TIME: 4
Class Periods (45 minutes per period)
MATERIALS:
Computer/TV Connection; Encyclopedias INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher introduces the activity and project expectations with a PowerPoint
presentation (attached).
ACTIVITY:
Day 1
“
Why do people dance?” Discuss reasons why people dance: social,
formal, ritual/cultural/folk dancing, or for personal expression.
Set up stations to research different types of dance (e.g., jig, tap,
clogging, ballet, hip-hop, jazz).
Research the country of origin and when the type of dance become part
of America’s culture
For your assigned type of dance, provide:
llustration/Picture
World map with country highlighted
Reason for dancing
Day 2
Groups of students (4 people worked well) are to create a dance to
explain why people dance. The dance is to be 1-2 minutes long. Students
are allowed
to bring props and/or wear costumes that reflect their dance. They
prepare an introduction that tells why they are dancing (recreation,
ritual,
artistic).
Day 3
Groups are given the period to practice their dance. (We used hallway
and outside area, in addition to the classroom.)
Day 4
Each group introduces their dance, and then performs for the class. The
teacher video tapes the dance to show to class later.
EVALUATION/ASSESSMENT:
The students are assessed throughout the lesson on their knowledge of
the dance vocabulary (space, time, force) and different dance styles.
During the performance, the students are assessed on the application
of their knowledge of the three dance elements, and the connection of
their dance to the culture of origin. They were also assessed on their
trading card research.
ART CONTENT/CONCEPTS:
This lesson presents (1) the elements of dance: space, time and force;
and (2) dance as a form of cultural expression.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana Social Studies GLEs – Grade 4:
62 The learner will identify and explain cultural elements that have
contributed to our national heritage (H-1C-E4)
63 The learner will identify how dance, music, and arts of various cultures
around the world reflect the history, daily life, and beliefs of the
people (H-1D-E1)
Louisiana Arts Content Standards/Benchmarks - Dance:
D-AP-E4 Recognize that there are many possibilities and choices available
in the process of creating a dance.
D-AP-E1 Recognize the elements of dance and apply basic dance vocabulary
D-CE-E2 Explore and demonstrate basic movements and the elements of
dance(space, time, and energy)
TEACHER'S REFLECTION:
I thought that overall the dance lesson was very successful in achieving
the goal set forth at the beginning of the lesson. I had wanted the students
to have basic knowledge of dance vocabulary that I had presented. When
students were asked to explain an element of dance, they were able to
do this verbally and with demonstrations. Students were able to demonstrate
each of the elements mentioned. Among the knowledge goals, we had also
set skill and attitude goals for the students. Many of the skill goals
were demonstrated during the lessons and are goals that the students
will be working on for the entire year. We did not have trouble with
these areas and felt that the students achieved these goals as well.
A second thing that I thought was really successful was the way in which
the students really enjoyed the dancing. They thought of different dances
and how that fit into different cultures. They also enjoyed seeing their
dance after.
I think that my biggest problem was not having more time to teach this
lesson because of LA’s stand on teaching the GLEs in a certain
time frame. I think I might do a better job next year because hopefully
the gym at our school will be open again and the students will have more
room to rehearse and perform. There were many other areas in which I
think that there could have been improvement and that opportunities may
have been missed, but these were the two biggest for me, personally.
GALLERY
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