Hampshire College • Mettler Archive • Creative Dance for Children, pt. 1
This Hampshire
College's video shows the creative dance process back when no one was doing it. It illustrates Laban's movement theories.It looks and sound dated, but it is nevertheless an important reference for dance teacher looking for creative ways of teaching authentic movement.
a) Please, give your feedback about this historic video.
b) How would you adapt it in order to be used to teach children today?
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Students' Work
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Lesson 3
Emily Connell
Title
Course
Subject: Dance
Theme: Emotions
Art Discipline: Improvisation
Grade Level: Middle School
Teacher: Emily Connell
Date3/30/2020
Objectives
1.Improvises dance studies generated from ideas (emotions, life experiences,traditional dances of various cultures and current events)
2.Reflects upon the work of self and others to facilitate improvement in original dance compositions
Standards/Competency
1.Using ideas generated from: 1) life experiences, 2) emotions, 3) current events,and 4) traditional dances of various cultures, the student can create an improvisation for each and perform each improvisation for classmates.
Plan1.
Warm-Up: Stretching in the center follow the leader version (one student goes to the front at a time to lead a stretch)
2. Introduction of Concept: Improvise across the floor with different music styles and different levels
3. Activity: Improv in groups based on the emotion I say aloud (ex. Joyful, tired, etc)
4. Peer Feedback: Give feedback to groups (reflect what they liked that they saw)
5. Self-Evaluation: Complete written assignment described below
6. Assessment: Complete exit ticket described below
Homework
Students should return to class next time with a drawing or painting that portrays an emotion. This can be using any material they would like (crayons, paints, etc), but it must be more than one color. Next class, students will be asked to improvise in a way they find best fits the drawing.
Cross-Curriculum Standards.
This lesson could also be used to enhance art skills. Their homework assignment is to make a drawing or painting. As a teacher, I plan to use art to enhance creativity as well as use art as a resource to ignite different dance qualities.
Differentiation
Since this is a dance class, I will always demonstrate all dance moves and do the dances with the class so that students who do not speak English well can follow my moves without needing to hear the words. I usually use music in my dance lessons so there isn’t much verbal instruction anyways.
Technology
In my classroom, I will use Bluetooth technology for music so that I can change the song or start the song over without interrupting the flow of the class. I will also take videos of any dances that my students have to remember and post it for them to watch at home and practice. And I will always send them the music we use during class so they can dance at home when they wish.
Written Component
Students should reflect on their own improv and write about it. Write about if the lesson made them uncomfortable, things they learned, things they saw others do that they liked, and things they can improve on. They should also reflect on which emotions were easiest to improvise to and which were harder.
Students should return to class next time with a drawing or painting that portrays an emotion. This can be using any material they would like (crayons, paints, etc), but it must be more than one color. Next class, students will be asked to improvise in a way they find best fits the drawing.
Cross-Curriculum Standards.
This lesson could also be used to enhance art skills. Their homework assignment is to make a drawing or painting. As a teacher, I plan to use art to enhance creativity as well as use art as a resource to ignite different dance qualities.
Differentiation
Since this is a dance class, I will always demonstrate all dance moves and do the dances with the class so that students who do not speak English well can follow my moves without needing to hear the words. I usually use music in my dance lessons so there isn’t much verbal instruction anyways.
Technology
In my classroom, I will use Bluetooth technology for music so that I can change the song or start the song over without interrupting the flow of the class. I will also take videos of any dances that my students have to remember and post it for them to watch at home and practice. And I will always send them the music we use during class so they can dance at home when they wish.
Written Component
Students should reflect on their own improv and write about it. Write about if the lesson made them uncomfortable, things they learned, things they saw others do that they liked, and things they can improve on. They should also reflect on which emotions were easiest to improvise to and which were harder.
Careers Skills
It is important to know how to express your emotions in a healthy way and dance can be one of those ways. I am teaching my students how to express themselves non-verbally which is helpful in any job in the world. All people have emotions so it is important to know how to handle them and express them.
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Lesson 4
Ruiming (Alice) Wang
Lesson Plan (Dancing with Math)
Creative Dance Class
Grade level: 5-6 Grade
Teacher’s name: Ruiming Wang
Date: March 25, 2020
Objectives:
To introduce students to a dance which is based on 4 different math shapes: square, 90 degrees angle, straight line (180 degrees) and ¼ of a circle (90 degrees arc).
Component:
1. Movement skills and underlying principles
2. Dance making
3. Critical and Aesthetic Inquiry
Standards:
1. The student can demonstrate with correct alignment, and correct performance of self and others, a series of dance warm-ups, exercises, combinations, and performance pieces.
2. The Student can demonstrate differences in alignment appropriate for various dance styles.
3. The student can articulate, in oral or written form, his or her own aesthetic preference in movement choice and the cultural influences impacting those choices.
Activities:
1. Students can be placed randomly around the room if each child has adequate space to performance.
2. Beginning with 5 minutes warm up
3. Showing pictures to students to help them to better understand the instructions. This dance activity focuses on making math shapes. The students will construct a square, use jumps to make a 90 degrees angle, slide in a straight line (180 degrees) and pivot in ¼ of a circle. (90 degrees arc)
4. First is to let students to make a line, a large square, a triangle, and a ¼ circle together according to the picture. (whole class activity)
5. Second is to create their own square with teacher’s demonstration. Place one card on where you are standing. Move four steps forward and place second card on the floor. Move four steps to the left and place a third card on the floor. Move four steps backward and place a 4th card on the floor. Move four steps to the right where you started, and you have created a square.
6. Then is to do an eight counts movement to create a 90 degrees angle: from the beginning spot jump forward (1-2); jump backward (3-4); jump to the left (5-6) and to the right (7-8)
7. And do another 8 counts to make a straight line (180 degrees) and a ¼ turn (90 degrees): Move left foot two steps to the left and right foot follows left foot. (1-4)
Move Pivoting on your right foot and tapping your left foot make ¼ of a circle (5-8)
8. Following the music and do the performance together.
9. Form groups of 4 and create their own movements with four different math shapes: square, 90-degree angle, straight line (180 degrees) and ¼ of a circle (90-degree arc).
Assessment:
Ask student to identify the shapes that they made with their feet. Show their group performance.
Homework:
Drawing 5 different shapes on the paper and create movements for each shape.
Cross-Curriculum Standards:
Basic math skills about 90 degrees angle, 180 degrees angle, and 1/4 of a circle.
Differentiation:
Pay more attention to help students with disabilities and English Language Learner.
For students with disabilities, they can do what they feel comfortable to do. For English Language Learner, check if they understand the instructions. If not, explain patiently to them.
Technology and materials:
4 floor marker per student, pictures, music, recordings for students to watch online
Written Component:
Write one paragraph to talk about their understandings of creative dance process.
Careers Skills:
Students can practice math skills while they are dancing. This learning process also can be used for students to corporate knowledge between two different subjects or domains.
__________________________
Lesson 5
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Lesson 4
Ruiming (Alice) Wang
Lesson Plan (Dancing with Math)
Creative Dance Class
Grade level: 5-6 Grade
Teacher’s name: Ruiming Wang
Date: March 25, 2020
Objectives:
To introduce students to a dance which is based on 4 different math shapes: square, 90 degrees angle, straight line (180 degrees) and ¼ of a circle (90 degrees arc).
Component:
1. Movement skills and underlying principles
2. Dance making
3. Critical and Aesthetic Inquiry
Standards:
1. The student can demonstrate with correct alignment, and correct performance of self and others, a series of dance warm-ups, exercises, combinations, and performance pieces.
2. The Student can demonstrate differences in alignment appropriate for various dance styles.
3. The student can articulate, in oral or written form, his or her own aesthetic preference in movement choice and the cultural influences impacting those choices.
Activities:
1. Students can be placed randomly around the room if each child has adequate space to performance.
2. Beginning with 5 minutes warm up
3. Showing pictures to students to help them to better understand the instructions. This dance activity focuses on making math shapes. The students will construct a square, use jumps to make a 90 degrees angle, slide in a straight line (180 degrees) and pivot in ¼ of a circle. (90 degrees arc)
4. First is to let students to make a line, a large square, a triangle, and a ¼ circle together according to the picture. (whole class activity)
5. Second is to create their own square with teacher’s demonstration. Place one card on where you are standing. Move four steps forward and place second card on the floor. Move four steps to the left and place a third card on the floor. Move four steps backward and place a 4th card on the floor. Move four steps to the right where you started, and you have created a square.
6. Then is to do an eight counts movement to create a 90 degrees angle: from the beginning spot jump forward (1-2); jump backward (3-4); jump to the left (5-6) and to the right (7-8)
7. And do another 8 counts to make a straight line (180 degrees) and a ¼ turn (90 degrees): Move left foot two steps to the left and right foot follows left foot. (1-4)
Move Pivoting on your right foot and tapping your left foot make ¼ of a circle (5-8)
8. Following the music and do the performance together.
9. Form groups of 4 and create their own movements with four different math shapes: square, 90-degree angle, straight line (180 degrees) and ¼ of a circle (90-degree arc).
Assessment:
Ask student to identify the shapes that they made with their feet. Show their group performance.
Homework:
Drawing 5 different shapes on the paper and create movements for each shape.
Cross-Curriculum Standards:
Basic math skills about 90 degrees angle, 180 degrees angle, and 1/4 of a circle.
Differentiation:
Pay more attention to help students with disabilities and English Language Learner.
For students with disabilities, they can do what they feel comfortable to do. For English Language Learner, check if they understand the instructions. If not, explain patiently to them.
Technology and materials:
4 floor marker per student, pictures, music, recordings for students to watch online
Written Component:
Write one paragraph to talk about their understandings of creative dance process.
Careers Skills:
Students can practice math skills while they are dancing. This learning process also can be used for students to corporate knowledge between two different subjects or domains.
__________________________
Lesson 5
Jiaxi
Lin [Vicky]
Lesson Plan
DAN385-
Our class at a glance:
Let the children in the classroom
through various parts of the warm-up exercise and the final dance exercise to
master more dance activities and movements. Students will learn and interact
with each other in a respective way. The whole class will be in an encouraging
and loving environment.
Audience：
My dance class is made up of kids
from middle or high school
Class rules：
Don't talk freely in class. Listen carefully
when I speak and when I give a demonstration.
Schedule：
1. Students walk in the door ：
·Put away backpack,
lunch and coat,
·Make sure stay focused when putting away each thing so
they do not forget to put anything away and put everything in the right place
·Go to an assigned spot in the studio
·Wear suitable clothes. Not dress.
·Check that everyone wearing the right thing and talk
to students that are not
2. Teacher signals for attention
·Gets students
attention by ringing chime
·Students
silently turn their attention to the teacher and listen for instructions
3. General flow of class：
·Students begin to follow the
teacher's steps and warm up for each part
·A short break after the warm-up
·The whole dance rehearsal and
practice followed
4. The latter part of the class:
·Have students re-find their
dots
·If they have a handful of good
listeners from the day have them come to the front and face the other
students
·They will help the teacher lead the
cool-down stretch
·Teacher does the activity with the
students to prove he/she is part of the class as well
·Have everyone take a bow and say,
“thank you”
·Pick up dots and put them in a pile
in the front of the room
·Walk back to your belongings and
put on your shoes
·Line up near the door and be ready
for dismissal
5.End of class
·Students leave
classroom
·Go to the place where they left their
coat, backpack, shoes
·Take all of their
belongings
·Find their parent
·Make sure it is not
chaotic and the students go to space where the parents wait so everyone is
accounted for
·Leave
Positive impact:
- Did the children know how to use every part of the body to move their whole body
- Children love this sport and use it often in their lives
- The children are willing to repeat the whole dance of the last interesting dance many times
- Children learn that dancing is fun and positive
Procedures:
Each child began to listen to music, and each
music had its own drumbeat. Start moving according to the beat of the drum. One
action per point. Start with the slowest movement and get faster and faster.
Until you can learn to do a few moves with one drum.
1.
Head
movement: first, the movement in the left, right and rear directions. The
second is to combine the motion of the four points into a circle. And then
finally you have the left and right circles, and you start moving faster and
faster. Wait until you are fully prepared for the head warm-up before moving on
to the next item.
2.
Shoulder
movement: again, start in the front and back. Starting with the left shoulder,
the left shoulder goes forward and backward. And then the right shoulder
forward and backward. Then start the left shoulder up and down in four
directions. And then the front, back, top and bottom of the right shoulder. Finally,
both shoulders begin to move faster. Both shoulders go forward and backward
together. It's no longer a single movement, it's a left and right shoulder
movement.
3.
Chest
movement: the chest moves forward and backward according to the drum. And then there's
the forward, backward, left, and right. And then you start slowly drawing
circles. I'm going to go faster and faster, and I'm going to go faster and
faster on the left and I'm going to go faster and faster on the right.
4.
Hip
movement: the movement in front and back two directions, is the movement in
front and back four directions. The second is to combine the motion of the four
points into a circle. And then finally you have the left and right circles, and
you start moving faster and faster.
5.
Footwork:
push your right foot forward and keep your left foot on a track. Step back with
your left foot and follow with your right foot. And then you add the hip
motion. Move your right foot forward and your hips to the right, and your left
foot forward and your hips to the left.
6.
Move
your hands in circles, clench your hands and circle your chest. Walk one step
to the left when drawing a circle on the left and one step to the right when
drawing a circle on the right. Finally, it becomes a coherent movement. Start
dancing to the beat of the drums in the music.
7.
Movement
of hands and feet together: circle your hands in front of your chest first,
move your left foot to the left and your right foot to follow. As you circle
your hand on the right, move your right foot to the right and your left foot to
follow. Follow the drums from slow to fast, then gradually get better at it.
8.
Integrate
all the steps: according to the drum rhythm of the music, add up all the
movements learned before, and become proficient after being familiar with the
music many times. Then the students grew to like the movements. And add good
music to blend in well in this environment. I hope they can continue to do some
exercises like this in the future when they hear music with drums.
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