OBJECTIVES:
The learner will:
- identify character traits and actions through movement.
- use kinesthetic
awareness, proper space and the ability to move safely
- explore and
demonstrate basic movements and elements of dance (space, time, and
energy)
- recognize and explore dance as a way to create and communicate
ideas and feelings
- execute improvised and set movement patterns
with concentration and focus individually and in groups
- identify relationships
among dance, other arts, and disciplines outside the arts
- identify
and discuss how dance affects thoughts and feelingsrecognize that
there are many possibilities and
- choices available in the process of
creating a dancedevelop a basic understanding of the processes of
- creating, performing, and observing danceobserve and identify the
basic movements in dance
- identify the main theme or story idea presented in
a dance
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will read Alexander and the Terrible,
Horrible, No Good, Very Bad Day to the students. The teacher will ask
the students to describe the character in the story.
Please note that the teacher may use any story in their reading series
or short comprehension stories that deal with character traits or character
analysis to complete this lesson.
ACTIVITY:
Using Alexander from the above story, the teacher explains character traits
to the students, noting that we can identify a character’s traits
through what she/she wears, does, and says. The teacher models picking
character traits from several short stories. The teacher then models
using movement to act out a character’s traits and actions. The
teacher explains that the movements people make and do can also tell
about how they act and feel. The teacher models acting a range of emotions:
happy, lonely, frustrated, disappointed, and so on. The teacher may also
write a short paragraph explaining the character.
Guided Practice-The students read a short story in a small group,
then write a short paragraph describing the main character’s traits.
Each group then develops a short skit using movement to show how the
character acts and feels. The
groups present the skits to the class and have the class guess the character
traits of the character in the story.
Independent Practice-The students read a short story and identify
character traits and actions. The students will come up with movements
to describe
the character’s
traits and actions. The stories should come from reading text or from short
comprehension pieces that deal with character analysis or traits.
Review-Students present their movements and review how to
find character traits and actions from stories.
EVALUATION/ASSESSMENT:
Student
work is assessed through informal observation during the guided and
independent practices. The teacher documents that students are accurately
describing character traits as well as creating movements that depict
those traits.
ART
CONCEPTS:
The students use movement to help describe character traits and actions. Through
movement the students will better understand that character traits represent
how characters feel and act. Types of movement in this lesson include: call and
response, action, canon, and elevation. GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Fourth Grade Language Arts GLEs:
Demonstrate understanding of information in grade-appropriate texts using
a variety of strategies, such as:
explaining how the setting impacts other story elements, including the
characters’ traits and actions;
Using specific evidence froma story to describe a character’s traits,
actions, relationships, and/or motivations;
Confirming or denying a prediction about information in a text;
Comparing and contrasting story elements or information within and across
texts.
Louisiana Arts Content Standards & Benchmarks:
D-CE-E1: Use kinesthetic awareness, proper space and the ability to move
safely.
D-CE-E2: Explore and demonstrate basic movements and elements of dance
(space, time, and energy).
D-CE-E3: Recognize and explore dance as a way to create and communicate
ideas and feelings.
D-CE-E5: Execute improvised and set movement patterns with concentration
and focus individually and in groups.
D-CE-E6: Identify relationships among dance, other arts, and disciplines
outside the arts.
D-AP-E3: Identify and discuss how dance affects thoughts and feelings.
D-AP-E4: Recognize that there are many possibilities and choices available
in the process of creating a dance.
D-AP-E5: Develop a basic understanding of the processes of creating,
performing, and observing dance.
D-CA-E1: Observe and identify the basic movements in dance.
D-CA-E4: Identify the main theme or story idea presented in a dance.
TEACHER'S REFLECTION:
This lesson really encouraged the students to think about traits that
characters portray. The students had to think critically to come up with
movements that would help others to see the traits through the movements.
If I were to do this lesson again, I would probably do some movement
lessons beforehand. The students came up with some good ideas; however,
some groups could have been a little more creative.
GALLERY
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