8 Actions to Create a Movement Phrase / MDCPS Lesson Plan Template
Hampshire College • Mettler Archive . Creative Dance for Children, pt. 1
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School:
University of Miami – Tate Martell, Mark Pope, Gurvan Hall, Alyssa Greaney
Start Date: 3/4/19 Time: 4:00
Music Unit: Dance Room: 308 A
Objectives NGSSS/Common
Core State Standards (over)
The
student will:
Be able to dance creatively
using eight dance moves of their choice. This goal will be obtained by the
students’ performance of the 8 dance moves.
Activities / Strategies:
Assessment / Evaluation:
✓ participation ___
quiz ___
written assignment ✓group
✓performance ___
class ___
Individual ___
unit test
Vocabulary:
1.Stretching
2.
Twisting
3.
Walking
4.
Skipping
5.
Running
6.
Turning
7.
Jumping
8.
Shaking
Component:
✓rehearsal ✓performance
__instrument __rhythm
__game __theory
__sing __other
Concepts / Skills:
__form __rhythm
__style __melody
__theory __harmony
__singing __listening
__technique __sight-singing
__compose/create
__playing instruments
__expressive
characteristics
ESOL Strategies:
G - Games
R - Role Play
S - Substitutions
CT
- Cloze Technique
SR
- Simple Repetition
MR
- Music & Rhythm
VC - Vocabulary in context
CC - Controlled Composition
CoD - Completion Drills
ChD - Chain Drills
LEA – Language Experience
Approach
TPR – Total Physical
Response
WGIR – Whole Group to
Individual
Response
DRFR – Direct to Free
Response
VAKT – Visual, Auditory,
Kinesthetic, Tactual
Integrated Curriculum:
Fluency
/ vocabulary
print
orientation comprehension
expression
math-patterns
social
studies
history
science
movement/PE
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School:
Sunshine Elementary: Amy, Julia C., Danielle,
Start Date: 03/03/19 Time: 1:00 PM-1:30 PM
Music Unit: Dance Class Room: 1B
Objectives NGSSS/Common
Core State Standards (over)
The
student will learn
how to dance a creative phrase using 8 of the different moves that are given:
stretching, swinging, bending, shaking, turning, walking, skipping and hopping.
The students will then be asked to perform the dance alongside the teacher.
Activities / Strategies:
· The
teacher will create a dance phrase consisting of 8 different moves. He or she
will then perform the dance alone for a room of students. The teacher will then
teach the dance to the students, and rehearse it 10 times together. After
everyone has danced alongside the teacher, the students will be asked to
partner up and perform the dance for the class. The students will then be
graded on how many of the dance moves they could remember.
Assessment
If
the students can perform 8/8 out of the moves then they will receive an A.
If
the students can perform 6/8 of the moves they will receive a B.
If the students
can perform 4/8 of the moves they will receive a C.
If the students cannot
perform more than 3/8 moves then he/she will receive an F.
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School:
University of Miami: Alex,
Julia N., Jared, and Bob
Start Date:3/4/19 Time:
Music Unit: Room:
Objectives NGSSS/Common
Core State Standards (over)
The
student will: Learn
how to perform an interactive dance with 8 movements with a partner. ______________________________________________________________________________________________________________
Activities / Strategies:
We will teach a serious
of 8 movements and have them repeat it after us. We will begin by performing it
with counts and then we will pair it to music.
Assessment / Evaluation:
_Y__participation ___ quiz ___
written assignment ___
group
_Y_
performance ___
class ___
Individual ___
unit test
Vocabulary:
1.Stretch
2.Walking
3.Twist
4.Open
and Close
5.Turn
6.Jump
7.Bend
8.Shake
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Names:
Sydney Menack, Becca Barron, Brian Bolanos, Kyle Cunningham
Start Date: Time:
Music Unit: Room:
Objectives NGSSS/Common
Core State Standards (over)
The student will: learn how to dance by creating 8 movements using
everyday simple steps
Activities / Strategies:
We used the 8 steps –
stretching, shaking to a drop, slithering back up, turning and leaping,
twisting and walking away and taught these movements to the class by
demonstrating each move one at a time through a rehearsal and then added music
to bring it all together and teach them our phrase.
Assessment / Evaluation:
__x_
participation ___
quiz ___
written assignment ___
group
_x__ performance __x_ class ___ Individual
Vocabulary:
1.
stretch
2.
shake
3.
drop
4.
slither
5.
turn
6.
leap
7.
twist
8.
walk
Component:
_x_rehearsal _x_performance
__instrument _x_rhythm
__game __theory
__sing __other
Concepts / Skills:
_x_form _x_rhythm
_x_style __melody
__theory __harmony
__singing _x_listening
_x_technique __sight-singing
_x_compose/create
__playing instruments
_x_expressive
characteristics
Materials / Songs:
“Please don’t stop
the music” – Rihanna
Home Learning /
Events:
Practice x Concert
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Bradly Jennings, Derrick Smith, Lorenzo Lingard and Irene Castro
Objective: students will learn how to dance by creating 8 movements into a phrase.
Activities/strategies: teacher will teach students 8 different movements into a phrase. The eight movements are:
Run drop stretch walk jump turn twist open and closing
Teach each movement slowly once or twice without music and ask students to follow along. Then incorporate moves along with a soundtrack “pop that” by Twolive crew and ask students to dance along.
Assessment: students will be able to learn 8 different movements and dance along to a “pop that” by Twolive crew in time and rhythm.
Activities/strategies: teacher will teach students 8 different movements into a phrase. The eight movements are:
Run drop stretch walk jump turn twist open and closing
Teach each movement slowly once or twice without music and ask students to follow along. Then incorporate moves along with a soundtrack “pop that” by Twolive crew and ask students to dance along.
Assessment: students will be able to learn 8 different movements and dance along to a “pop that” by Twolive crew in time and rhythm.
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Reflections
Tate Martell, Mark Pope, Gurvan Hall, Alyssa Greaney
This lesson taught us how to create
a more formal lesson plan. By using this lesson plan, we will be able to make a
clearer, organized lesson in the future and better understand what we should be
including. In addition to the lesson plan formatting, this lesson also taught
us how to incorporate creativity into our lessons as teachers. By implementing
a small dance in the beginning of class, we are allowing our students to move
around and hopefully regain focus to better their overall academic achievement.
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Amy, Danielle, Julia C, Andrea
This class prepared us for our individual presentations by providing us with a template to follow for our own presentations. It allowed us to see what works and what doesn't work when teaching a class and how to get and keep everyone's attention during the lesson.
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Becca, Kyle, Sydney, Brian
Our group activity today helped us to prepare for our final lesson plan by showing us what we need to do to gain the class’ attention and incorporating a written lesson plan into our practice.
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Julia Rosenblum, Scott Patchan, Mina Rhee
Response to activities: we learned how to incorporate movement into the daily lesson plan. In this way, we can encourage the students to think creatively as they use their body to flow and bounce to the beat of the music. This activity is beneficial for not just young students, but all kids in the school system to learn to think creatively and beyond the confounds of school desk.
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