MOVING WORDS: INTEGRATING DANCE AND WRITING FOR CREATIVE EXPRESSION 6-8

INTEGRATING DANCE AND WRITING FOR CREATIVE EXPRESSION

LESSON INFORMATION

MOVING WORDS: INTEGRATING DANCE AND WRITING FOR CREATIVE EXPRESSION

Learning Description

Integrating dance and choreography into writing can enhance the narrative by adding dynamic expression, rhythm, and movement to the storytelling process. The purpose of integration is for students to watch dance and use context clues to identify the main idea and supporting details. Students will also use brainstorming, identifying a main idea and supporting details, as a device to create choreography.

Learning Targets

GRADE BAND: 6-8

CONTENT FOCUS: DANCE & ELA

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can identify the main idea and supporting details in a text, conversation, or performance to better understand and explain its overall message.
I can use the main idea and supporting details to create choreography.

Essential Questions

How can identifying the main idea and supporting details in choreography enhance our understanding and interpretation of a dance performance?

Georgia Standards

Curriculum Standards

Grade 6:

ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

ELAGSE6W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Grade 7:

ELAGSE7RL2 Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

ELAGSE7W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Grade 8:

ELAGSE8RL2 Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

ELAGSE8W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Arts Standards

MSD.CR.1 Demonstrate an understanding of the choreographic process.

MSD.CR.2 Demonstrate an understanding of dance as a form of communication.

MSD.RE.1 Demonstrate critical and creative thinking in dance.

MSD.CN.3 Demonstrate an understanding of dance as it relates to other areas of knowledge.

South Carolina Standards

Curriculum Standards

Grade 6:

ELA.6.OE.2 Acquire, refine, and share knowledge through a variety of multimedia literacies to include written, oral, visual, digital, and interactive texts.

ELA.6.OE.3 Make inferences to support comprehension.

ELA.6.C.3.1 Write narratives to develop real or imagined experiences, memories, or ideas, using effective techniques, relevant descriptive details, and well-structured event sequences.

Grade 7:

ELA.7.OE.2 Acquire, refine, and share knowledge through a variety of multimedia literacies to include written, oral, visual, digital, and interactive texts.

ELA.7.OE.3 Make inferences to support comprehension.

ELA.7.C.3.1 Write narratives to develop real or imagined experiences, memories, or ideas, using effective techniques, relevant descriptive details, and well-structured event sequences.

Grade 8:

ELA.8.OE.2 Acquire, refine, and share knowledge through a variety of multimedia literacies to include written, oral, visual, digital, and interactive texts.

ELA.8.OE.3 Make inferences to support comprehension.

ELA.8.C.3.1 Write narratives to develop real or imagined experiences, memories, or ideas, using effective techniques, relevant descriptive details, and logically structured event sequences.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

Key Vocabulary

Content Vocabulary

Author – A writer of a book, article, or report
Main idea – The main idea is the central point or message of a text
Theme – The central idea, message, or underlying meaning in a piece of writing, art, film, or other forms of creative work
Supporting detail – The statements that support (go along with) the main idea
Setting – The place or type of surroundings where something is positioned or where an event takes place
Character – A person in a novel, play, or movie

Arts Vocabulary

Choreography: The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
Choreographer – The person who designs or creates a dance piece
Body – The dancer’s body and how it is used
Types of energy:
- Percussive – Refers to the quality of movement characterized by sharp starts and stops;staccato jabs of energy
- Suspended – Occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap
- Sustained – Smooth and unaccented; there is not apparent start or stop, only a continuity of energy
- Swinging – Established by a fall of gravity, a gain in momentum, a loss of momentum,and the repeated cycle of fall and recovery, like that of a pendulum
- Vibratory – A quality of movement characterized by rapidly repeated bursts of percussive movements like “a jitter”

Space:
- Level – One of the aspects of movement (there are three basic levels in dance: high,middle, and low)
- Pathway – Designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts
- Shape – Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers

Time:
- Tempo – Refers to the pace or speed of movement
Action:
- Locomotor – A movement that travels through space
- Non-locomotor – A movement that does not travel through space

Materials

A selected piece of choreography to watch
Brainstorm planning bubbles or concept map
Music
Paper and pencils

Instructional Design

Opening/Activating Strategy

Discuss the similarities between a choreographer and an author, such as how both are creators and storytellers.
Watch a selected piece of choreography.
Have students identify the story elements in the choreography–who are the characters? What is the setting? What was the beginning, middle, and end?.
Have students identify the main idea and supporting details in the choreography.
Have students infer what the choreography was about using supporting details from the choreography.

Work Session

As a whole group, discuss how choreographers plan choreography just how writers brainstorm for their writing/essay.
Practice a brainstorm for choreography together exploring different types of movements, levels, and energy qualities (see Arts Vocabulary).
Break students into small groups.
Assign or have groups select a main idea/topic for their choreography.
Have students brainstorm for their choreography using a concept map, web, brainstorming bubbles, or other type of strategy.
Remind students to keep in mind the elements of dance: body, action, space, time, and energy, and how they can be used to help express their thoughts/ideas (see Arts Vocabulary).
- For younger students, focus on a limited number of elements.
Have students create and share their choreography.
Have students write the story of their choreography including the main idea and supporting details displayed in the dance.
Their stories should have characters; setting; a beginning, middle, and end; temporal words, and transitions.

Closing Reflection

After watching each group's choreography, the audience (class) will identify the movements they saw in the choreography that were the supporting details of the main idea of the choreography.
Students will answer: How did these movements help you understand the main idea/story?

Assessments

Formative

While groups are working on choreography, ask the students questions about their choreography and choreographic choices.
- What is the main idea?
- What supporting details are in your choreography?
- Have them demonstrate them to you.

Summative

Have choreographers write or talk about their choreographic process and how they selected the movements.
Have students write the story of their choreography including the main idea and evidence/supporting details displayed in the dance.
Their stories should have characters; setting; a beginning, middle, and end; temporal words, and transitions.

Differentiation

Accelerated:

Have students add transitions to their choreography (beginning, middle, end). A transition in choreography serves the same purpose as a transition in writing. It helps to connect all the parts smoothly.

Remedial:

Create a dance collaboratively as a class.
- Teacher will assign the main idea or it can be determined from a text.
- Have each group create choreography for one of the supporting details.
- As a whole class, arrange the supporting details in a sequence to best support the main idea.
- Provide a graphic organizer, sentence stems, etc. to support students as they write their stories.

Credits

Ideas contributed by: Melissa Dittmar-Joy

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright: May 2025 @ ArtsNOW

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MOVEMENT BY CHANCE: EXPLORING DANCE AND DATA PATTERNS 6-8

EXPLORING DANCE AND DATA PATTERNS

LESSON INFORMATION

MOVEMENT BY CHANCE: EXPLORING DANCE AND DATA

Learning Description

Students will explore the concept of chance dance, inspired by Merce Cunningham, while simultaneously developing data interpretation skills. Students will begin by learning about Cunningham’s innovative approach, where movements are determined randomly using dice, coins, or digital tools. Working in small groups, they will create short dance sequences by assigning movements to numbers and rolling dice to determine the movements in their choreography. After performing their sequences, students will record data on movement frequency, patterns, and transitions. They will then analyze this data using charts or graphs, discussing trends and drawing conclusions about how randomness influences artistic composition. This lesson merges creative expression with mathematical thinking, encouraging students to see patterns in both dance and data.

Learning Targets

GRADE BAND: 6-8

CONTENT FOCUS: DANCE & MATH

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can create a chance dance sequence using randomization.
I can analyze movement patterns by collecting and interpreting data.

Essential Questions

How can we use data interpretation to analyze and understand patterns created through chance dance?

Georgia Standards

Curriculum Standards

Grade 6:

6.NR.2.2 Summarize categorical and quantitative (numerical) data sets in relation to the context: display the distributions of quantitative (numerical) data in plots on a number line, including dot plots, histograms, and box plots and display the distribution of categorical data using bar graphs.

6.NR.2.3 Interpret numerical data to answer a statistical investigative question created. Describe the distribution of a quantitative (numerical) variable collected, including its center, variability, and overall shape.

6.NR.2.4 Design simple experiments and collect data. Use data gathered from realistic scenarios and simulations to determine quantitative measures of center (median and/or mean) and variability (interquartile range and range). Use these quantities to draw conclusions about the data, compare different numerical data sets, and make predictions.

Grade 7:

7.PR.6 Using mathematical reasoning, investigate chance processes and develop, evaluate, and use probability models to find probabilities of simple events presented in authentic situations.

7.PAR.4 Recognize proportional relationships in relevant, mathematical problems; represent, solve, and explain these relationships with tables, graphs, and equations.

Grade 8:

8.PAR.3 Create and interpret expressions within relevant situations. Create, interpret, and solve linear equations and linear inequalities in one variable to model and explain real phenomena.

Arts Standards

MSD.CR.1 Demonstrate an understanding of the choreographic process.

MSD.CR.2 Demonstrate an understanding of dance as a form of communication.

MSD.RE.1 Demonstrate critical and creative thinking in dance.

MSD.CN.3 Demonstrate an understanding of dance as it relates to other areas of knowledge.

South Carolina Standards

Curriculum Standards

Grade 6: 6.DS.4 Select and create an appropriate display for numerical data, including dot plots, histograms, and box plots.

Grade 7:

7.DSP.5 Investigate the concept of probability of chance events.

a. Determine probabilities of simple events.

b.Understand that probability measures likelihood of a chance event occurring.

c. Understand that the probability of a chance event is a number between 0 and 1.

d. Understand that a probability closer to 1 indicates a likely chance event.

e. Understand that a probability close to 1 2 indicates that a chance event is neither likely nor unlikely.

f. Understand that a probability closer to 0 indicates an unlikely chance event.

Grade 8:

8.DSP.2 Draw an approximate line of best fit on a scatter plot that appears to have a linear association and informally assess the fit of the line to the data points.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

Key Vocabulary

Content Vocabulary

Data - Facts and statistics collected together for reference or analysis
Analyze - Examine methodically and in detail the constitution or structure of something, especially information, typically for purposes of explanation and interpretation
Interpret - Explain the meaning of information, words, or actions
Charts - A sheet of information in the form of a table, graph, or diagram
Graphs - A diagram showing the relationship between variable quantities, typically of two variables, each measured along one of a pair of axes at right angles
Fraction - A numerical quantity that is not a whole number

Arts Vocabulary

Merce Cunningham - American modern dancer and choreographer who developed new forms of abstract dance movement
Chance Dance - Chance dance is a choreography technique that uses chance to determine the order of a sequence of movements. It can also refer to a movement activity where participants create a dance using a random method like rolling dice.
Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
Choreographer - The person who designs or creates a dance piece
Form - How a dance/choreography is structured (put together)
Level - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)

Materials

Dice
Movement cards with sample movements on them
Merce cunningham video The Six Sides of Merce Cunningham
Data chart
Paper
Pencil/pens/markers
Music

Instructional Design

Opening/Activating Strategy

Create a short dance with students using a movement list to select from.
- Example movement list:
  - Jump
  - Hop
  - Clap
  - Turn
  - Slide
  - Change levels
  - Change directions
- Explain to the students that a piece of choreography is a collection of data.
- Using the data/choreography, create a chart/graph to represent all the steps in the dance.
- Explore various types of charts/graphs that can be used to display the data/choreography.

Work Session

Watch the video, The Six Sides of Merce Cunningham. Discuss who Merce Cunningham is and how he used the concept of chance to create dances.
Discuss how this applies to dancers and choreographers.
Break class into groups.
Give each group a set of movement cards (each group's cards should be the same) and one die.
Choose one of the two methods:
- 1) Tell the students to randomly select a card then roll the die to indicate the number of times that movement will be done.
  - Students should continue until they have used all the cards.
- 2) Give students a set number of movements that they must include in their choreography. Have students assign a numerical value (one to six) to each movement. Have students roll their dice to determine what each movement in their choreography will be.
Have the students create a graph/chart (ex. histograms, dot plot, box plot) to represent all the data in their choreography.
Students will then create choreography for the data they have.
Each group will share their choreography with the whole class.

Closing Reflection

Facilitate a discussion around the following questions:
- How was each group's dance different even though each group had the same data to start with?
- How did chance impact the outcome?

Assessments

Formative

The teacher will assess student learning throughout the lesson by observing students’ ability to use various movements in dance and their ability to use chance to create a unique piece of choreography.

Summative

The teacher will assess student learning using the data charts students create about their choreography
Create a list of questions to ask about the students choreography/data–Examples:
- How many total movements were in your dance?
- What was the mean/median/mode of your data?
- Compare all data charts.
  - What is the probability that all dances would contain a jump?
  - What is the mean/median/mode of all dances?

Differentiation

Accelerated:

Have the students collect the data from all groups' choreography and create various types of charts/graphs representing all the data or comparing the data of different groups.

Remedial:

Limit the data set.
Give the students a chart/graph that is already created and have them create choreography from the data.

Credits

Ideas contributed by: Melissa Dittmar-Joy

Revised and copyright: May 2025 @ ArtsNOW

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EXPLORING THEMES THROUGH PRINTMAKING 6-8

EXPLORING THEMES THROUGH PRINTMAKING

LESSON INFORMATION

EXPLORING THEMES THROUGH PRINTMAKING

Learning Description

Students will work in groups to analyze a short story, identify one or more themes, and examine how they develop over the course of the text. Each student will design and carve a symbol that represents their group's chosen theme. The group will then collaboratively print their symbols on a single piece of paper, visually representing their analysis through art.

Learning Targets

GRADE BAND: 6-8

CONTENT FOCUS: VISUAL ARTS & ELA

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can determine and analyze the theme of a literary text.
I can provide an objective summary of a text.
I can design and carve a symbol that represents a theme in a story.
I can collaborate with my peers to create a unified visual representation of a literary theme.

Essential Questions

How do authors develop themes in literature?
How can multiple themes emerge in a single text?
How can symbols visually represent a theme?
How does collaboration enhance artistic and literary interpretation?

Georgia Standards

Curriculum Standards

Grade 6:

ELAGSE6RL2 Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Grade 7:

ELAGSE7RL2 Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Grade 8:

Arts Standards

VA.CR.1 Visualize and generate ideas for creating works of art.

VA.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

VA.PR.1 Plan, prepare, and present completed works of art.

South Carolina Standards

Curriculum Standards

ELA.AOR.2: Evaluate and critique the development of themes and central ideas within and across texts.

Grade 6:

ELA.6.AOR.2.1 Analyze how key details contribute to the development of a theme(s) over the course of a literary text.

Grade 7:

ELA.7.AOR.2.1 Compare two or more themes within a literary text(s) and how each is developed over the course of a text(s).

Grade 8:

ELA.8.AOR.2.1 Analyze how key details contribute to the development of two or more themes within and across literary texts.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

Key Vocabulary

Content Vocabulary

Theme – The central idea or underlying message in a text
Symbolism – The use of images or objects to represent deeper meanings

Arts Vocabulary

Symbol – A visual representation of an idea or theme
Printmaking – The art or technique of making prints, especially as practiced in engraving, etching, dry point, woodcut or serigraphy
Brayer – A tool used to roll ink evenly onto the printing plate
Composition – How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork
Collaboration – Working together to achieve a common goal

Materials

Selected short stories
Pencils
Copy paper
Styrofoam sheets
Ball point pen or dull pencils
Water based printing ink
Brayers
Large sheets of paper for group prints
Colored pencils or art sticks
Drying rack or space to lay prints

Instructional Design

Opening/Activating Strategy

Engage (Research & Discussion)

Divide students into small groups.
Assign each group a short story to read and analyze (e.g., "The Lottery" by Shirley Jackson, "Thank You, Ma'am" by Langston Hughes, "The Necklace" by Guy de Maupassant).
In their groups, students will discuss and identify one or more themes present in the story.
Groups will create an objective summary of the text, focusing on how the theme develops over time.

Work Session

Explore (Sketch & Plan):

Each student will sketch a symbol that represents the identified theme.
Students will collaborate with their groups to refine their individual symbols to ensure coherence in their final composition.

Create (Printmaking Process):

Follow the printmaking process below.
After students have created their symbols on styrofoam plates, they will print their individual symbols onto a shared sheet of paper, creating a collective representation of their theme.
Review these printmaking tips with students:
- Prepping the styrofoam plate:
  - Use a dull pencil or ballpoint pen to carve designs—press firmly but avoid puncturing all the way through.
  - Encourage students to sketch lightly first before carving to avoid mistakes.
- Carving techniques:
  - Keep lines simple and bold for clear prints; intricate details may not transfer well.
  - Reverse letters or numbers if including text, as prints will be a mirror image.
  - Vary line thickness for added depth—thicker lines hold more ink, while thinner lines create subtle details.
- Inking the plate:
  - Roll out a thin, even layer of ink on a tray before applying to the printing plate with a brayer.
  - Make sure ink covers the entire design, but avoid excessive ink, which can cause smudging.
  - Test prints on scrap paper before the final collaborative print.
- Printing process:
  - Place the inked plate face down on the final paper and press evenly with hands or a clean brayer.
  - Avoid shifting or sliding the plate while printing to prevent smudging.
  - Lift the plate carefully to reveal the design.
  - Encourage students to appreciate the imperfections as part of the artistic process!
- Final Touches:
  - Allow prints to dry completely before handling.
  - Once dry, encourage students to add color and hand-drawn details.

Classroom Tips:

Encourage students to work carefully.
Make sure there is a piece of newsprint under each printmaking station.

Extension:

Virtual Gallery: Upload finished prints to Padlet or Google Sites for peer review.
Video Reflection: Students can record a short video explaining their theme and artistic choices using Flipgrid or Canva Video.

Closing Reflection

Reflect (Gallery walk and discussion):

Groups will present their collaborative prints, explaining their theme choice, how it was developed in the text, and how their symbols represent it.
Students will write an exit ticket explaining how their symbol represents the theme in paragraph form.
Facilitate a class discussion on the effectiveness of visual symbolism in interpreting literature.

Assessments

Formative

Group discussions and teacher observation during analysis and sketching phases

Summative

Final collaborative print with a written reflection on the theme’s development and symbolic representation
Group presentation assessing comprehension and understanding of thematic analysis

Differentiation

Accelerated:

Encourage students to incorporate multiple symbols within their group’s composition to represent nuanced themes.
Have advanced students compare themes across different texts and integrate symbols accordingly.

Remedial:

Provide graphic organizers to help students track how the theme develops over the story.
Provide examples of symbols to help students visualize their ideas.

Additional Resources

Credits

Ideas contributed by: Shannon Green

Revised and copyright: May 2025 @ ArtsNOW

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EXPLORING INTERDEPENDENCE IN ECOSYSTEMS THROUGH PRINTMAKING 6-8

EXPLORING INTERDEPENDENCE IN ECOSYSTEMS THROUGH PRINTMAKING

LESSON INFORMATION

PRINTMAKING ECOSYSTEMS: CARRYING CAPACITY AND BIODIVERSITY

Learning Description

Students will research ecosystem interactions and choose a biotic or abiotic factor to represent in a collaborative printmaking project. Each student will create a styrofoam print of a key component of an ecosystem (e.g., a producer, consumer, decomposer, or abiotic factor like water or sunlight). Then, students will combine their prints to create a large-scale class ecosystem print that visually represents interdependence and energy flow.

Learning Targets

GRADE BAND: 6-8

CONTENT FOCUS: VISUAL ARTS & SCIENCE

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can describe the interdependence between organisms and their environment.
I can develop a model showing the flow of energy in an ecosystem.
I can create a print that symbolizes an important ecosystem component.
I can collaborate with my peers to construct a visual representation of an ecosystem.

Essential Questions

How do organisms interact with one another and their environment?
How do abiotic factors influence ecosystems?
How does resource availability affect populations within an ecosystem?
How can we represent scientific relationships through visual symbols?

Georgia Standards

Curriculum Standards

Grade 7:

S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.

a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem.

b. Develop a model to describe the cycling of matter and the flow of energy among biotic and abiotic components of an ecosystem.

Arts Standards

VA7.CR.1 Visualize and generate ideas for creating works of art.

VA7.PR.1 Plan, prepare, and present completed works of art.

South Carolina Standards

Curriculum Standards

Grade 7:

7-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

7-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Additional Science standards that can be taught using this Visual Arts strategy:

Grade 6:

6-LS1-3. Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Grade 8:

8-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

Key Vocabulary

Content Vocabulary

Interdependence – The way organisms rely on each other and their environment
Ecosystem – A community of interacting organisms and their physical environment
Biotic factors – Living components of an ecosystem (plants, animals, fungi, bacteria)
Abiotic factors – Nonliving components of an ecosystem (sunlight, water, soil)

Arts Vocabulary

Symbol – A visual representation of an idea or theme
Printmaking – The art or technique of making prints, especially as practiced in engraving, etching, dry point, woodcut or serigraphy
Styrofoam printing plate – A carved surface used to make repeated prints
Brayer – A small roller for inking type by hand, usually for making a proof
Composition – How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork
Collaboration – Working together to achieve a common goal

Materials

Pencils
Copy paper
Styrofoam sheets
Ball point pen or dull pencils
Water based printing ink
Brayers
Paper for printing (mixed media paper works well)
Colored pencils or art sticks
Drying rack or space to lay prints
Paper towels to wipe ink off of styrofoam plates
Trays for ink

Instructional Design

Opening/Activating Strategy

Engage (Research & Discussion)

Divide students into groups.
Students will research different ecosystems (rainforest, desert, ocean, tundra, etc.) and analyze how organisms interact with their environment.
Each group will choose an ecosystem and each student will choose a component to represent (e.g., a predator, a tree, a river).
Ask students to sketch a symbol that represents their chosen organism or abiotic factor.

Work Session

Explore (Planning & Design)

Discuss what a symbol is. Discuss how symbols are visual representations of an idea or theme.
Ask students to create detailed sketches of their component, ensuring their symbol visually represents its role in the ecosystem.
Ask students to discuss how their organisms interact (e.g., a rabbit and a fox, a tree providing oxygen).

Create (Printmaking Process):

Review these printmaking tips with students.
- Prepping the styrofoam plate:
  - Use a dull pencil or ballpoint pen to carve designs—press firmly but avoid puncturing all the way through.
  - Encourage students to sketch lightly first before carving to avoid mistakes.
- Carving techniques:
  - Keep lines simple and bold for clear prints; intricate details may not transfer well.
  - Reverse letters or numbers if including text, as prints will be a mirror image.
  - Vary line thickness for added depth—thicker lines hold more ink, while thinner lines create subtle details.
- Inking the plate:
  - Roll out a thin, even layer of ink on a tray before applying to the printing plate with a brayer.
  - Roll the inked brayer over the styrofoam plate. Make sure ink covers the entire design, but avoid excessive ink, which can cause smudging.
  - Test prints on scrap paper before the final collaborative print.
- Printing process:
  - Place the inked plate face down on the final paper and press evenly with hands or a clean brayer.
  - Avoid shifting or sliding the plate while printing to prevent smudging.
  - Lift the plate carefully to reveal the design.
  - Encourage students to appreciate the imperfections as part of the artistic process!

Final Touches:

Allow prints to dry completely before handling.
Once dry, encourage students to add color and hand-drawn details using colored pencils or art sticks.

Collaboration:

Instruct students to assemble their prints to represent an ecosystem, visually showing relationships like predator-prey, competition, and symbiosis.

Closing Reflection

Students will participate in a gallery walk, observing and discussing the ecosystem prints.
Groups will present their components and explain how they contribute to the ecosystem.
Students write a reflection on how their organism depends on others and how resource availability impacts populations.

Assessments

Formative

Observe students’ research on how their component interacts with others (option to have students complete a graphic organizer).
Peer discussions – Students explain their symbols before carving to ensure accurate representation.

Summative

Final print and presentation – Students will submit their individual prints and written reflections of their ecosystem’s energy flow.
RUBRIC

A rubric table for grades 6-8 assessing Ecosystem understanding, Printmaking effort, Collaboration, and Reflection and writing—each rated from 4-Excellent to 1-Incomplete with specific criteria like interdependence in ecosystems.

Differentiation

Accelerated:

Students research and depict more complex interactions (e.g., symbiosis, keystone species).
Reflection Essay – Students write an analysis of ecosystem relationships, including the impact of resource availability.
Students photograph their prints and use Google Slides or Canva to create a digital food web or ecosystem model.
Students can animate their food web interactions in Scratch to show energy flow.

Remedial:

Provide pre-drawn symbol templates for inspiration.
Use sentence starters for the reflection writing portion.

Additional Resources

Virtual Field Trip

Credits

Ideas contributed by: Shannon Green

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ELECTRICITY IGNITES! MAY THE FORCE BE WITH YOU IMPROVISATIONS 6-8

MAY THE FORCE BE WITH YOU IMPROVISATIONS

LESSON INFORMATION

ELECTRICITY IGNITES! MAY THE FORCE BE WITH YOU IMPROVISATIONS

Learning Description

Students will use improvisation to expand their knowledge of gravity, electricity, and magnetism. The room will buzz with movement as they put gravity and magnetic fields into their bodies while playing "Gravity Groove" and "Magnetic Field Milling". They will then explore the golden rule of improvisation, "Yes..and" by playing "You are a….Yes, I am". The lesson concludes with students creating improvised scenes with given Force of Nature Scenarios (Gravity, Magnetism, Electricity, Friction, Inertia). This challenging and hilarious lesson will catapult students' imaginations and get them out of their comfort zones.

Learning Targets

GRADE BAND: 6-8

CONTENT FOCUS: THEATRE & SCIENCE

LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

I can use my body to explore different aspects of electricity.
I can use my imagination to learn about science.
I can create stories with characters and dialogue to bring electricity to life.
I can use improvisation to make stories about what I am learning in science.
I can build upon others' ideas.

Essential Questions

How can improvisation help me understand the forces of nature?
What is the difference between negating and accepting others' ideas?
How can I embody radical acceptance in my life and the world around me?

Georgia Standards

Curriculum Standards

Grade 8:

S8P5 Obtain, evaluate, and communicate information about gravity, electricity, and magnetism as major forces acting in nature.

Additional Science standards that can be taught using these theatre strategies:

Grade 6:

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.

a. Analyze and interpret data to compare and contrast the composition of Earth’s atmospheric layers (including the ozone layer) and greenhouse gases.

b. Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and water at different rates.

Grade 7:

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.

a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.

Arts Standards

TA.PR.1 Act by communicating and sustaining roles in formal and informal environments.

a. Demonstrate effective verbal and non-verbal communication skills (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).

c. Demonstrate a variety of types of theatre performances.

South Carolina Standards

Curriculum Standards

Grade 8:

8-PS2-1. Apply Newton’s third law to design a solution to a problem involving the motion of two colliding objects.

8-PS2-3. Analyze and interpret data to determine the factors that affect the strength of electric and magnetic forces.

8-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.

8-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Additional Science standards that can be taught using these theatre strategies:

Grade 6:

6-PS1-4. Develop and use a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

6-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Grade 7:

7-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

7-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

Anchor Standard 3: I can act in improvised scenes and written scripts.

Key Vocabulary

Content Vocabulary

Attract - When two objects pull toward each other due to magnetic or electric forces; opposite charges or poles attract (e.g., a north pole and a south pole of a magnet)
Repel - When two objects push away from each other due to magnetic or electric forces; like charges or poles repelling (e.g., two north poles of a magnet)
Positive (+) - A type of electric charge or magnetic property. It repels other positive charges and attracts negative charges.
Negative (-) - A type of electric charge or magnetic property. It repels other negative charges and attracts positive charges.
North Pole (N) - One of the two ends of a magnet where the magnetic force is the strongest
South Pole (S) - The opposite end of a magnet where the magnetic force is the strongest
Gravity - The force that pulls all objects with mass towards each other, causing things to fall to the ground and keeping planets in orbit
Friction - A force that opposes motion when two surfaces come into contact
Inertia - The tendency of an object to resist a change in motion; an object at rest stays at rest, and an object in motion stays in motion unless acted on by an outside force (Newton's First Law of Motion)
Magnetism - The force that is created by the movement of tiny charged particles called electrons and causes some materials, like iron, to attract or repel each other
Magnetic field - The invisible area around a magnet where the force of magnetism acts, attracting or repelling other magnets and magnetic materials like iron

Arts Vocabulary

Body - Actors use their body to become a character through body posture and movement. What your mind thinks, what your emotions feel, all of this is supposed to show up in your body.
Posture - How an actor holds their shoulders and chest to portray a character's motivations, emotions, and traits.
Imagination - Actors use their imagination to envision things that are not real. It is an essential tool in an actor’s ability to bring a character, scene, etc. to life.
Facial Expressions - Using your face to show emotion
Improvisation - A moment in a play that is not rehearsed or “scripted”, or acting without a script. For example: if an actor forgets a line, he/ she may improvise the line in the scene.
Rules of Improvisation -

Say "Yes, and…"
- Always accept what your scene partner says or does.
- Build on it by adding your own ideas instead of shutting theirs down.
Avoid asking too many questions.
- Instead of just asking, add information to keep the scene moving.
Make bold choices and commit.
- Don't be afraid to fully commit to your character and actions.
- Even if something feels silly, own it!
Keep the scene moving forward.
- Scenes shouldn't stall—always contribute to the action.
- If things slow down, introduce a new action, emotion, or obstacle.
Stay in the moment.
- Listen to your scene partners and respond genuinely.
Make your partner look good.
- Improv is about teamwork, not competition.
- Support each other and help the scene succeed instead of trying to be the funniest.
There are no mistakes, only opportunities.
- If something unexpected happens, go with it!
- Mistakes can lead to hilarious or creative moments in a scene.
Keep it appropriate.

Materials

Positive/Negative cards–index cards with one word on each: Positive (+), negative (-) (one card per student)
North/South cards–index cards with one word on each: North (N), South (S) (one card per student)
Rules of Improvisation
Force of Nature Scenarios for "May the Force Be With You" improvisations.
- 1 - "Magnetic Mystery" (Magnetism, Electricity)
  - Scenario: A town is experiencing strange magnetic disturbances—cars, phones, and even metal trash cans are flying toward a mysterious magnetic field! A group of scientists must figure out what's causing it before everything metal disappears into the sky.
    - Forces in action:
      - Magnetism–students can act as metal objects being pulled toward an invisible force
      - Electricity–powering the magnet on/off to control the chaos
    - 2 - "Frenzy Friction" (Friction, Inertia)
      - Scenario: A group of skiers is competing in a downhill race, but as they reach the bottom, they realize the snow has melted into a super slippery ice patch! With almost no friction, they can't stop and must figure out how to slow down before crashing.
        
        Forces in action:
        
        Friction–acting out different surfaces: rough snow versus slick ice
        
        Inertia–skiers keep moving unless something stops them
        
        3 - "Elevator Drop" (Electricity, Gravity)
        
        Scenario: A group of people is in an elevator when the power goes out! Without electricity, the elevator stops moving. Then, the emergency backup kicks in, but gravity starts pulling it too fast. Can they figure out how to stop the elevator before it crashes?
        
        Forces in action:
        
        Electricity–powers the elevator, but it fails
        
        Gravity–pulling it down when the power is lost
        
        Friction–brakes activating to slow it down
        
        4 - "Rollin’ Coaster" (Inertia, Friction, Gravity)
        
        Scenario: A brand-new roller coaster malfunctions, and instead of slowing down at the end, it keeps speeding up! The riders must find a way to stop the ride before they launch off the tracks.
        
        Forces in action:
        
        Gravity–pulling the coaster down steep drops
        
        Inertia–coaster keeps moving unless stopped
        
        Friction–brakes trying to slow it down

Instructional Design

Opening/Activating Strategy

EXTREME ZING! (Magnetism & Electricity)

Explore the words attract and repel and how they look on our bodies.
- Repel jumps away.
- Attract comes together.
Explore the words positive and negative and how they look with our bodies, faces, and voices.
- Positive - Tall body, high level that goes from small to big, face goes small to big, voice with pitch and volume that grows
- Negative - Small body, low level that goes from low to high, face from big to small, voice with pitch and volume that decrease
Discuss how attract and repel relate to positive and negative charges.
- Opposites attract.
- Likes repel.
Have students mill about the room.
Tell students:
- When I say "1, 2, 3…Action" you will mill about the room as your positive or negative character.
- When I say "1, 2, 3…ZING!" you will freeze opposite the person/character closest to you.
- Physically react to your partner/other character:
  - If they are opposites (+ and -) or (North and South), they must move toward each other (slow-motion magnetization).
  - If they are like charges (+ and +) or (North and North), they must dramatically push apart like an invisible force is pushing them.
- I will then say "1, 2, 3…Action” and you will mill about the room again until I call out "1, 2, 3.. ZING”.
Give each student a positive/negative card and a north/south card.
Keep playing for several rounds.
Then, add the third action: Neutral!
- Students freeze, representing an uncharged object.

GRAVITY GROOVE

Discuss how gravity changes movement.
Ask students to move around the room normally.
Call out different gravity levels:
- Zero gravity:
  - Students move in slow motion, floating like astronauts.
- Moon gravity:
  - Students take big, slow steps, like walking on the Moon.
- Extreme gravity:
  - Students act as if they are being pulled down with heavy weight.
- Coaching note:
  - Encourage students to exaggerate their movements and facial expressions to tell a strong non-verbal story.

MAGNETIC FIELD MILLING

Discuss the meaning of a magnetic field.
Play music.
Explain the game. Say:
- When I play the music, you will walk around the room like a magnetic particle floating in space.
- When I stop the music, I will call out a scenario.
- You need to use your whole body, facial expression, and imagination to embody the scenario without words.
Start the music. Asking questions as students mill about the space.
- How would that feel in your body?
- How would your legs react?
- How would your arms react?
Stop the music and call out a scenario:
- Strong magnet!
  - Students rush to the center of the room acting like a strong magnetic field pulling them in.
    - Coaching questions:
      - How would this change the pace of your movement?
      - How would the magnetic field pull you?
      - What part of your body would lead?
    - Weak magnet!
      - Students lazily move in all directions showing a weak attraction.
        
        Coaching questions:
        
        How would this change the pace of your movement?
        
        How would your face react?
        
        What part of your body would lead?
        
        How would your posture change?
        
        Magnet turned off!
        
        Students collapse like the magnet lost power.
        
        Coaching questions:
        
        How would you fall to the ground?
        
        Add a sound when you are turned off.

Work Session

IMPROVISATION

Introduce the Rules of Improvisation.
Watch the video: Minute Improv Yes And.
GAME: "YOU ARE A…..YES, AND I AM"
- Have students get into partners around the room.
- Partner #1 tells the other what character they are/have.
  - #1 says, “You are a ________.”
  - #1 claps three times while Partner #2 becomes the character.
- Partner #2 immediately physicalizes and embodies the character said to them.
  - Then says, after the claps, “Yes, I am ….and….I _______”, adding in a detail and acting it out.
- Partner #1 gives Partner #2 three character suggestions. Then, the partners switch.
- Partner #2 gives Partner #1 three character suggestions.
- Example:
  - #1 says, “You are a monkey” then claps three times.
  - #2 becomes a monkey with body, voice, and sounds.
  - #2 says, “YES, I am a monkey, AND I eat bananas!”.
  - Repeat this twice and then switch.

MAY THE FORCE BE WITH YOU

Say, “Now, let's practice and play with improvisation; let's make up scenes on our feet as we go along”.
Ask three student volunteers to come to the front of the room.
Read the scenario: "Lost in Space" (Gravity, Inertia).
- A team of astronauts is on a spacewalk when their spaceship's gravity generator malfunctions! Suddenly, they are floating in zero gravity. A planet’s gravitational pull pulls them in as they struggle to move. Can they escape before they get sucked into the atmosphere?
- Ask students which forces are at work. This scenario deals with gravity and inertia.
- Ask students to explore ways that would look in their bodies in each scenario.
  - Gravity–weightlessness in space versus strong pull from a planet
  - Inertia–astronauts floating in motion until they push off something
- Ask students to freeze in a pose as if they are floating in zero gravity.
- Call "Action" and have students come to life.
- Coaching notes as students improvise.
  - If a student negates something, ask them to repeat it with "Yes, and…"
  - Tell students:
    - Project your voice so that we can hear you.
    - Listen to your partner.
    - Build on what your partner is saying.
    - Bring in the focus of nature.
  - When students are finished, call "Lights out."
  - Have students bow.
  - Ask the students in the audience what they thought each actor did well.
  - Ask them what worked and didn't work about the dialogue.
  - Assign groups of students a Force of Nature Scenario (Gravity, Magnetism, Electricity, Friction, Inertia).
    - Give students ten minutes to rehearse.
    - Have students share scenes.
    - Keep coaching as scenes are being performed to help direct the scenes if needed

Closing Reflection

Say, “Improvisation is radical cooperation and acceptance. Why do you think people say that about improv?”.
- Have students turn and talk to a neighbor about the following:
  - Was improvisation easy or hard for you, and why?
  - Think about how saying "Yes…and" might change some of your school, home, and work relationships.

Assessments

Formative

Walk around the room and listen to collaboration to assess students’ comprehension of the material.
Observe students' understanding of improvisation and comfort level throughout the lesson.

Summative

Assess students' content comprehension through the scenes that they create. Check to make sure they include the forces and create dialogue.

Differentiation

Accelerated:

Accelerated students can revise and edit their scripts. Then, type them out and create blocking to perform in front of the class. Blocking is the physical arrangement of actors on a stage that facilitates the performance of a play.

Remedial: