Dance Group Teach
Dance Group Teach
John Favela, Carina Ip, Michelle Li,
Cherie Lang, Alannah Valdez
Grade: 4
October 17, 2014
UNIT OF STUDY: / TIME:Dance
Theme: Social Novelty Dance (Macarena) / 20 minutes
GOALS OF THE LESSON:
PLO’s:
Active Living:
A1 describe physical and emotional health benefits of regular participation in physical activity (e.g., building strong bones and muscles, improved flexibility, improved self-image, opportunities for making friends)
A5 identify opportunities for physical activity in a variety of settings
Movement Skills:
B1adjust speed, force, level, pathway, and direction in relation to people or moving objects
B3 select non-locomotor, locomotor, and manipulative movements to create sequences
Safety, Fair Play, and Leadership:
C1 demonstrate an ability to participate safely and specific physical activities
C2 describe fair play principles for participating in physical activities (eg. respectful of differences, cooperative, accepting)
C3 demonstrate leadership in selected physical activities / SWBAT:
Successfully execute the 16 counts of the Macarena dance movements to music.
Create new dance movements matching 8 - 16 counts of the Macarena in 4 groups of 6 (must include locomotor and non-locomotor movements).
ASSESSMENT STRATEGIES
- Can students complete the dance movements with the right counts?
- Can the students execute the routine and stay with the rhythm of the song?
- Students that are able to create new dance moves with the first 8 - 10 counts of the song meets expectation.
- Students that are able to create new dance moves to all 16 counts demonstrate exceeding expectation.
RATIONALE
Moving and DoingPsychomotor Domain:
- Capable of rhythmic movement → Continue creative rhythms, singing movement songs, and folk dancing.
- Improved eye-hand and perceptual-motor coordination → Give opportunity for manipulative hand apparatus. Provide movement experience and practice in perceptual-motor skills (right and left, unilateral, bilateral, and cross-lateral movements).
- Interest in group activities; ability to plan with others developing. → Offer group activities and simple dances that involve co-operation with a team.
- Becoming more conscious socially → Teach need to abide by rules and play fairly. Teach social customs and courtesy in rhythmic areas.
MATERIALSPREPARATION
- Computer
- USB
- Projector
- Speaker
- Whistle
- Large space (Gym)
- Gummy Bear Video
- Macarena Music
In the interest of time, we have prepared groups beforehand.
Group 1 / Group 2 / Group 3 / Group 4
Jay
Terence
Kyla
Annie
Josh
Linda Wu / Choon
Thomas
Cameron
Tammy
Jill
Linda Pham / Justin
Clarissa
Sarah
Ashley
Jessica
Russell / Lauren
Samantha
Ryan
Peter
Kylie
Julia
INTRODUCTION
(Led by Carina Ip – 5 minutes)
Shape of the Day (1 Minute - Led by Carina)
Introduction to the first day of dance lessons in class. Begin by asking everyone to twirl like a ballerina and then to do a robot dance. This is to demonstrate that everyone can be a dancer. Dancing encompasses many locomotive and non-locomotive movements. Many people dance for many different reasons. Whether it is dancing for fun, dancing in a team or dancing during your own wedding!
- Introduction
- Warm-Up Activity: Gummy Bears
- Macarena Dance
- Create your own Dance
- Summary and Review
Gummy Bear Dance (4 minutes - Led by Carina)
As a warm-up activity, class will watch and follow along with a simple dance video.
- Students will be split into 3 groups
- Teacher will designate 3 lines on the gym floor as lines for short, middle and tall
- After students have self-organized, the teacher will re-organize as needed. For example if there are too many people in the middle row, rearrange a few students to the front or back rows.
- Reiterate that students should stagger themselves in order to have full vision of the screen.
- Teacher will check for students’ ability to see screen and space awareness. Students should be standing with ample room to move around.
- Show video Gummy Bear Dance:
- Teachers will follow along with the dance while observing students for active participation.
- Have students check their pulse on their necks after warm-up. Indicate that the fast beating feeling is the heart pumping blood in your body because of physical activity. Remind students that the recommended daily dose of physical activity is 30 minutes and your heart should be beating fast.
PROCEDURE
Teaching Macarena (Led by Alannah Valdez & Michelle Li - 5 minutes)
- Teacher will first go over the moves using Teaching Cues
- Demonstrate to the students which is our right hand and our left hand
- Explain that each move starts with our right hand and will always jump to our right first
1st cue: “Right hand” = Right hand out with palm down
2nd cue: “Left hand” = Left hand out with palm down
3rd cue: “FLIP” = Right hand out with palm up
4th cue: “FLIP” = Left hand out with palm up
5th cue: “Criss” = Right hand crosses chest and touches Left shoulder
6th cue: “Cross” = Left hand crosses chest and touches Right shoulder
7th cue: “Apple” = Right hand is placed behind Right ear
8th cue: “Sauce” = Right hand is placed behind Left ear
9th cue: “Criss” = Right hand crosses front of body and touches Left pelvic bone
10th cue: “Cross” = Left hand crosses front of body and touches Right pelvic bone
11th cue: “Chocolate” = Right hand is placed on back of Right hip
12th cue: “Sauce” = Left hand is placed on back of Left hip
13th, 14th & 15th cue: “Stir, Stir, Stir that sauce!” = Wiggle hips while moving down
16th cue: “And JUMP!” = Clap and Jump
- Begin using counts to teach students the movements and rhythm of the dance
- Teacher will explain that typical dances consist of 8 counts and that counts simplify learning dance moves
- Counts/Hand movements: (Two 8 counts = 16 counts all together)
1 & R hand out with palm down
2 & L hand out with palm down
3 & R hand out with palm up
4 & L hand out with palm up
5 & R hand crosses chest and touches L shoulder
6 & L hand crosses chest and touches R shoulder
7 & R hand is placed behind R ear
8 & L hand is placed behind L ear
1 & R hand crosses front of body and touches L pelvic bone
2 & L hand crosses front of body and touches R pelvic bone
3 & R hand is placed on back of R hip
4 & L hand is placed on back of L hip
5, 6, 7 Wiggle, wiggle, down
8 Clap and Jump
- Once counts are mastered, students will dance the Macarena along with music (4 rotations)
- Teacher will change the pace of the counts from fast to slow to check if the students really mastered the counts to the Macarena
Introduce and explain the Creative Macarena Activity:
Development of students from this activity:
Students will be achieving the psychomotor domain when creating the new creative dance sequence. How much the students can change within the given time limit will demonstrate their understanding and ability to apply the movements to the counts. During the three minutes work time, students will also practice working as a team to achieve cooperation and responsibility.
1.Students will be divided into 4 groups of 6 to complete the creative dance sequence
2.The groups will have three minutes to create new movements that will match the Macarena music and counts.
3.Each group must create new movements for the last 8 counts with all locomotor movements; if students feel competent they can also change the first 8 counts of non-locomotor movements as well.
Examples of the locomotor movements:
- Walking
- Running
- Swimming
- Sliding
- Skipping
- Hopping
- Galloping
- Leaping
- Jumping
5.Remind the students about being sensible, a good team player and inclusive.
6.When everyone is ready, teacher will read out the names of the groups and instruct them to a given area.
7.Teacher will roam around each group to check for progress and understanding and if extra time is needed. Music will be looping at the background while the students create their sequence.
Presentation Wrap-Up (Led by John Favela – 2 minutes)
8.Teacher will stop the class and have all groups sit down at their designated area.
9.Ask two groups to perform their modified Macarena Dance to the class.
10.Once finished, the next two groups will perform their dance.
11.Survey class about what they did during the creative section.
12.For groups with 8 counts: Why did they only do 8 counts? What is the level of difficulty? Did they feel like they could do it if more time was given?
CLOSURE & REVIEW
(Led by John Favela – 3-4 minutes)
Today we learned the Macarena sequence. You all executed the non-locomotor movements. When you added in the locomotor movements in the creative sections, we all created full body movements.
- What kinds of movements have we learned today?
- What are locomotor movements? Examples?
- What are non-locomotor movements? Examples?
- Teacher will facilitate next activity that will summarize the movements what the class has learned today.
- All students willspread out making sure that they have ample space to move around
- To the 8 count beat, stay stationary and come up with a non-locomotive movement to a 8 count beat. The teacher will provide 10 seconds for students to come up with something original. Teacher will also state that repeating the Macarena dance moves are acceptable as well. After 10 seconds the music will start and students will repeat their movements.
- Stop music and teacher will instruct that for the next 30 seconds students to only do a locomotive movement. Begin music again.
- For the end, students will combine both the locomotive and non locomotive movements to make anoriginal dance movement.
- (If time allows, the teacher will add direction changes after the 8 counts)
Did you all enjoy our dance class? Did you feel more comfortable as the class went along? Was it difficult to come up with an original 8 count movement? 16 count movement? Comments? Questions?
ADAPTATION / EXTENSIONS
Students with physical disabilities can focus on the arm movements of the first 8 counts only. Once they feel competent with the first 8 counts, the students can use different techniques to push their chair to substitute any locomotor movements.
For example,
(1) Short, choppy movements for jumps,
(2) Forward or backward pushes,
(3) Spin the wheelchair, etc.
* If student feels self-conscious about dancing and being in a wheelchair, we can show a video of Artie Abrams on Glee dancing in a wheelchair. This would boost self-confidence as well as help other students understand that students that have physical disabilities can also dance as well. / Students will find a partner and move around the gym dancing the Macarena with a locomotor movements. Once the 16 counts are completed and the Macarena song starts over, the partner will have to switch to another locomotor movements and tempo (the Macarena song will speed up).
ASSESSMENT RUBRIC
Student Name: ______
Class:______
Exceeding Expectation / Meeting Expectation / Needs ImprovementNon-Locomotor movements
- Able to exactly follow the first 8 counts of the Macarena hand movements to song.
- Able to complete the 16 counts of the Macarena hand movement to song.
Locomotor movements
- Able to successfully follow the travel movement at the end of the Macarena sequence.
- Able to successfully incorporate 4 travel movements to the new dance routine.
Rhythm/Tempo:
Ability to stay in time with the Macarena music.
Leadership:
Demonstrates leadership skills (demonstrating moves to group, help mediate group discussion)
Creativity:
Able to create at least 2 locomotor and 14 non-locomotor counts within the given time limit.
Enthusiasm:
Engaged in all the activities (Gummy Bear, Macarena, Creative Macarena and discussions).
Teamwork:
Able to dance with group to creative dance sequence.
Overall:
The overall performance from the individual.
Reflections: