Kylie
Lavine
DAN 385
Final
Lesson Plan
April 6th,
2020
Age Level: Middle School, Grades 7-8 (Level
VI)
Component: Movement Skills and Underlying
Principles
Objectives:
1.
Using
concentration, expression, and projection when performing
2.
Executes
different types of warm-ups required of various dance forms and styles
3.
Explains
the importance of exercise sequencing for injury prevention
4.
Explores
off-centered movement (spirals, tilts, falls) in a variety of directions
5.
Is
able to set personal goals for self-improvement
Competencies:
1.
The
student can execute different types of warm-ups required of various dance
styles (ballet barre, modern floor work, jazz isolations etc) by leading class
in a fifteen-minute original warm-up activity in ballet, modern, or jazz
2.
The
student can explain orally and in written form, the importance of warm-up
sequencing for injury prevention
3.
The
student can execute at least three movement phrases that demonstrate
off-centered movement (tilts, spirals, falls) in a variety of directions
4.
The
student can identify orally and in written form basic bones and muscles used in
specific dance movements.
Materials:
·
Clothing
good for moving (running and stretching), socks are recommended but not
required
·
Space
large enough to move in, two wings spans wide at the minimum
·
Phone
or laptop for music and video recording
Warm-up (10 minutes):
exercise/fitness inspired to get
blood moving (offer modifications/alternatives as they come up)
·
Cardio
o
Jumping
jacks, high-knee runs, butt-kick runs
o
Step-touch
movement throughout head and shoulder stretches
·
Flexibility
(facing front, fee hip-width apart)
o
Head:
Move up-down, right-left, and rolling neck each way
o
Shoulders:
Parallel squat with each shoulder roll forward, then add full arm swing
forward, then repeat circling to the back
o
Ribs/Chest:
Arms laterally from shoulders not going past shoulder height, isolate ribs by
moving from left-right and up-down
o
Side:
IT stretch into side fold to legs both left and right sides
o
Hips/Hamstrings/Quads:
Squats with the shoulder rolls AND pulses in a front lunge facing the side on
each side
o
Hold
last lunge for stretch series (bend back leg for hip flexor, straighten front
leg for hamstring/calf)
o
Back:
spinal twists, butterfly, half pike and full pike stretches
·
Core
strengthening
o
Sit
ups or crunches for 8 in each direction (center, right oblique, left oblique)
o
If
time, can repeat series in table top position
·
On
their own, students can strength anything else they need to while teacher
explains lesson plan and finds music for combination
·
Warm
up music:
o
Baby
by Justin Bieber
o
I
Gotta Feeling by Black Eyed Peas
o
4
Minutes by Madonna & Justin Timberlake
Activity (20 mins):
Contemporary/Jazz fusion combination, choreography by
myself Kylie Lavine and dance team teammate (Rachael Vukovinsky) for our dance
team (that we did not get to finish teaching or performing unfortunately)
·
8
counts of 8 long (a little under 30 sec)
o
isolation
movements
o
change
in rhythmic patterns
o
lyrical
movements
o
standing
and floor work
·
Teach
1 count of 8 at a time and offer modifications; then mark every 2 counts of 8
with the music; then practice every 2 and 4 counts of 8 full out
o
Students
can choose if they would like to learn the whole 4 counts or stop after the
first 4 counts
·
Music:
Black & Gold (Marcussen Album Version) by Sam Sparro
Assessment:
·
Students
would be asked to perform in groups in 3-4
·
Each
time they perform, they will be asked to change one movement piece in the
choreography without changing the counts of the rest of the routine. This will
show if they can maintain the same rhythm/timing, yet challenge themselves to
add a leg with an arm or change the accent of a pose etc – whatever they want
to make the movement more comfortable for them (they can also decide not to
change the movement)
·
They
will perform the combination three times: original choreography once, then
their changes, then their changes again to see if they can refine their changes
better
·
Before
each performance, students will explain the movement that they changed; after
the activity, they will reflect on their experience in a written format and
explain why they made the changes they did, or why they did not
No comments:
Post a Comment