TIME: Four
sequential 45 minute class periods
MATERIALS:
- flash lights
- styrofoam balls
- dowels
- CD player
- CD soundtrack
from movie Star Wars
- crepe paper
- construction paper
- ribbons
- yarn
- glitter
- scissors
- glue
- yard sticks
- rulers.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The students will have three days to research and write a report on an assigned animal. Instruction in art elements will be provided when these reports are complete. ACTIVITY:
Day One:
Task Focus: What does the moon look like?
Lesson Presentation: Teacher introduces the moon as earth’s closest
neighbor and its satellite.
Guided Practice: Students and teacher view powerpoint presentation that
describes the moon’s phases. (Attached)
Independent Practice: Students work in groups to describe and sequence
moon phases using flash lights, dowels and Styrofoam balls. (Activity
found at: http://www.solarviews.com/eng/edu/moonphas.htm
Review: What phases of the moon do you notice more often in the night
sky?
Evaluation: Teacher observation of independent practice.
Day Two:
Task Focus: What causes the phases of the moon?
Lesson Presentation: Teacher introduces how different movements can
be used to interpret an idea or feeling, and explains space, time
and
energy as used in dance movements.
Guided Practice: Students and teacher discuss ways of interpreting
movements through modern dance.
Independent Practice: Students work in groups of 8 to interpret
the sequence of the moon phases using modern dance. Students
may choose
background
music from Star Wars CD or other appropriate music.
Review: What are some props that can be used to help your movement?
Evaluation: Teacher observation of independent practice.
Day Three:
Task Focus: What are props?
Lesson Presentation: Teacher discusses props and how they can enhance
a performance
.
Guided Practice: Students and teacher purpose of props and materials
available to create them.
Independent Practice: Students work in groups to create props.
Review: How will the props created by your group help your performance?
Evaluation: Teacher observation of independent practice.
Day Four:
Task Focus: What did you find out about yourself when preparing
for this performance?
Lesson Presentation: Teacher and students discuss ways props
may be used to enhance performance. Students are reminded
how to respect their peers
during performance.
Guided Practice: Students work in groups to practice performance.
Teacher provides assistance to groups as needed.
Independent Practice: Students perform their dance interpretation
of the phases of the moon.
Review: How has this experience helped you to remember the
phases of the moon?
Evaluation: Teacher observation of student performance.
ART CONTENT/CONCEPTS:
Use of space, time and energy in dance.
TEACHER'S
REFLECTION:
I found this experience to be very interesting. The students
that struggled with traditional assignments seemed to be the most involved
in these
lessons. The freedom that the students were given to create their own
movement to express how the moon’s phases appear during a lunar
month gave them a new found appreciation of the topic. I found that they
learned the phases much better this way, compared to other methods I’ve
used in the past. Some of the down falls of this activity had to be the
unexpected. For example, student absences on the day of the performance
required groups to rework their plans at the last minute. Overall it
was a great experience for the students and for me. It allowed us to
explore ways to introduce dance movement into a lesson that made it more
meaningful and memorable. GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GALLERY
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