HAIKU CHOREOGRAPHY 4-5

HAIKU CHOREOGRAPHY

HAIKU CHOREOGRAPHY

Learning Description

In this lesson, students will explore and understand the structure of haiku poetry by using the structure of haiku to create choreography.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create movements/choreography to beats and patterns.
  • I can identify the structure, mood, and imagery in a haiku.
  • I can create choreography using the elements of dance that demonstrates the mood, imagery, and structure of a haiku.

Essential Questions

  • How can I show the structure and mood of haiku through dance and choreography?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

 

ELAGSE4RL5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

 

Grade 5: 

ELAGSE5RL2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

 

ELAGSE5RL4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 

 

ELAGSE5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Arts Standards

Grade 4: 

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD4.RE.1 Demonstrate critical and creative thinking in dance.

 

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: 

ELA.4.AOR.2.1 Identify and explain an explicit or implied theme and how it is developed by key details in a literary text. 

 

ELA.4.AOR.8.1 Determine an author’s use of words and phrases in grade-level literary, informational, and multimedia texts: 

  1. distinguish between literal and nonliteral meanings of words and phrases (e.g., take steps); b. explain the meaning of commonly occurring similes, metaphors, and idioms; and c. demonstrate knowledge of relationships between words (e.g., synonyms and antonyms) to better understand each of the words

 

Grade 5: 

ELA.5.AOR.2.1 Explain the development of an explicit or implied theme over the course of a literary text. 

 

ELA.5.AOR.8.1 Determine an author’s use of figurative and technical language in literary, informational, and multimedia texts: 

  1. recognize and explain the meaning of figurative language, including similes and metaphors, in context; and b. demonstrate knowledge of relationships between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

 

*Additional content standards beyond ELA can be applied if the poem topic is related to a specific content.  i.e., weather patterns

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

  • Poem - A genre of literature
  • Line - A sequence of words arranged in a specific order, typically forming a complete thought or phrase
  • Beat - The rhythmic pattern or meter of a poem
  • Mood - Emotion or tone
  • Imagery - The use of descriptive language that appeals to the senses to create vivid and evocative pictures in the reader's mind
  • Haiku - A traditional form of Japanese poetry consisting of three lines with a syllable pattern of 5-7-5

Arts Vocabulary

  • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
  • Beat - The rhythmic pulse or pattern of the music that dancers move to
  • Form - The overall structure or arrangement of movements, sequences, and choreography within a dance piece
  • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)
  • Shape - The visual configuration or arrangement of the dancer's body or limbs in space
  • Tempo - The speed or pace of the music to which dancers perform
  • Energy - The quality, intensity, and dynamic force behind movement
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Space - An element of movement involving direction, level, size, focus, and pathway

 

Materials

  • Several examples of haiku poetry
  • Music
  • Paint chip cards with paint color names - one per student (alternative could be a crayon, colored pencil, or marker–anything that shows color and has a name)

 

Instructional Design

Opening/Activating Strategy

  • Give each student a paint chip card with a paint color name.
  • Place one mood word in each corner of the classroom. 
    • Tell students to move to the mood that they feel their color name best fits. Allow students to discuss why they selected that mood word.
  • Arrange students into groups of 3. Groups can be created at random or have students create their own groups by finding colors that they think work well together and fit the same mood.
    • Tell students to create a movement to express each color name.
    • Tell students to put the movements together to create a piece of choreography with a beginning, middle, and end.
  • Allow time for students to share their choreography with the class.

 

 

Work Session

INTRODUCE BEAT IN DANCE

  • Discuss beats and how dancers and choreographers use beats. Show students a video to demonstrate. 
  • Explore through movement the typical beat structures in dance: 8 counts/beats, 3 counts/beats.
    • Since students have already seen an example of a dance with 8 counts/beats, show them an example of a dance with 3 counts/beats.
    • Tell students that some dances use non-typical beat structures in dance such as 9 beats, 7 beats, and 5 beats.

 

INTRODUCE ELEMENTS OF DANCE

  • Engage students in a movement exercise that will allow them to learn about and explore several elements of dance.
  • Play music with a steady beat. Help students find the beat by tapping their toes on the ground or patting their legs. 
  • Element of Body: 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.). Then, ask them to make different shapes with their bodies.
  • Element of Energy: 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.
  • Element of Space: 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.
  • Element of Action: Locomotor/non-locomotor: Tell students that these movements they just performed were non-locomotor, meaning that they didn’t move to a new location. Direct students to perform a movement that requires moving from one place to another, such as step-together, step-together moving side to side.
  • Have students practice what they just learned by saying words such as “locomotor” and have students create a spontaneous locomotor movement.
  • Now, help students connect movement to meaning. Say mood-related words. Have students respond with movements to express the word.

 

LEARN ABOUT HAIKU

  • Discuss haiku poetry and read several examples.
    • As students listen to examples, invite them to close their eyes and visualize the poem in their mind. Ask them what mood each haiku evokes. Allow students to pair-share after they have listened.
    • Draw student’s attention to the structure of haiku poetry; ask students if they notice any patterns emerging. 
    • Discuss the 5-7-5 structure of haiku.
    • Share the origin of haiku poetry.
  • Discuss how dancers/choreographers can use poetry meaning and structure as a base for choreography. 
  • Display a haiku poem for students to see. Ask students, “If a dance followed haiku structure, how many beats would be in the beginning, middle, and end?”.
    • Students should arrive at 5-7-5.

 

CHOREOGRAPHING DANCE

  • Give each group a haiku poem. 
  • Allow time for students to identify the mood and imagery in the poem.
  • Tell students that they will be choreographing a dance that follows the structure of their haiku; encourage students to think about how their movements could show the mood and imagery in the poem. 
    • Tell students that they will use the elements of dance to reflect the mood and imagery of the haiku in their dance. They should choose two elements to use, such as energy and levels.
    • Students will create a 5-beat movement phrase, a 7-beat movement phrase, and a new 5-beat movement phrase.
    • Finally, students should put them together to make one cohesive dance. Ask students to consider how they will show the break between phrases.

 

Closing Reflection

  • Allow students to read their haikus and share their choreography with the whole class.
    • Ask the audience members how the movements demonstrated the structure, imagery, and mood of the haiku.
  • Students can write about or discuss their choreographic process and why they made the decisions they did in creating their movements.

 

Assessments

Formative

Teacher will assess students by asking students about their choreographic choices and how they aid in the audience’s understanding the structure and mood of their haiku.

 

Summative

CHECKLIST

  • Students can identify the structure, mood, and imagery in a haiku poem.
  • Dance assessment: 
    • Choreography:
      • Students can create choreography that has a beginning, middle, and end. 
      • Students can create choreography using the elements of dance that demonstrates the mood, imagery, and structure of a haiku.
    • Audience: 
      • Students can discuss the performances of the other groups and identify how movements demonstrate the structure and mood of the haiku.

 

*This assessment can be done as a class discussion or a written assignment.

 

DIFFERENTIATION 

Accelerated: 

  • Have students write a haiku and create the choreography to match.
  • Have students create individual dances and haikus.

 

Remedial: 

  • Have students create choreography for one line of the poem in their groups. Put three groups who each have different lines of the poem together to show the complete haiku.

 

 ADDITIONAL RESOURCES

 

*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 Joy. Updated by: Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

Haiku Choreography 2-3

HAIKU CHOREOGRAPHY

HAIKU CHOREOGRAPHY

Learning Description

In this lesson, students will explore and understand the structure of haiku poetry by using the structure of haiku to create choreography.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create movements/choreography to beats and patterns.
  • I can create choreography to express themes and imagery.

Essential Questions

  • How can I show the structure, theme and imagery of haiku through dance and choreography?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2RL1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

 

ELAGSE2RL4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

 

Grade 3: 

ELAGSE3RL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

 

ELAGSE3RL4 Determine the meaning of words and phrases both literal and non literal language as they are used in the text.

 

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 2: 

ELA.2.AOR.1.2 Identify and explain the purpose of forms of figurative language to include similes, personification, and idioms.

 

ELA.2.AOR.2.1 Identify and explain an explicit theme in a literary text.

 

ELA.2.AOR.5.1 Describe the basic structure of a literary text (e.g., narrative, drama, and poem).

 

Grade 3: 

ELA.3.AOR.1.2 Identify and explain the purpose of forms of figurative language to include metaphor, hyperbole, and idioms.

 

ELA.3.AOR.2.1 Identify and explain an explicit theme in a literary text and how it is developed by key details.

 

ELA.3.AOR.5.1 Explain how sections of literary text (e.g., paragraphs, chapters, scenes, and stanzas) build on one another and contribute to the overall structure.

 

*Additional content standards beyond ELA can be applied if the poem topic is related to a specific content.  i.e., weather patterns

 

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

  • Poem - A genre of literature
  • Line - A sequence of words arranged in a specific order, typically forming a complete thought or phrase
  • Beat - The rhythmic pattern or meter of a poem
  • Theme - The underlying message, central idea, or insight into life that a story, poem, or other work of literature conveys
  • Imagery - The descriptive and figurative language an author uses to create vivid mental pictures and sensory experiences for the reader
  • Haiku - A traditional form of Japanese poetry consisting of three lines with a syllable pattern of 5-7-5

Arts Vocabulary

  • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
  • Beat - The rhythmic pulse or pattern of the music that dancers move to
  • Form - The overall structure or arrangement of movements, sequences, and choreography within a dance piece
  • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)
  • Shape - The visual configuration or arrangement of the dancer's body or limbs in space
  • Tempo - The speed or pace of the music to which dancers perform
  • Energy - The quality, intensity, and dynamic force behind movement

 

Materials

  • Several examples of haiku poetry
  • Music
  • Paint chip cards with paint color names - one per student (alternative could be a crayon, colored pencil, or marker–anything that shows color and has a name)

 

Instructional Design

Opening/Activating Strategy

  • Give each student a paint chip card with a paint color name.
  • Place one emotion word in each corner of the classroom.
    • Tell students to move to the emotion that they feel their color name best fits. Allow students to discuss why they selected that emotion word.
  • Arrange students into groups of 3. Groups can be created at random or have students create their own groups by finding colors that they think work well together and fit the same emotion.
    • Tell students to create a movement to express each color name.
    • Tell students to put the movements together to create a piece of choreography with a beginning, middle, and end.
  • Allow time for students to share their choreography with the class.

Work Session

INTRODUCE BEAT IN DANCE

  • Discuss beats and how dancers and choreographers use beats. Show students a video to demonstrate.
  • Explore through movement the typical beat structures in dance: 8 counts/beats, 3 counts/beats.
    • Since students have already seen an example of a dance with 8 counts/beats, show them an example of a dance with 3 counts/beats.
    • Tell students that some dances use non-typical beat structures in dance such as 9 beats, 7 beats, and 5 beats.

 

INTRODUCE LOCOMOTOR AND NON-LOCOMOTOR MOVEMENTS IN DANCE

  • Engage students in a movement exercise that will allow them to learn about and explore locomotor and non-locomotor movements in dance.
  • Play music with a steady beat. Help students find the beat by tapping their toes on the ground or patting their legs.
    • Levels: 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.
      • Allow time for students to explore movements with different levels.
    • Energy: 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.
      • Say emotion-related words. Have students respond with movements that match the energy-level of the word.

LEARN ABOUT HAIKU

  • Discuss haiku poetry and read several examples.
    • As students listen to examples, invite them to close their eyes and visualize the poem in their mind.
      • Ask them what emotion each haiku evokes. What imagery does the author use?
      • Allow students to pair-share after they have listened.
    • Draw student’s attention to the structure of haiku poetry; ask students if they notice any patterns emerging.
    • Discuss the 5-7-5 structure of haiku.
    • Share the origin of haiku poetry.
  • Discuss how dancers/choreographers can use poetry meaning and structure as a base for choreography.
  • Display a haiku poem for students to see. Ask students, “If a dance followed haiku structure, how many beats would be in the beginning, middle, and end?”.
    • Students should arrive at 5-7-5.

 

CHOREOGRAPHING DANCE

  • Divide students into groups of six.
  • Give each group a haiku poem. In their groups students should identify both the theme and the imagery in the poem.
  • Tell students that they will be choreographing a dance that follows the structure of their haiku; encourage students to think about how their movements could show the theme and the imagery of the poem.
    • Tell students that they will use levels and energy to reflect the theme and imagery of the haiku in their dance.
    • Students will create a 5-beat movement phrase, a 7-beat movement phrase, and a new 5-beat movement phrase.
      • Students should divide themselves into partners within their groups. Each group of partners will choreograph one line of the haiku.
      • Students will then put them together to make one cohesive dance.

 

Closing Reflection

  • Allow students to read their haikus and share their choreography with the whole class.
    • Ask the audience members how the movements demonstrated the structure, theme, and imagery of the haiku.
  • Students can write about or discuss their choreographic process and why they made the decisions they did in creating their movements.

 

Assessments

Formative

Teacher will assess students by asking students about their choreographic choices and how they aid in the audience’s understanding the structure, theme and imagery of their haiku.

 

Summative

CHECKLIST

  • Students can identify the structure, theme and imagery of a haiku poem.
  • Dance assessment:
    • Choreography:
      • Students can create a choreography that has a beginning, middle, and end.
      • Students can create a choreography that demonstrates the structure, theme and imagery of a haiku.
    • Audience:
      • Students can discuss the performances of the other groups and identify how movements demonstrate the structure, theme and imagery of the haiku.

 

*This assessment can be done as a class discussion or a written assignment.

 

 

 

DIFFERENTIATION 

Accelerated: 

  • Have students write their own haiku and create the choreography to match.
  • Have advanced students create choreography for the entire haiku instead of only one line.

Remedial: 

  • Identify the theme and imagery in a haiku as a whole class. Then, have groups create their choreography based on the class haiku. After performances, discuss how each group interpreted the theme and imagery of the haiku differently.

 

 ADDITIONAL RESOURCES

 

*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 Joy. Updated by: Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

FRACTIONS AND BODY PERCUSSION 4-5

FRACTIONS AND BODY PERCUSSION

FRACTIONS AND BODY PERCUSSION

Learning Description

In this lesson, students will explore how they can use body percussion to learn about, represent and compare fractions through music.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: MATH & MUSIC
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can represent fractions in multiple ways within a framework using visual models.
  • I can compare two fractions with different numerators and denominators by flexibly using a variety of tools and strategies. 
  • I can add fractions with like denominators..
  • I can compose a body percussion rhythm that represents fractions.
  • I can listen to, analyze, and describe music.
  • I can compose a body percussion composition that represents fractions.
  • I can connect music to math.

Essential Questions

  • How can I represent fractions using body percussion?
  • How does music connect to math?

 

Georgia Standards

Curriculum Standards

Grade 4

4.NR.4.1 Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.

 

4.NR.4.2 Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.

 

4.NR.4.3 Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.

 

4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

 

Arts Standards

Grade 4

ESGM4.RE.1 Listen to, analyze, and describe music.

ESGM4.CR.2 Compose and arrange music within specified guidelines.

ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

Grade 5

ESGM5.RE.1 Listen to, analyze, and describe music.

ESGM5.CR.2 Compose and arrange music within specified guidelines.

ESGM5.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

 

South Carolina Standards

Curriculum Standards

Grade 4

4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), is equivalent to a fraction, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

 

4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 and represent the comparison using the symbols >, =, or <.

 

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

Arts Standards

Anchor Standard 1: I can arrange and compose music.

Anchor Standard 4: I can play instruments alone and with others.

Anchor Standard 6: I can analyze music.

Anchor Standard 7: I can evaluate music

Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

 

 

Key Vocabulary

Content Vocabulary

  • Fractions - Equal parts of a whole          
  • Numerator - The top number in a fraction that represents how many parts of a whole are being considered
  • Denominator - The bottom number in a fraction. It represents the total number of equal parts into which the whole is divided
  • Greater than (>) - A number that is larger than another number
  • Less than (<) - A number that is smaller than another number
  • Equal to (=) - A number that has the same value as another number
  • Equivalent fractions - Different fractions that represent the same part of a whole; they have different numerators and denominators but the same value

Arts Vocabulary

  • Steady beat - Steady pulse

  • Body percussion - Stomping, patting, clapping, snapping, etc.)
  • Pitch - High/low sounds
  • Rhythm - Long/short sounds
  • Dynamics - Loud/soft sound

 

Materials

  • Paper
  • Pencils
  • Teacher access to computer and Internet

 

 

Instructional Design

Opening/Activating Strategy

  •  
  • Prepare students for the listening activity by telling students that they are going to listen to a song and answer three prompts about the song. Wait until the end of the listening activity before revealing the title and composer of the song.
      • The first prompt is “I hear”.
        • Students should focus on the different musical sounds such as tempo (fast/slow), dynamics (loud/soft), instruments, pitch (high/low), and lyrics (words to song). They may use words or draw a quick picture to answer. 
        • Play the song audio only one time while students are listening in order to answer the prompt, “I hear”. 
        • Students turn and talk to a neighbor and share their answers.
        • Students share out to the class. Validate the answers that students give.
        • Repeat the process for “I think” and “I wonder”.
          • For “I think”, the teacher can ask clarifying questions such as, “What did you hear in the music that made you think that?”.
  • After the listening activity, encourage students to sing along with the recording. Provide a lyric sheet or turn on closed captions so that students can sing along with the video. (The font of the closed caption can be enlarged by clicking on settings, then English, finally options.)
    • Start by singing the chorus. Tell students that the chorus is the main idea of the song with repeating lyrics.
    • Lead students in finding the steady beat to the song during the verses by directing students to pat their legs or tap two fingers in a palm. 
    • Demonstrate the four basic movements of body percussion (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge). Lead students in each of these movements doing them to the steady beat of the song.
  • Transition into the lesson about fractions.

Work Session

    • Introduce or review grade level fraction concepts, such as equivalent fractions, comparing fractions, and adding and subtracting fractions. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of fractions.
    • Transition to the concept of representing and comparing fractions through performing rhythmic movements called body percussion.
      • Remind students of the four basic movements of body percussion used in the activator (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge).
      • Help students determine the fractions of the body movements in Body Percussion Grid 1 (ex: claps = 5/16 if using the entire board)
      • Students will then compare the fractions using greater than, less than, and equal to.
  • Divide students into small groups of three to four students and present the following group task:
    • Tell students that as a group, they will create their own body percussion composition using the Create Your Own Beat Body Percussion Board.
      • Predetermine how many movements students should use/how many squares on the board (ex: the entire board, only 12 squares, only 8 squares, etc.). This number will represent the denominator.
        • Assign a different number of total movements for different groups. 
      • Provide time for students to:
        • Compose their body percussion using the blank board. 
        • Determine and write fractions based on the occurrence of body parts. 
        • Students should add their fractions to ensure that they have the correct total number of movements assigned (i.e., 5/16 + 2/16 + 4/16 + 5/16 = 16/16).
        • Compare the fractions using greater than, less than, and equal to.
        • Practice performing the body percussion composition to a steady beat.
  • After a predetermined amount of work time, students will share their body percussion compositions with a partner group.
    • Groups will work to compare the occurrence of body parts in each of their compositions by finding the least common denominator. For example, one group used clapping 3 beats out of 16 total and their partner group used clapping 3 beats out of 8 total. Students should find the least common denominator and show that 3/16 < 6/16.
    • Students should look for any occurrences of the same numerator in their fractions and be able to determine that because they have different denominators, the fractions are not equivalent. 
    • Students should look for any occurrences of equivalent fractions when comparing  compositions and be able to determine that the fraction of the movement in each composition is the same even though the occurrence of the movement is different in each composition.

Closing Reflection

  • Partner groups will share their body percussion composition with the class.
    • Remind performers to do their best. Remind audience members to give their attention to the performing group and applaud the group’s effort after the performance.
    • Groups will share with the class what they learned when comparing their compositions.
  • Together, the teacher and students will review how students used body percussion to represent and compare fractions.

 

 

Assessments

Formative

Teacher will assess student learning through:

  • Observation of written responses during the listening activity.
  • Observation of “turn and talk” and “sharing out” during the listening activity.
  • Observation of students singing with a steady beat.
  • Observation of students demonstrating the steady beat during the singing activity.
  • Observation and questioning during the group task.
  • Observation of groups comparing their compositions.

 

 

 

Summative

CHECKLIST

  • Students can perform the body percussion to a steady beat.
  • Students can correctly identify fractions based on the body parts used to create the body percussion compositions.
  • Students can compare fractions using body percussion compositions by finding the least common denominator.
  • Students can create a body percussion composition that represents fractions.

 

 

 

DIFFERENTIATION 

Acceleration: 

  • Require a minimum number of movements in the composition. 
  • Have groups combine their compositions into one large composition after converting all fractions to the least common denominator. If the least common denominator was 16 for each, by combining the two compositions, the total number of movements will now be 32. Students should add all occurrences of each body percussion movement and reorder the movements from least to greatest. For example, after converting the fractions to use the least common denominator, one group has used clapping 2 times and the other group 4 times (using the new denominator of 32, 2/32 + 4/32 = 6/32); one groups has used stomping 3 times and the other group 5 times (3/32 + 5/32 = 8/32). Students would then order/compare the movements from least to greatest, 6/32 < 8/32.
  • Have students simplify fractions where possible. 

Remediation: 

  • Scaffold the lesson by working with students to compare two example compositions by finding the least common denominators before groups complete this task independently.
  • Reduce the number of total squares/denominator to complete on the body percussion board.
  • Limit the number of types of body percussion movements students should use in their compositions to a small number.

 

 

 

ADDITIONAL RESOURCES

 

*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: Rue Lee-Holmes. Updated by: Katy Betts.

Revised and copyright:  August 2024 @ ArtsNOW

 

 

 

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MAKING WEATHER MOVE K-1

MAKING WEATHER MOVE

MAKING WEATHER MOVE

Learning Description

In this lesson, students will integrate their knowledge of weather and dance to create movements that show different energies in dance. Students will use their understanding of temperature and moisture to create a movement representing one of the science terms learned focusing on a specific energy in dance.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify different types of temperature and forms of moisture.
  • I can create a movement that represents a temperature or form of moisture through dance energy.

Essential Questions

  • What are different temperatures and forms of moisture?
  • What type of dance energy in movement can represent a temperature or form of moisture?

 

Georgia Standards

Curriculum Standards

Grade 1

S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.

Arts Standards

Kindergarten:

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

ESDK.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

 

Grade 1

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

ESD1.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

 

South Carolina Standards

Curriculum Standards

Kindergarten

K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time.

Arts Standards

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

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

  • Temperature - How hot or cold something is; temperature is a way to measure the amount of heat energy in an object or environment
    • Hot
    • Cold
    • Chilly
    • Warm
  • Moisture - The presence of water vapor in the atmosphere
  • Rain - A form of precipitation that occurs when water droplets in clouds become large enough to fall to the ground due to gravity
  • Snow - A form of precipitation that falls from clouds in the form of ice crystals
  • Fog - A meteorological phenomenon characterized by a dense concentration of water droplets suspended in the air near the ground

Arts Vocabulary

  • Energy - The quality and intensity of movement expressed by a dancer
  • Sustained - A type of energy in dance characterized by a continuous and controlled flow of movement without abrupt changes in speed or intensity
  • Vibratory - A type of energy in dance characterized by rapid and rhythmic vibrations or oscillations of the body often using quick and repetitive movements and involving isolated body parts such as the hands, hips, or shoulders
  • Swinging - A type of energy in dance with a rhythmic movement characterized by a back-and-forth motion of the body, often involving the hips, arms, or legs; typically involves a relaxed and fluid execution, with movements that flow smoothly from one direction to the other
  • Levels - The different heights or elevations at which movements are performed; low, mid-level, or high

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Using the text Weather Words and What They Mean by Gail Gibbons, review different temperatures and forms of moisture. 
  • The terms hot, cold, warm, chilly, cool, rain, snow, and fog should be written on an anchor chart so students can refer back to them if necessary.
  • Involve a short movement break to support participation and focus. 
    • In this movement break, have students experiment with different movements by asking them to move like it’s cold, move like it’s raining, etc.

 

 

Work Session

  • The teacher will read the “I can” statement and discuss with students the important words and their definitions (create, represent, dance energy, movement, temperature, moisture, etc.).
  • Tell students to choose a movement. Once they have performed their movement, explain that each movement they just did had an energy.
    • The teacher will then introduce the three different movement energies that will be used in the lesson (sustained, vibratory and swinging) and will model what each energy looks like. 
    • Students will perform that movement energy along with the teacher. This can be done seated or standing.
    • The class will then stand and practice using these three energies again using their whole body. 
  • Divide students into small groups.
  • Introduce and model how each group of students will be receiving their own temperature or form of moisture and will communicate and collaborate together to create a movement that displays a specific dance energy (vibratory, swinging, sustained). 
    • Emphasize that the movement and energy should represent the temperature or form of moisture they were assigned. 
  • After being placed in groups, circulate and conference with each group to support when needed and to assess who is understanding the task. Modeling can be done to help support students.

 

Closing Reflection

  • Each group will perform their movement for the class.
    • Prepare students for performances by discussing appropriate audience participation with students.
    • Before performing, groups will share what energy their movement had and what temperature or form of moisture their movement represented.
    • Facilitate audience discussion after each performance asking students which type of energy they saw and how that type of energy is like the temperature or form of moisture assigned to the group.

 

Assessments

Formative

Teacher will assess student understanding throughout the lesson by asking questions to evaluate students’ knowledge of temperature and forms of moisture (i.e. “What is an example of a form of moisture?”), and by observing movement energies as they are working in small groups.

 

Summative

CHECKLIST

  • Students can identify different types of temperature and forms of moisture.
  • Students can communicate and collaborate effectively with their peers.
  • Students can create a movement with a specific energy that represents a temperature or form of moisture.

 

DIFFERENTIATION 

Accelerated: 

  • Allow the audience to guess what temperature or form of moisture the movement represents after students perform their movements. 
  • Students can be assigned multiple words to create a multiple movement choreography.
  • Incorporate levels into students’ movements.

 

Remedial: 

  • Students can be provided a peer mentor or teacher to support and assist. This would be most helpful during the small group work time.
  • Create a movement as an entire class before breaking into small groups.  

*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: Madeline Wilkes

Revised and copyright:  May 2024 @ ArtsNOW

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DOL DANCING THE BILL OF RIGHTS 4-5

DANCING THE BILL OF RIGHTS

 

DANCING THE BILL OF RIGHTS

Learning Description

In this lesson, students will demonstrate their understanding of the Bill of Rights by choreographing a movement phrase to represent each amendment using the elements of dance.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can choreograph a movement phrase using the elements of dance to represent the Bill of Rights.
  • I can explain my assigned amendment from the Bill of Rights.

Essential Questions

  • How can movement represent an idea?
  • What is the Bill of Rights?

 

Georgia Standards

Curriculum Standards

Grade 4

SS4CG3 Describe the structure of government and the Bill of Rights. 

Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the powers of government, and explain the reasons for its inclusion in the Constitution in 1791.

Arts Standards

Grade 4

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD4.CN.3 Integrate dance into other areas of knowledge.

 

 

South Carolina Standards

Curriculum Standards

Grade 4

Standard 2: Demonstrate an understanding of the identity of a new nation, including the state of South Carolina between 1730-1800.

4.2.CC Explain the continuities and changes in natural rights as seen from the French and Indian War to the creation of the Bill of Rights.

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

  • Bill of Rights - The first ten amendments of the US Constitution; the purpose is to protect the rights of citizens
  • Amendment - A formal change to a legal document, statute, or constitution

Arts Vocabulary

  • Body - The physical instrument used by dancers to express movement, emotion, and artistry
  • Locomotor Movements - Movements that travel through space, such as walking, running, hopping, skipping, leaping, sliding, and galloping
  • Non-locomotor Movements - Movements that occur without traveling, such as bending, stretching, pushing, pulling, twisting, turning, and shaking
  • Levels - The height of the movement, which can be low (close to the ground), middle (midway), or high (elevated)
  • Directions - The direction of movement, such as forward, backward, sideways, diagonal, up, and down
  • Pathways - The patterns made in space, like straight, curved, zigzag, or circular
  • Dynamics - The quality of movement, which can be smooth, sharp, sustained, percussive, swinging, or collapsing
  • Tempo - The speed of movement, which can be fast, moderate, or slow
  • Choreography - The art and practice of designing and arranging dance movements and sequences
  • Movement phrase - A sequence of movements that are connected and form a coherent unit of motion, much like a sentence in language

 

Materials

  • Copy of the Bill of Rights
  • Smart board

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by practicing a typical call and response with students. Continue the call and response adding body movements.
    • Incorporate some of the aspects of the elements of dance such as levels, pathways, direction, locomotor/non-locomotor movements, changes in tempo, etc.

 

Work Session

  • Tell students that they will be using movement and dance to express ideas. 
    • Have students practice using their whole bodies based on a specific task, such as, to write their names in the air with finger, then elbow, then foot, then nose, then top of your head, then hip.
    • Begin to make the directions more abstract (i.e. make your body a leaf, and move like a leaf holding on to a branch in the wind, etc). Remind students that they should use their whole bodies.
    • Add in the aspects of the elements of dance such as levels, pathways, direction, locomotor/non-locomotor movements, changes in tempo, etc.
  • Tell students that dancers use their bodies to communicate ideas. Today, they will be using dance to represent the Bill of Rights.
    • Review the Bill of Rights; display each amendment on the board.
    • Arrange students into small groups. 
    • Each group will be responsible for choreographing a two to three movement phrase to represent their assigned amendment. 
      • Remind students to use their bodies and movement to represent ideas (like the leaf blowing in the wind), not to act or pantomime.
      • Remind students of some of the aspects of the elements of dance (types of movements, levels, tempo, dynamics, etc.). Tell students to select at least one that they will use intentionally in their movement phrases. 
  • After a designated time, have each group come up and present their choreography to the class.
    • Facilitate a discussion around how the dancers’ movements represented their assigned amendment. Ask students where they saw the elements of dance in each movement phrase and how that element of dance helped to communicate meaning.
  • Finally, have the entire class perform their choreography consecutively as a complete dance. This will allow all of them to sequence the movements and collectively perform one dance of the entire Bill of Rights.

 

Closing Reflection

  • In their groups, students should discuss which movements they chose and how those movements represented their assigned amendment. 
  • Facilitate a class discussion around the process of choreographing a dance that communicated a specific idea.
    • Ask students what they thought they did well and what they would do differently if they were to do it again.

 

Assessments

Formative

Teachers will assess students’ understanding by observing students’ review of the Bill of Rights, contributions to small group choreography and ability to create movements to represent ideas using the elements of dance.

 

Summative

CHECKLIST

  • Students can choreograph a movement phrase using the elements of dance to represent their assigned amendment.
  • Students can explain how their movements represent the meaning of their assigned amendment.

 

DIFFERENTIATION 

Accelerated: 

  • Challenge students to move to the steady beat of the music.
  • Students can complete a written reflection around which movements they chose and how those movements represented their assigned amendment.

 

Remedial: 

  • Students can create one movement instead of a two to three movement phrase to represent their amendment.
  • Choreograph the first amendment as a whole class to scaffold the process.
 

 

*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: Andrew Sbarra

Revised and copyright:  May 2024 @ ArtsNOW

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