OBJECTIVES:
The student should be able to:
French:
• Discuss topics from other school subjects in the target language (CN-1-E1 / 1,4)
• Combine information from other school subjects with information available in the second language in order to complete activities in the second language classroom.
Dance :
• Explore and demonstrate basic movements and the elements of dance (space, time and energy) (D-CE-E2 / 1,2)
• Explore the process of making a dance; improvise to create and communicate ideas and feelings (D-CE-E4 / 1,2).
• Recognize and explore dance as a way to create and communicate ideas and feelings (D-CE-E3 / 1,4).
• Observe and identify the basic movements in dance (D-CA-E1 / 3,4).
Life Science :
• Compare plants structures (e.g., roots, leaves, stems, flowers, seeds) and their functions (LS-E-A3, GLE 36)
Theater :
• Recognize universal characters (TH-HP-E4).
• Interact in group situations and show differentiation of roles through experimentation and role playing (TH-CE-E2 / 1,2,5).
TIME: 35-45 minutes
MATERIALS
Classroom Standards
Flash cards
Posters
Markers
Projector and computer
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Teacher will enter the class room and will perform the following sequence (Low level – push/level and energy changing - twist – jump – energy change – low level) 5 posters representing the life cycle of a plant previously prepared by students.
ACTIVITY:
Teach / Model: The teacher will ask 5 students to put the posters in the correct sequence order. Afterward, teacher will review what the posters represent with students (in French). She will also review, with the class, the plant structures and their functions using questions and answers. (Responding to Phenomena, Guided Response ).
Teacher will help students to compare her previous “performance” and the life cycle of the flowering plant. Then, teacher and students will perform that sequence together and will identify the kind of movements and the different levels it is made of. She will help the students to identify (while doing it) push- twist – jump, the different levels and also the beginning and ending: high, medium and low. (Application). She will then talk about a dance sequence with a beginning and an end. (French/English).
Teacher will project one or two short dance sequences. ( See reflection for dance clip website)
Guided Practice: Teacher and students will identify some elements of the dance sequence shown using dance vocabulary. (Responding to Phenomena, Guided Response, Comprehension).
Teacher will announce the IP which is create a dance sequence to show the life cycle of a flowering plant. She will give instructions about the movement elements to include which will be at least four of the following: push, pull, twist, jump, walk, skip plus different levels and energy, beginning, middle and end.
Independent Practice: Teacher will break the class in groups of 3 or 4. The group will be assigned a spot and 5 to 7 mns to create a simple dance sequence with a beginning, a middle and an end to represent the life cycle of a flowering plant (Application). Students will be asked to put on either a comedy or a tragedy mask previously made and to use some available props (optional). Each group can be asked to beginning his sequence at a different phase of a life cycle of a flowering plant. The written instructions can also be distributed to each group.
After the time assigned, each group will share his dance sequence with the class. The teacher will designate some students from the spectators to identify some elements of each sequence and to relate it to a phase of the life cycle of a flowering plant. (Knowledge, Evaluation). Some of the performers will be asked to tell the reason why they wear such or such masks. (Knowledge, Evaluation).
Closure:Students will be back to their seats and the teacher will greet them and comment their performance. General applause.
EVALUATION/ASSESSMENT:
Formative: (Application) Guided practice and independent practice. Students identify, recognize and explore dance elements and vocabulary. Students identify the sequence of the life cycle of a flowering plant and compare plants structures and their functions. Students apply the movement elements and choreographic principle, process and structures to create a dance sequence so they understand the process.
Summative: During independent practice, students analyze dance sequences to recognize and identify their elements and relate them to the life cycle of a flowering plant. (Knowledge, Evaluation).
ART CONTENT/CONCEPTS:
Life Science, Dance
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
CM-1-B1 Demonstrating comprehension of simple oral instructions through appropriate physical response.
CM-2-B1 Following simple directions for participating in age-appropriate classroom activities.
(D-CE-E1) Use kinesthetic awareness, proper use of space and the ability to move safely.
(D-AP-E1 / 1,4) Recognize the elements of dance and apply basic dance vocabulary
MODIFICATIONS | ACCOMODATIONS:
Pair assistance : Students with disability will be paired with students who can help them.
TEACHER'S REFLECTION:
The lesson, first planned for 30 minutes had been reviewed and taught in about 45 minutes. However, it can easily been taught in 40 minutes or even 35 minutes if everything is properly preset. For example, a 15 seconds video clip shown took about 5 minutes to be seen because the computer was not properly preset. A little more time was wasted because all the students’ masks were not ready.
The new vocabulary/element of this lesson, “dance sequence”, was not understood because in the movement sequences created by the students for independent practice, one could not recognize a beginning, a middle and an end. The students were still able to create movement sequences following teacher’s directions by including at least a jump, a twist, and different levels. They were also able to include some other movements like pull and push that they were able to identify. Sometimes, the phases of the life cycle of a flowering plant was not too evident but some students were still able to correlate some of their movements to some of the phases even though it was not always easy for them to explain.
This was the first time I assigned them some specific movement elements to include. Usually they just freely create their movements according to a subject without any other directions. I think they focused more on the movement elements to include paying less attention to the subject (the life cycle of a flowering plant which
Overall, we had some nice combinations of movements and the students enjoyed the lesson.
About the dance clip shown.
The clip is a sequence of a performance by CandoCo, freely downloadable from “http://www.ndaf.org/gettingnoticed/download/download1.htm ». CandoCo is said to be the leading contemporary dance company of disabled and non-disabled dancers. Besides the fact that the vocabulary I wanted to cover (push, pull, twist, jump, level …) was easily identifiable in this clip, the clip has the advantage of showing disabled and non-disabled dancers.This can inspire both disabled and non-disabled students and make them more confident in including everyone.
RESOURCES:
The National Association for Music Education. National Standards for Arts Education. 2007. Rowman & Littlefield Education, Maryland.
Lafourche Parish School Board. Arts Education, State and National Content and Achievement Standards. 1994. Louisiana.
Strickland , Carol, Ph. D. The Annotated Mona Lisa. : a crash course in art history from prehistoric to post-modern. 1992. John Boswell Associate Book, USA.
http://www.doe.louisiana.gov/lde/saa/2257.html
http://www.crystalinks.com/greektheater.html
http://www.ket.org/artstoolkit/dance/
CandoCo Dance Company, http://www.ndaf.org/gettingnoticed/download/download1.htm
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