Please answer the last 3 parts Reference Reflection (5 min.):? Assessment: (Come up with questions that will help you to assess the success of the class. Examples: Were s
Please answer the last 3 parts
Reference
Reflection (5 min.):
Assessment: (Come up with questions that will help you to assess the success of the class. Examples: Were students able to follow instructions? Were they able to understand and physicalize the concepts of the class? Were they able to explore creatively?)
— EXTRA CREDIT: Interdisciplinary Connections: (Choose two other subjects, ie Visual Art, Math, Music, or any other subject that seems applicable, and describe an activity that could be done connecting this dance lesson to that subject. This is in addition to your reflection. This doesn't need to be a fleshed-out lesson plan, but just an idea of how a teacher could connect this lesson to another subject if she/he wanted to.) Extensions: (Give an idea for how this lesson could be expanded into a larger unit plan. Again, you don’t need to outline the whole unit plan; just give an idea for how, if a teacher were to want to, this dance lesson could be further developed.)
Title (Theme of Lesson, i.e., BIG AND SMALL, FAST AND SLOW): Age: Length of Lesson: Goal(s) of Lesson: (State the goal(s) of the lesson, including what students will be able to by the end.) California Dance Standards: (Give one example about how this particular lesson will meet each standard; use “n/a” for standard not applicable)
1. Creating: 2. Performing: 3. Responding: 4. Connecting:
Background Information
(If applicable): Dance Vocabulary
(List at least 10 dance vocabulary words that will be used in the lesson.):
Materials (Props, music, etc.):
Activities: Warm-Up (approx. 5-10 min.): Main Lesson (approx.30 min.):
• Present:
• Explore
(Describe 3-4 different activities in detail, including what spatial arrangement the kids will be in – in lines, scatter formation, across floor on diagonal, pairs, big circle, etc. Include actual prompts that the instructor can use. Each activity should include at least 5 specific open-ended prompts.):
1. 2.
3. 4.
• Give It Form
(Describe the structure for the culminating dance with enough detail that a substitute teacher could actually teach the lesson):
• Reflection (5 min.):
Assessment: (Come up with questions that will help you to assess the success of the class. Examples: Were students able to follow instructions? Were they able to understand and physicalize the concepts of the class? Were they able to explore creatively?) — EXTRA CREDIT: Interdisciplinary Connections: (Choose two other subjects, ie Visual Art, Math, Music, or any other subject that seems applicable, and describe an activity that could be done connecting this dance lesson to that subject. This is in addition to your reflection. This doesn't need to be a fleshed out lesson plan, but just an idea of how a teacher could connect this lesson to another subject if she/he wanted to.) Extensions: (Give an idea for how this lesson could be expanded into a larger unit plan. Again, you don’t need to outline the whole unit plan; just give an idea for how, if a teacher were to want to, this dance lesson could be further developed.)
,
TItle
The Ocean and Its World
Age : 3-4 yrs
Length of Lesson: 1hr
Goals of lesson:
The goals are to create body awareness and rhythmic consciousness. Music is being used to enhance critical thinking skills and physical abilities. The fundamentals of dance mixed with educational themes helps expand self awareness, creativity and prevent fatigue.
California Dance Standards:
1. Creating:
2. Performing:
3. Responding
4. Connecting:
Background Information (If applicable)
Dance Vocabulary:
Levels, Space, Force, Shapes, Timing,
Materials:
Radio, Music
ACTIVITIES
Warm up: (5 min)
It is important that you have your students stretch their bodies so they can be more flexible. We recommend starting the lesson plan with stretch exercises. Have the kids sit on the ground. Then have them extend their legs out in front of them. Now, tell them to grab their toes with both hands and hold it for ten seconds. After that, have the kids lay on their backs and make snow angels. This will further stretch their arms and legs.
Present: (10 min)
Introduce what the ocean is and what are some of the animals that live in it. Go into quick detail on how the water breaks on the shore (calmly or chaotically). Explore how some of the animals in the ocean swim or move in the water. Some fish are fast and some fish are slow. Many level changes and tempos will be explored. The body shapes will vary and the energy levels will be different. Exposure to different animals and the movements of the ocean will be learned. This theme makes for great reflection discussions as well.
Main Lesson: (30 MIN)
Explore:
1. “Sea Creatures.” (Have your kids individually do this routine in a group)
Act like your favorite sea creature. You can suggest angles based off of the animals natural movements. You can teach rhythmic tempos based off of the movement of the animals. Teach level changes in the animal movements to help your students explain their creatures better to their audience.
2. “Motion of The Ocean'' (Have your kids individually do this routine in a group)
Explain to your students the differences of how the ocean moves. Have your kids act like the motion of the ocean. Highlight the movements that differ from the others. Suggest angles, tempos and level changes in their movements to help explain their ocean's emotion.
3. “Whale Dance'' (This routine can be done in pairs or individually in a group)
Explain how whales communicate with each other. Play an example for the class. Then, have them imagine movements to those sounds to prepare for the activity. As they glide across the floor, you can let them try and vocally mimic the whale sounds that they hear.
4. “Boats” (This routine can be done in pairs or individually in a group)
Show examples of the different types of boats and the sounds they make before the activity. Then, have them mimic those movements and sounds. Teach tempo and space during the activity. During the activity, you can also have them think about what purposes their boat serves on the ocean.
· Give it form (10 min)
Get their attention and explain the activity to them. Have the kids start off at one end of the studio. Tell your students that when the music starts, they can begin the activity, ending the activity when they reach the other end of the studio. Then, have them start from that end coming back to the original point of the activity. Talk about your themes and all things associated with it during the lesson. Make sure all students leave knowing something new about sea life.
· Reflection (5 MIN)
Assessment :
Assessment:
(Come up with questions that will help you to assess the success of the class. Examples: Were students able to follow instructions? Were they able to understand and physicalize the concepts of the class? Were they able to explore creatively?)
,
These are my informal notes of a Lesson Plan for ages 3-4 yrs.
Big and Small (Could substitute other opposite themes, such as "Fast and Slow", "High and
Low”, or simply “Opposites”) Age: 3-4 year-olds Time: 40 minutes CA State Standards:
• Creating: Students will respond in movement to open-ended prompts throughout the Exploration and Give it Form phases of class; students will practice locomotor and non-locomotor movements; students will practice starting and stopping their improvisational dances at the instructor’s cue throughout class, especially during the “Freeze Dance”; students will practice changing their movements in response to imagery-based prompts during guided improvisations.
• Performing: Students will practice maintaining their personal space, as well as finding and returning to a specific place in space during several activities, especially during the “Toy Store”; students will practice moving with opposing dynamics when they explore opposites, with special focus on big and small movements, throughout class, especially during the “Land of the Giants and Fairies”; students will share their improvisational dances with their peers.
• Responding: Students will observe each others’ dances and report what they Saw, Heard, Thought, and Felt; students will share about their experiences in class during the Reflection phase of class.
• Connecting: Students will share their personal responses to the dances they see and do; students will share their personal experiences with their peers by improvising together, including sharing and dancing as their favorite toys.
Goals: For kids to explore ideas of Big and Small using their bodies and to creatively express themselves using the elements of dance; to practice following instructions and practice keeping their “dancer’s space; to practice being respectful and active audience members. Warm-up (5 min): In a circle, imagery-based stretching (“Be a tall wall, a small ball, turn around, look upside down, go low, say hello, reach wide and side to side, touch your head, shoulders, knees, toes, touch the sky and say Goodbye!”); Butterfly stretches; Touch toes counting to 10 in different languages; Plant a garden, etc.
Present (5 min): At Home Base, brainstorm the ideas of big and small in and have kids demonstrate big or small things they know (ie, elephant, mouse, etc.). Make the shape of those ideas right at home base. Explain that dancers have a “dancer’s space” or “dancer’s bubble” that keeps them safe. Have everyone use their fingers and toes to paint the edges of their dancer’s bubble. Explain that during this class, we will be practicing keeping their dancer’s bubble safe! Explore (20 min): 1) Circle Activities: Standing holding hands in a big circle as a group, practice moving slowly in a circle (walking in big steps, small steps, tip toeing, sliding (chasseing) in a circle, then quickly; put some steps together to make a circle dance to music. 2) Across the Floor: Reminding them of their dancer’s bubbles, as a clump (not lines) travel across the floor using big and small locomotor steps (walk, run, gallop, slide, hop, jump, etc.). For leaps, only a few at a time, using shoes or “perfect spots” for jumping over. 3) Freeze Dance in Scatter Formation with Animal theme: Again reminding them of their dancer’s bubbles, have kids find a “perfect spot” on the dance floor. Give them a big or small animal; have them make the shape of that animal; when the music starts, dance as that animal; when it stops, freeze in the shape of that animal. Suggest a few, big and small, then start to allow students to raise their hands and suggest animals. 4) “Land of the Giants and Fairies”: Using bright colored tape, divide dance space into two worlds, one land of the giants, the other of tiny fairies. Pretend there is a full moon and everyone is celebrating with a dance. Students should show through their movements if they are giants or tiny fairies! Do it again where students may cross the magic line and change their dance from the Giant side to the Fairy side or vice versa. Challenge them to be clear about when they are changing over – their whole body and movements should grow or shrink! 5) "Toy Store" Game: students choose a favorite toy; they assume that toy on an imaginary "shelf". Remind them of their dancer’s bubbles on the shelf. Theatrically close the shop, turn out lights, close door, “go home to bed,” and then…magically…the toys come to life! Narrate the students starting to become aware that they are alive! Move eyeballs only. Now heads. Now shoulders. Fingers. Legs. (You can substitute words that make sense for their toys, like their “antennae” or “wings” etc.). Now jump down from the shelf! Narrate the toys being so happy to be alive that they danced around the room. Have them explore big and small movements. Then suddenly, Oh no! The toymaker is back! The music stops, they must rush back to their spots on the shelf and assume their
pose. The toymaker examines the room, the toys, wonders what sound she/he heard from outside. Repeat a few times! Give it Form (5 min): Divide class in 1/2. Have one 1/2 become the dancers, the other 1/2 the audience; explain that the audience has a very important job. (Have them put on their special dance watching "glasses" because they must tell you what they saw when dance is over. They may write “notes” with imaginary notebooks as well.) Give simple instructions for a dance, such as one of the exploration activities, but now with an audience. Have them start in a "Beginning Shape" and when the dance is over finish with an "Ending Shape." Switch groups. Remember to ask audiences what they saw. Reflection (5 min): Could do a simple "Goodbye Dance" where one at a time each child shares their favorite big or small movement or shape. If time allows, pass out crayons and paper and have them draw the big and small movements or shapes they did or saw.
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Performance Analysis Guidelines Approx. 3 pages, typed, spell-checked, double-spaced, 1 inch margins, 12 pt. Font. (Include ticket and Program) Bring a pencil and notepad. Jot down your impressions during the show or during intermission. This way you’ll have something to jog your memory. Remember: Don’t feel you have to understand what you are seeing right away. Similarly, try not to focus on what you liked/didn’t like at first. This is an exercise in AWARENESS. Introduction Include WHAT you saw, WHO the artists were, WHEN and WHERE. This can be summed up in one sentence. Next, briefly give your context (have you seen a lot of this type of dance before? Is this your first experience?). Then quickly transition to what you feel the choreographer’s INTENT for the work was. Intent can be defined as the issue(s) the choreographer was dealing with (ranging from abstract, such as time and space, to more human issues, such as love, gender, racism, etc.), combined with WHAT THE CHOREOGRAPHER WAS TRYING TO SAY about that issue. (Note: If the show you attended consisted of many works, you can briefly mention them all but say which ones—pick one or two—you will be focusing on.) Body Continue to address the choreographer’s intent by using SPECIFIC examples of HOW she/he portrayed that intent. That is, which ELEMENTS of dance (body, space, time, energy, multimedia) were used to express the intent and how. (Multimedia can be lights, costumes, props, sets, video, etc.) Example of how the use of Costumes illustrated the theme of rebellion: At first, all of the dancers were dressed in bright red jumpers. Halfway through the work, one dancer appeared in a white costume. Seeing her suddenly so different from the group amplified (the choreographer’s) theme of being a single voice going against the mainstream. Example of how the elements Body and Space illustrated the theme of oppression: The dancers twisted and tangled themselves into all sorts of strange, restrained positions. They were unable to move freely and used labored, weighted movements, as though something heavy was on their backs. This suggested the weight of society's prejudice that these characters feel every day–the compromised positions that life has put them in. Some other things to look for: • Dynamics—did things stay at the same level of intensity, or were there exciting, surprising contrasts
in mood, timing, level, lighting, use of space, etc.? • Dancers’ Performance—did the dancers seem to have a command of their material? Did their presence
grab your attention? How? Were they able to approach the movement with subtlety? Did they work together well? Were they a homogenous chorus or did each dancer have his/her own personality?
Conclusion • In your opinion, did the choreographer do a good job at exploring their chosen theme? • Were you moved? Did it make you think? • How do you feel this work relates to issues in society/the world at large? • Would you recommend this show to others? Why (if there is a new reason other than the ones you
have already mentioned)?
GENERAL NOTE: DO NOT give a blow by blow description of what happened. Pull out the important events and discuss them in relation to your points about the choreographer’s intent, not necessarily in chronological order.
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