonstrate awareness of where and how music is used in daily
life and within the community (1,4,5).
M-CA-E3 recognize characteristics of music that make a musical selection
appropriate for a particular purpose (4).
MODIFICATIONS/ACCOMODATIONS:
Balance composition of small groups during dance activity based on composition/characteristics of each particular class. VARIATIONS/ENHANCEMENTS:
To add flavor to the lesson, children could add rhythm by tapping, stomping,
or clapping to the beat. Students could also create banjos and wash boards
to play along with the music. Costumes could also be worn to add a touch
of culture. The girls could swing and sway their skirts, while two stepping.
The students could dance in a circle or pair up to dance the two-step, along
with the music. There is no need for anyone to be left out, for Cajuns are “One
Big Happy Family.”
TEACHER'S REFLECTION:
The lesson on Cajun dance went exceptionally well. The students and I had been
practicing the Cajun Waltz for several days in class. I had tried contacting
some local dancers and had not been successful. What I learned was to always
talk to your students first. On Monday, I gave my students an assignment
to go home and ask their parents about our culture, heritage and dance. I
was surprised by the response I had on Tuesday and by Wednesday, we had two
great-grandparents at school and ready to teach. It was amazing. The students
had a blast. It was a wonderful experience for me and a life long memory
for the students. The grandparents invited the students to dance with them
at any local fairs/festivals they attend. The students were engaged and,
before long, even those who refused to dance at first joined in. The grandpa
played the guitar and the couple brought a variety of Cajun music for the
students to listen to. I can’t wait to do it again.
GALLERY
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