ARTS IMPACT TEACHER LESSON PLAN
Arts-Infused Disciplines:
/Dance and Reading
Grade Level: / First /Title:
/ Dancing Word MeaningAuthor:
/Joe Arrisi with Jo Petroff, Rocky Ridge Elementary
Enduring Understanding: / Shapes and movements in self and general space can communicate word meaning.Examples: / Criteria demonstrated by image / Criteria demonstrated by image
Target Learnings and Assessment Criteria
Target: / Recognizes and holds puzzle shape with other dancers using context of reading.
Criteria: / Holds a sculptural shape involving back, head, arms and legs without touching other classmates.
Target: / Uses locomotor and non-locomotor movement.
Criteria: / Demonstrates dancing in one spot and dancing through general space.
Target: / Expresses, through dance interpretation, written word using both choreographed and improvised movements.
Criteria: / Combines planned set shapes and creates improvised movement in response to attributes of key ideas.
Instructional Strategies
1. Leads BrainDance warm-up (originally developed by Anne Green Gilbert video reference: BrainDance, Variations for Infants through Senior). Focuses on using both choreographed and improvised movements through each step of the BrainDance. Prompts: I will use movements that I have set for the choreographed part of the BrainDance. Please follow me on this section. Then I will ask you to improvise the movement. For example: During the Tactile section follow my tapping pattern and then do your own tapping pattern. Continue through all sections of the BrainDance alternating between guided and improvised sections. Music for Creative Dance” by Eric Chappelle, Volume IV, Number 18.2. Leads making puzzle shapes with quartets of students. Prompts: Form groups of four or quartets. Using your prior experience with puzzle shapes in pairs—Shape and Dance (from Arts Impact Summer Institute 2007), I will give your quartets to the count of ten to form a puzzle shape remembering to leave empty space between bodies and to use your backs, heads, arms and legs. Hold that puzzle shape for five counts. Repeats this activity three or four times asking the students make a new shape (both individually and as a quartet) each time. Embedded Assessment: Criteria-based teacher checklist
3. Leads linking words with movement. Prompts: I am going to read a part of the book and I want you to show me what my words look like in movement. If I read “I tumble down,” show your tumble down movement using locomotor movements. Remember that this is the movement that travels through the general space. Now show tumble down using non-locomotor movement remembering that this type of movement is when you stay in one spot. Now let’s try “fill and overflow”. First show actions using locomotor movement. Now do the filling up and overflowing in self space. Now we will go on to the next phase where you get to choose self or general space after I read the passage. Make sure to be clear and match self or general space to the words as they fit best together. I might ask you what type of movement you were using. This way I know if you understand the difference between locomotor and non-locomotor. Embedded Assessment: Criteria-based teacher checklist
4. Leads making new puzzle shapes with quartets. Prompts: Now we are going to get into our quartets that we will use in the dance and form a new puzzle shape that your group must remember. Remember your shapes and that we use our backs, heads, arms and legs, but do not touch any part of our partners’ bodies. By the time I count to five please form your puzzle shape. I’ll ask you to repeat forming the same shape various times until you are well rehearsed and remember your choreographed shape. You’ll notice I use the words “choreographed shape” when referring to the puzzle shape. I want you to be able to talk like a dancer so we’ll use the language of dance. Next we’ll add the improvised movement. You have the opportunity to dance using unplanned movements. I’ll set up music. While the music is playing perform your dance. Follow my hand signals from one part of the dance to the next. Repeats this as often as needed. Use music track Number 17 from “Music for Creative Dance” by Eric Chappelle, Volume IV.
5. Rehearses student quartets using their puzzle shapes. Prompts: Hold your puzzle shapes while the book is being read until you hear cues to start your improvised dance movements. For example hold your puzzle shapes until you hear me read the word “sometimes” and then break from your shapes and improvise movements for the next passage “…fall from the sky. I am the rain”. Repeat your choreographed shapes and hold until cued for next movement passage. Listen for and dance when you hear: “…I cascade. I tumble down, ..”. It’s OK to start thinking about the movements that might show tumbling down. Continue the dance using your choreographed shapes and improvised movements whenever you hear, “I am one thing.” Improvise a dance to move off stage. Rehearses and perform divides the class into performers and audience. Then switches roles. Music: “Music for Creative Dance, Volume IV, #17, Breath Meditation”. Embedded Assessment: Criteria-based teacher checklist
5. Leads reflection questions. What was the pattern we used to create our dance? How did the music help you remember your choreography? How did the music help you come up with movement for the improvised sections? Were you more comfortable with the choreographed or improvised movements? What was challenging about our dance? Embedded Assessment: Criteria-based reflections
Vocabulary / Resources:
Performance / Classroom and Performing Arts Materials / WA Essential Learnings
· choreographed
· general space
· improvised
· locomotor
· non-locomotor
· passage
· phase
· puzzle shape
· quartet
· self space / · “Music for Creative Dance” by Eric Chappelle, Volume IV
· “Water Dance” by Thomas Locker / AEL 1.1 concepts:
· ABAB pattern
· general space
· locomotor movements
· non-locomotor movements
· self space
· shape
Scheduled Study Visit:
Broadway Center for the Performing Arts, Souls of Our Feet,
February 13, 2008, Tacoma, WA / AEL 1.2 skills and techniques:
· demonstrates focus and concentration while moving
AEL 3.2 Uses the arts to communicate for a specific purpose
· uses movement to show written meaning
AEL 4.2 Demonstrates and analyzes the connections between the arts and other content areas
· reading
REL: GLE 2.1.2: 2.1.2 Understands how to create mental imagery; 2.1.3 Understands and identifies main ideas
First grade
· composes visual images from what is read aloud (represents something that was read in a story)
· states main idea text verbally or kinesthetically
Arts Discipline:
/Dance and Reading
Grade Level: / 1 /Title:
/ Dancing Word MeaningAuthor:
/Joe Arrisi with Jo Petroff, Rocky Ridge Elementary
Students / DANCEShape / DANCE and READING
Shape / DANCE
Locomotor Movement / DANCE
Non-locomotor Movement / DANCE and READING
Choreography and Story Meaning / Total
Points
6
Holds a sculptural shape involving back, head, arms and legs without touching other classmates / Holds a sculptural shape involving back, head, arms and legs without touching other classmates and related to word meaning / Demonstrates dancing in one spot / Demonstrates dancing in general space / Combines planned set shapes and creates improvised movement / Responds to attributes of key ideas
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Teacher Comments
Were there any students especially challenged by concepts in the lesson; what instructional strategies helped these students?
Were there lesson dynamics that helped or hindered learning in arts-infused concepts?
What classroom management techniques supported student learning?
Other comments:
Family Communication: / Students memorized nonlocomotor shapes made with other students and improvised locomotor movements to show understanding of a story.
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