The Art of Storytelling K-1

THE ART OF STORYTELLING

THE ART OF STORYTELLING

Learning Description

Introduce students to the ancient art of storytelling through the use of a Mayan folktale. Invite students to use art to recall narrative elements as they design story panels. Encourage them to reconstruct the story sequence through interpretive dance movements.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: THEATRE & DANCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the beginning, middle, and end of a story.
  • I can show the beginning, middle, and end of a story through illustration and choreography.

Essential Questions

  • How can art and movement be used to help answer questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolutions) in a text?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

ELAGSEKRL3 With prompting and support, identify characters, settings, and major events in a story.

 

Grade 1: 

ELAGSE1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELAGSE1RL3 Describe characters, settings, and major events in a story, using key details.

Arts Standards

Kindergarten: 

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

 

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

 

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

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

 

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD1.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

ELA.K.AOR.1.1 Identify and describe the main character(s), setting, and events that move the plot forward.

ELA.K.AOR.6.1 Retell a text orally to enhance comprehension: a. include main character(s), setting, and important events for a story.

 

Grade 1: 

ELA.1.AOR.1.1 Identify and describe the main story elements, such as character(s), setting, and events that move the plot forward.

ELA.1.AOR.2.1 Retell a story using main story elements and identify a lesson in a literary text.

ELA.1.AOR.6.1 Retell a text orally and in writing to enhance comprehension: a. include main story elements at the beginning, middle, and end for a literary text.

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 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Fable - A short story that often uses animals and characters to teach a lesson
  • Character - A person, an animal or other figure assuming human qualities, in a story
  • Setting - The time and place in which a story takes place
  • Plot - The events that happen in a story
  • Cause - The reason something happened
  • Effect - What happens because of the cause

Arts Vocabulary

  • Body - The instrument of dance
  • Space - The area covered by dance movements
  • Time - Fast or slow (tempo); even or uneven (beat); and long or short (duration) the movement is
  • Energy - How the body moves

 

Materials

  • The Bird Who Cleans the World and Other Mayan Fables, by Victor Montejo (or other folktale or fable)
  • Sound source and music with a steady beat
  • Brown craft paper
  • Colored chalk

 

Instructional Design

Opening/Activating Strategy

  • Introduction and Theme:
    • Introduce the activity telling students that they will be using dance to tell a story.
    • Have students spread out in the room finding their own space where they can move without touching their neighbors.
    • Begin by introducing the theme or story. This could be something simple, like a day at the beach, a journey through a forest, or even a well-known fairy tale.
    • Briefly explain the sequence of events in the story.
  • Gentle Stretching:
    • Start with light stretching to prepare the body.
    • Incorporate dynamic stretches that mimic movements related to the story. For example, if the story involves the wind, include arm stretches that mimic the wind.
  • Introduce Basic Movements:
    • Introduce basic movements that will be part of the story. These could include jumping, swaying, spinning, or specific gestures.
  • Character Exploration:
    • Have participants embody different characters or elements of the story. For example, they might move like waves, trees, or animals.
    • Encourage expressive movements that convey the character's emotions or actions.
  • Sequencing:
    • Start to piece together the story by arranging the basic movements and character explorations into a sequence.
    • Work through the story chronologically, asking participants to interpret each part.
    • Perform a complete run-through of the story, from beginning to end, as a group.
    • Emphasize the flow and connection between each part of the story.

 

Work Session

  • Invite students to recall stories they have been told by a family member.
  • List titles and discuss similarities and differences among the stories.
  • Share how many cultures have a history of passing down stories from generation to generation.
  • Share history of the Mayan people (or other applicable history) with the class:
    • The Maya originated in Yucatan, Mexico, in the area where the resort beach city of Cancun is today. Show students where this is on a map in relation to where they are.
    • The ancient Maya established their cities in the rainforest, played games that went on for days, and are famous for their knowledge of the stars. The idea of time fascinated them.
    • They developed astronomy, calendar systems, and writing.
    • They chewed gum, filed their teeth and raised bees without stingers.
    • Like the Egyptians, they built pyramids, often elaborately adorned with murals and elaborate architectural details.
    • They built elaborate pyramids and observatories without the use of metal tools.
    • Scholars agree that the Maya were the most advanced of all ancient Mesoamerican cultures.
    • They were highly skilled as potters and weavers.
    • The ancient Maya appreciated beauty, storytelling and drama. Archaeologists can tell this by examining their sculptures, ceramics, mosaics, painting, weaving, clothing and costume design.
  • Tell students that they will be reading a Mayan fable called “The First Monkeys”. Tell students that a fable is a short story that often uses animals and characters to teach a lesson.
  • Read the story “The First Monkeys” from The Bird Who Cleans the World and Oher Mayan Fables, by Victor Montejo (or other folktales).
    • Review the elements of a story such as setting and characters. Invite students to recall story details–what was the setting? Who were the characters?
    • Discuss the beginning, middle, and end of the story.
  • Divide students into groups of three or four.
    • Provide craft paper folded into thirds and chalk.
    • Invite students to work together to create scenes illustrating the beginning, middle, and end of the story.
  • When pictures are complete, tell students that they will use dance and movement to tell the beginning, middle, and end of the story.
    • Remind students of how they interpreted a story through movement in the activator.
    • Students’ choreography should have three parts–a beginning, middle, and end.
    • Scaffold the lesson by brainstorming ways to use dance to show the beginning of the story before having students work in groups to develop choreography.
    • Circulate the room to work with students and check for understanding as they choreograph their dances.

 

Closing Reflection

  • Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience will determine how each group showed the beginning, middle, and end of the story through their choreography.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of stories and story elements, discussion of “The First Monkeys”, and collaboration with their groups to illustrate and create a dance that tells the story.

 

Summative

CHECKLIST

  • Students can identify the beginning, middle, and end of a story.
  • Students can show the beginning, middle, and end of a story through illustration and choreography.

 

DIFFERENTIATION 

Acceleration: Students will design their own fable with beginning, middle and end that contains a clear moral.

Remediation: Use a graphic organizer to help students identify the beginning, middle, and end of the fable. Divide the class into three small groups. Each group will be responsible for one panel and accompanying movement.

ESOL Modifications and Adaptations: Introduce and explain narrative elements and cause and effect. Using a story previously read in class, students will identify the narrative elements in the story, cause and effect, and review the beginning-middle-end of the story.

*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.

Ideas contributed by: Peggy Barnes. Modifications, Extensions, and Adaptations Contributed by: Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas Reviewed by Emily Threlkeld. Updated by: Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

Back to Modules

Using Dance to Explore Electricity 4-5

USING DANCE TO EXPLORE ELECTRICITY

USING DANCE TO EXPLORE ELECTRICITY

Learning Description

In this lesson, students will analyze various examples of conductors and insulators. They will work in small groups to craft a group dance that depicts an electrical current and how it is affected by the conductor or insulator they are analyzing. Students will present their dances to the class and their classmates will determine whether the movement conveyed an insulator or conductor. Students will reflect on the process and a class discussion will develop around how conductors and insulators affect electrical currents.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain the different effects that a conductor and an insulator have on an electrical current.
  • I can demonstrate the different effects that a conductor and an insulator have on an electrical current through movement and choreography.
  • I can use the elements of dance to communicate meaning to an audience.

Essential Questions

  • How can dance be used to explore the effect that conductors and insulators have on electrical currents?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5P2. Obtain, evaluate, and communicate information to investigate electricity.

  1. Obtain and combine information from multiple sources to explain the difference between naturally occurring electricity (static) and human-harnessed electricity.
  2. Design a complete, simple electric circuit, and explain all necessary components. c. Plan and carry out investigations on common materials to determine if they are insulators or conductors of electricity.

Arts Standards

Grade 5:

ESD5.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD5.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD5.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 4:

4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

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 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Electrical current - A flow of electric charges Insulators A material that prevents or blocks the flow of electricity
  • Circuit - A path that is made from an electrical current
  • Conductor - A material that electricity can flow through easily
  • Insultator - A material that resists the flow of electric charge

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Pathway - The designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancersTypes of shapes: Curved/Angular

 

Materials

  • Sound source and music with a steady beat
  • Anchor chart paper/poster paper (one per group)
  • Markers
  • Index cards with scenarios written on them

 

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Make your expectations for when students work together in groups to craft their dances explicit. Go over the guidelines before the group work begins. Write and post them so that students can refer back to them if they need to during their group working time. 

  • Begin the lesson by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
      • Have students arrange themselves throughout the room with enough personal space to move freely without touching a neighbor.
      • Turn on instrumental music with a steady beat.
      • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
  • Prompt students to create shapes with their body to music. Encourage students to think about making curved and angular shapes.
    • Next, bring students’ awareness to the space in the room by having them march in place to the beat of the music swinging their arms side to side. Select a “leader” who will guide students in a movement as students walk in a circle around the room. This will allow students to explore traveling movements and pathways (straight, zigzag, circular).
      • Tell students that when a dancer moves from one place to another, this is called locomotor movement; when a dancer performs a movement in one place, this is called non-locomotor.
    • Now, direct students to go back to their place; they will explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
  • Have students return to their seats.

 

Work Session

  • Review electrical currents, circuits, conductors, and insulators. Use visuals to support student understanding.
    • Ask students how pathways in dance and electrical circuits are similar. Ask a student volunteer to demonstrate. This will help students see how movement can be used to communicate a concept.
    • Brainstorm with students examples of conductors and insulators.
  • Divide students in small groups.
  • Have students divide a piece of chart paper/poster paper into four sections.
    • Students should title each section the following: Electrical current, circuit, conductor and insulator.
    • In each section students should write adjectives that would describe what each would look like. Students should also brainstorm what types of movements would express each term. Ask students to consider things like movement quality, locomotor/non-locomotor, pathways, etc.
    • Allow time for some groups to share. Students can then revise their charts as needed.
  • Give each group a scenario written on an index card that demonstrates either a conductor or an insulator that would affect an electrical current.
    • Direct students to first determine whether the example is a conductor or insulator.
    • Next, ask students to collaborate to create a movement phrase (three movements) that depicts the scenario and how the conductor or insulator provoked or stopped the electrical current.
    • Remind students to refer back to their charts to help them choreograph their movement phrases.

 

Closing Reflection

  • Students will perform their movement phrases for the class. Before students perform their dances, discuss audience participation and etiquette.
  • After each performance, the audience should determine whether the piece had a conductor or an insulator in the scenario.
  • Facilitate a discussion around how they arrived at their conclusion by asking the following questions:
    • Based on the movement of the group, how did we know there was a conductor/insulator?
    • What did you notice about the electrical current in this dance piece?
    • Who in the group was the conductor or insulator? How did they convey this?
    • How did dance help us understand electrical currents?
  • If students use a STEAM journal, have them write a reflection using these questions as a prompt.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; discussion of electrical currents, circuits, conductors and insulators as a whole class and in small groups; contributions to group choreography, and explanations to class debrief of each performance.

 

Summative

CHECKLIST

  • Students can explain the different effects that a conductor and an insulator have on an electrical current.
  • Students can demonstrate the different effects that a conductor and an insulator have on an electrical current by creating a movement phrase that uses the elements of dance.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to create an eight movement choreography to demonstrate their concept.
  • Have students create their own scenarios and choreograph movement phrases to demonstrate them.

Remediation: 

  • Reduce the number of movements students are required to include in their choreography.
  • Choreograph a movement phrase to represent either a conductor or an insulator together as a whole class. Then, have students work in small groups to choreograph a movement phrase to demonstrate whichever concept was not choreographed as a class.

*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.

Ideas contributed by: Jessica Rosa Espinoza. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

 

Back to Modules

Using Movement and Dance to Explore Symmetry 2-4

USING MOVEMENT & DANCE TO EXPLORE SYMMETRY

USING MOVEMENT & DANCE TO EXPLORE SYMMETRY

Learning Description

In this lesson, students will explore symmetry using movement and dance. They will begin this exploration by examining images and determining whether or not they are symmetrical, recognizing the defining attributes that make a shape symmetrical. Students will then create symmetrical formations with their bodies and identify the line of symmetry present during these formations. Finally, students will collaborate to combine what they learned about dance and symmetry to choreograph a final dance performance.

 

Learning Targets

GRADE BAND: 2-4
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify symmetrical and asymmetrical shapes as well as a line of symmetry.
  • I can use my body to create symmetrical shapes.
  • I can create movements and choreograph dances that use symmetry, levels, and locomotor movements.

Essential Questions

  • How can symmetry be used in choreography?
  • What are the attributes of a symmetrical shape?

 

Georgia Standards

Curriculum Standards

Grade 2: 

2.GSR.7: Draw and partition shapes and other objects with specific attributes and conduct observations of everyday items and structures to identify how shapes exist in the world.

2.GSR.7.2 Identify at least one line of symmetry in everyday objects to describe each object as a whole.

 

Grade 3: 

3.GSR.6: Identify the attributes of polygons, including parallel segments, perpendicular segments, right angles, and symmetry.

3.GSR.6.3 Identify lines of symmetry in polygons.

 

Arts Standards

Grade 2: 

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

 

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 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Symmetry - When one half of an object is a mirror image of the other half
  • Asymmetry - When one half of an object is not a mirror image of the other half
  • Line of Symmetry - An imaginary line where you can fold the image so that both halves are exactly the same
  • Reflection - An image or shape as it would be seen in a mirror

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
  • Formation - The arrangement or positioning of dancers in a performance area

 

Materials

  • Sound source and music with a steady beat
  • Jump ropes
  • Anchor chart/poster paper
  • Markers
  • Pencils
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Use cueing methods when directing in your classroom, such as “3-2-1- Freeze” and the term “Actor’s Neutral”. Make your expectations for the group dance task explicit and go over these before the group work begins. Display them so that students can refer back to them if they need to during their group working time. 

 

Teacher prework: Post images of dancers in symmetrical and asymmetrical poses throughout the room. Post large chart paper next to each image.

 

  • Conduct a Gallery Walk with students of images of dancers in symmetrical and asymmetrical shapes.
  • Students will circulate the room observing the images of dancers.
  • Students will write on the chart paper next to each image what they notice about the dancer’s shape.
  • Come back together as a whole class. Look at each image together as a class reading the comments and asking students to share their comments.

 

Work Session

  • Review or teach about symmetry and the attributes that shapes must have in order to be symmetrical.
  • Tell students that they will be using movement to demonstrate their understanding of symmetry.
  • Begin by engaging students in a physical warm-up.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
    • Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
    • Next, tell students to create shapes with their bodies at the level the teacher calls out (high, mid, or low).
    • Next, incorporate symmetry to the prompt, such as, a low level symmetrical shape and high level asymmetrical shape.
  • Next, students will have the opportunity to create symmetrical formations with a partner (this can also be done individually).
    • Divide the class in half.
    • Group A will move to music. When the music stops, the partners will freeze in a formation that shows symmetry.
    • Group B (observers) will use a jump rope to create a “line of symmetry” on selected partners to check if their formation is symmetrical. Demonstrate how to do this before having students do it. If it is not, give students an opportunity to problem solve and revise their formation so that it is symmetrical.
    • Tell students that they will now incorporate levels: Low, mid and high to make symmetrical shapes.
    • Periodically pause the music to allow dancers to reflect on the prompt given: “What did we like about what we saw? What do we have to remember to do in order to remain symmetrical?”
    • Group A will switch roles with Group B so that Group B performs while Group A acts observes.
  • Tell students that they will now explore partner mirroring.
    • Each pair should select their three favorite moves or shapes from the previous exercise. The movements will be performed as locomotor movements (traveling from one place to another, such as one wall of the room to the opposite wall). Tell students that the path made by a dancer is called a pathway.
    • Tape a “line of symmetry” down the middle of the floor. Tell students that one partner will stand on either side of the line of symmetry to perform their dance.
    • Students will work with their partner to choreograph a short locomotive movement phrase using their three chosen movements.
    • Students will perform their movement phrases using the line of symmetry taped on the floor.
  • Bring the lesson to a close in a final group dance.
    • Divide students into small groups of four students.
    • Set criteria for group dances. An example of requirements is as follows; simplify requirements as needed.
      • Beginning pose/shape
      • Symmetrical shapes (three different shapes using different levels)
      • Partner mirroring (using upper and lower body)
      • Locomotor movement on the line of symmetry
      • Ending pose/shape

 

Closing Reflection

  • Students will perform their dances for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • Turn up the volume of the music and help students find the steady beat by tapping their toes on the floor.
  • After each performance, the audience will discuss where they saw examples of symmetry in each dance and how the groups used locomotor movement, levels and mirroring in their choreography.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, identification of symmetrical and asymmetrical shapes, ability to use levels and body shapes to create symmetry, and collaboration with their groups to create choreography.

 

Summative

CHECKLIST

  • Students can identify symmetrical and asymmetrical shapes as well as a line of symmetry.
  • Students can use their bodies to create symmetrical shapes.
  • Students can create movements and choreograph dances that use symmetry, levels, and locomotor movements.

 

DIFFERENTIATION 

Acceleration: Challenge students to create their own criteria for their group choreography using symmetry and the dance concepts that they learned in class. Students should be able to articulate how they used dance concepts and symmetry in their choreography.

Remediation: 

  • Reduce the number of movements students are required to include in their choreography.
  • Scaffold this lesson by leading the class in whole class choreography before students choreograph in their groups.
  • Chunk each activity, gradually adding in steps.
  • Rather than requiring students to complete all dances, allow students to choose which activity they want to use to demonstrate their understanding of symmetry (alternately, assign different tasks based on students’ levels–more advanced students can create the small group dance with a partner, and students performing at a lower level can explore creating a symmetrical formation with a partner).

*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.

Ideas contributed by: Jessica Rosa Espinoza. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

 

Back to Modules

Water Dance 6-8

WATER DANCE

WATER DANCE

Learning Description

Guide your students in using movement and dance composition to explore and express the stages of the water cycle through choreography.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can describe the stages of the water cycle.

  • I can create and perform choreography that effectively expresses stages of the water cycle using the elements of dance.

  • I can identify the stages of the water cycle represented in choreography.

Essential Questions

  • How can dance/movement communicate the stages of the water cycle?

  • What is the water cycle?

 

Georgia Standards

Curriculum Standards

Grade 6:

S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes. 

  1. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water. (Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)

Arts Standards

Grade 6: 

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

 

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

 

MSD.CN.3 Integrate dance into other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Grade 6:

6-ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

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 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Water cycle - A continuous process by which water moves through the Earth's atmosphere, surface, and underground

  • Evaporation - Water from oceans, rivers, lakes, and other bodies of water turns into water vapor due to the heat from the sun. This also includes transpiration from plants, where water is absorbed by roots from the soil and released as vapor from the leaves.

  • Condensation - The water vapor rises into the atmosphere and cools, forming tiny droplets that gather to create clouds. This process changes water vapor back into liquid or solid form, such as droplets or ice crystals.

  • Precipitation - When these droplets or ice crystals become too heavy, they fall to the Earth's surface as precipitation, which can be in the form of rain, snow, sleet, or hail.

  • Infiltration - Some of the water that reaches the ground seeps into the soil, replenishing groundwater supplies.

  • Runoff - Water that doesn't infiltrate the ground flows over the surface and collects in bodies of water such as rivers, lakes, and oceans. This water will eventually evaporate and continue the cycle.

  • Sublimation - In colder regions, snow and ice can change directly into water vapor without melting first, contributing to the water vapor in the atmosphere.

  • Deposition - The reverse of sublimation, where water vapor changes directly into ice without becoming liquid first, often forming frost.

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers

  • Choreographer - A person who creates dances

  • Movement Quality - The type of energy needed to accomplish a specific movement

  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low

  • Movement phrase - A series of movements linked together to make a distinctive pattern

  • Non-locomotor - This refers to a movement that does not travel through space

  • Locomotor - This refers to a movement that travels through space

  • Steady beat - An unchanging, continuous pulse

  • Space - An element of movement involving direction, level, size, focus, and pathway

  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers

 

Materials

  • Sound source and music 
  • Water cycle visuals
  • Poster paper
  • Markers

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Set up chairs and tables in a circular format to maximize students’ engagement and ability to see their peers during the activity and performance. Also establish parameters for acceptable movement choices and discuss audience behavior/etiquette with students.


  • Begin the lesson by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
    • Next, bring students’ awareness to the rhythm of the music by having them march in place to the beat with high knees, swinging their arms side to side. 
    • Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
    • Finally, bring students’ attention to levels (high, middle, low) directions (forward, backward, sideways), and locomotor and non-locomotor movements with movements such as stretching up high and moving on tiptoes, moving low to the ground and crawling forwards and backwards, and bouncing in place at a medium level.

 

Work Session

  • Next, play Pass the Movement. The objective of the game is to create a sequence of movements by passing a dance move around the circle or group, with each student adding their unique twist. 
  • Encourage students to experiment with what they learned about dance in the activator. This activity provides a chance for students to practice creating movement prior to creating their own choreography.
    • Have the students stand in a circle or line, making sure there is enough space between them to move comfortably.
    • Explain the rules of the game. Each student will create a simple movement and "pass" it to the next student, who will then repeat the movement and add their own.
    • Choose one student to start the game. This student will perform a simple movement, such as a clap, a jump, a spin, or a wave.
    • The starting student then "passes" this movement to the next student by making eye contact and gesturing towards them.
    • The next student repeats the initial movement and then adds their own unique movement.
    • This student then "passes" the combined movements to the next student.
    • Each subsequent student repeats the previous movements in the correct order and adds their own new movement.
    • Continue passing the movement around the circle or along the line until all students have had a turn.
    • Once the movement has gone all the way around, have the group perform the entire sequence together from start to finish.
  • Tell students that they will be using movement to explore the stages of the water cycle.
  • As a class, discuss/review the stages of the water cycle. 
    • Look at visuals of each stage. Ask students to describe what is happening to water molecules in each stage.
  • Divide students into groups. Assign each group a different stage of the water cycle. 
    • On large poster paper, have students write adjectives that describe the state of water and the role of water in their stage.
    • Have each group present what they wrote on the poster paper to the class. 
    • Ask the class if there is anything that they group should add to their poster.
  • Next, explain to students that they will be expressing their stage through movement.
    • Remind students of what they learned about dance earlier in the lesson: Directions, locomotor/non-locomotor movements, movement qualities, levels, etc.
    • Allow time for students to brainstorm what types of movements would best express their stage of the water cycle. Students should reference what they wrote on their posters.
    • Provide time for a couple of groups to share.
  • Tell students that they will choreograph a three movement phrase to express their stage of the water cycle.
    • Turn on music or sounds of rain in the background while students choreograph.
    • Circulate the classroom to work with students as they create their choreography.
  • Students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience should be able to identify the stage of the water cycle expressed in the movement phrase. 
  • Next, allow time for the group to teach the movement phrase to the class.
  • Finally, put all group sections together in a logical order to create a whole class/complete water cycle dance that the whole class will perform.

 

Closing Reflection

  • Facilitate a discussion around how movement communicated the stages of the water cycle.
  • Students should then write a reflection (in the STEAM journal if students use one) about how they used movement to represent their stage of the water cycle.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, descriptions of their stage of the water cycle, movement brainstorming in small groups, and contributions to group choreography. 

 

Summative

CHECKLIST

  • Students can describe their stage of the water cycle.
  • Students can create and perform choreography that effectively expresses their stage of the water cycle using the elements of dance.
  • Students can identify the stage of the water cycle represented in the other groups’ choreography.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to incorporate props with classroom materials, such as strips of paper taped together to make “ribbons”, to further communicate movement. 
  • Allow students to select music that they feel reflects their stage of the water cycle.

Remediation: 

  • Reduce the number of movements students are required to include in their choreography. 
  • Choreograph a class dance for one stage of the water cycle to model the process before students break into groups to create the dance for their stage of the water cycle.

 

*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.

Ideas contributed by: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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