Geometry Groove 2-3

GEOMETRY GROOVE

GEOMETRY GROOVE

Learning Description

In this lesson, students will use movement and shape to understand types of angles and composition of polygons.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and create different types of angles.

  • I can create a movement for a polygon that shows different types of angles.

Essential Questions

  • How can dance/movement aid in comprehension of angles and polygons?

 

Georgia Standards

Curriculum Standards

Grade 3: 

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

3.GSR.6.1 Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments, perpendicular line segments, and right angles

3.GSR.6.2 Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3- dimensional figures to identify and describe quadrilaterals as faces of these figures.

Arts Standards

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 3: 

3.G.3 Use a right angle as a benchmark to identify and sketch acute and obtuse angles.

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

  • Acute angle - An angle less than 90 degrees but more than 0 degrees

  • Obtuse angle - An angle between 90 and 180 degrees
  • Right angle - An angle of 90°, as in a corner of a square
  • Polygon - A two-dimensional enclosed figure with at least three sides

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
  • 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
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Formation - The placement of dancers in a performance space

 

Materials

  • Sound source and music with a steady beat
  • Markers or crayons
  • Printed copies of dance photography

 

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 a few of the Elements of Dance: Body, space and time.
    • 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 walk in place to the beat with high knees, swinging their arms side to side. 
    • Now, direct students create shapes with their bodies; use geometric language such as curved shapes or sharp angles to direct students. 
    • Ask students to volunteer to be the leader by demonstrating a shape for students to copy.
    • This could lead into a game of Pass the Movement if time permits.
      • 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. 
      • 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. Encourage students to focus on creating shapes and angles with their bodies.
      • 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.
    • Have students return to their seats.

 

Work Session

  • Discuss with students how they used their bodies to create angles and shapes. 
  • Divide the class into small groups.
    • Ask students if they can create an obtuse angle with their bodies? Acute? Right?
    • Provide time for groups to share.
  • Pass out printed copies of dance photography to students.
    • Ask students to identify the types of angles, shapes, and polygons that they see in the photos.
    • Students should outline and label each type in a different color crayon/marker. 
    • Project images of the photography on the board and allow time for students to share what they identified in the photos. 
  • Next, randomly pass out note cards with a type of angle written on it. 
  • Students must create a shape with their bodies that demonstrates a polygon with that type of angle (i.e., acute angle in a rhombus).
    • Students can choose to each make the movement with their bodies individually, or can combine to make one large formation together. 
  • Now, tell students that dancers move to the beat of music. Students will have four beats to perform their movement. Tell students that by the count of four, they should be showing their polygon with their bodies and should freeze in the shape.
    • Practice a four count to the beat of the music with students.
    • Allow time for students to practice using a four count to perform their movement.

 

Closing Reflection

  • The students will perform their movements for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience should be able to identify the polygon and the types of angles represented.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator; ability to identify types of shapes, polygons and angles in dance photography; and collaborative choreography.

 

Summative

CHECKLIST

  • Students can identify and create different types of angles.
  • Students can create a movement for a type polygon with the type of angle assigned.

 

DIFFERENTIATION 

Acceleration: Challenge students to create a three movement phrase that includes three types of polygons that have the type of angle assigned. Students must create transitions between the movements to create smooth choreography.

Remediation: Scaffold the lesson by choosing a type of angle and polygon to create a movement for as a class. Then, have students create a new movement in their groups for a polygon using that same type of angle. Finally, groups will create a movement for a polygon that uses a new angle. 

 

 

*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

 

Back to Modules

Heat Dance 2-3

HEAT DANCE

HEAT DANCE

Learning Description

In this lesson, students will choreograph and perform dances to demonstrate their understanding of the different ways that heat energy can be transferred. Students will be able to explain which changes can be reversed and which cannot and why.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create choreography that demonstrates examples of heat transfer using the Elements of Dance.
  • I can explain the sources of heat energy.
  • I can explain why some changes caused by heat transfer can be reversed and why some cannot.

Essential Questions

  • How can choreography be used to demonstrate heat transfer?
  • How is heat transferred?
  • Which changes due to heat transfer can be reversed and which cannot?

 

Georgia Standards

Curriculum Standards

Grade 3:

S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.

  1. Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.)

Arts Standards

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:

2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

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

  • Heat transfer - The movement of thermal energy from one object or substance to another due to a temperature difference
  • Friction - A force that opposes the relative motion or tendency of such motion of two surfaces in contact
  • Burning - A chemical process that produces heat and light

Arts Vocabulary

  • Energy/Force - Force propels or initiates movement, or causes changes in movement of body position
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Elements of Dance - Body, action, space, time and energy

 

Materials

  • Sound source and music with a steady beat
  • Anchor chart/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 with teacher-led mirror exercises to get students focused and warm-up for dance activities.
  • Explain to students that as you perform a movement, they should “mirror” the movement as though they were looking at their reflection in a mirror.
  • These exercises may lead into the “Name Game” or “Pass the Movement”. Or, move directly into the lesson teaching students about the Elements of Dance.
  • Name Game:
    • Have students stand in a circle.
    • Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name.
    • The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.
  • Pass the Movement:
    • Begin by having students stand in a circle.
    • 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.
    • 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. Encourage students to focus on creating shapes and angles with their bodies.
    • 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.

 

Work Session

  • Begin 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.
    • 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 Time: Next, bring students’ awareness to the rhythm of the music by having them march in place to the beat, gently swinging their arms by their sides.
    • 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 - 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.
    • 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.
    • Have students return to their seats.
  • Tell students that they will be using movement to explore some of the ways that heat energy is transferred: Burning, friction, sunlight and any others you would like to include.
  • Divide students into small groups. Pass out large chart paper or poster paper and markers.
  • Have students divide paper (or pre-divide paper for students) into three sections. Students should label each section burning, friction, and sunlight.
  • Assign each group one type of heat transfer. Students will complete their section of their chart describing the type of heat transfer using words and drawings. Students should add examples of each type of heat transfer.
  • Allow groups to share. If you have a document camera, this is a great way for students to share their work.
  • Groups should add responses to the two types of heat transfer that they did not include to their charts.
    • After each group shares, discuss which changes can be reversed and which cannot. For example, sunlight causing water to evaporate can be reversed but a forest fire burning down trees cannot.
  • Tell groups that they will receive an example of heat transfer, such as a forest fire or evaporation. In their groups, students will create a “Heat Dance” to demonstrate the way heat energy is transferred in their example.
    • Students will need to be able to determine which form of heat energy transfer is used and whether the change can be reversed.
    • Set requirements for choreography, such as it must have at least four movements and use at least two of the following elements of dance: Energy, space, body and action.
    • Turn on music in the background.
    • Allow time for students to choreograph and practice their dances. Circulate to assist groups during this process.

 

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 identify which type of heat transfer was demonstrated, whether the change can be reversed, and which elements of dance were used.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify and perform the elements of dance, responses to discussion of each type of heat transfer, small group discussion of examples of heat transfer, and collaboration with groups to choreograph a dance demonstrating their example.

 

Summative

CHECKLIST

  • Students can identify and explain the different types of heat transfer, which can be reversed and which cannot, and why.
  • Students can create choreography using the Elements of Dance to accurately demonstrate their example of heat transfer.
  • Students can identify and perform using the Elements of Dance.

 

DIFFERENTIATION 

Acceleration: Challenge students to create their own examples of heat transfer and choreograph a dance to demonstrate their examples.

Remediation: 

  • Reduce the number of movements students are required to include in their choreography.
  • Scaffold the lesson by choreographing an example of heat transfer as a class. Then, allow groups to create their own choreography using their own example.

*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

 

Back to Modules

Magnetic Moving 3, 5

MAGNETIC MOVING

MAGNETIC MOVING

Learning Description

In this lesson, students will use movement to illustrate their understanding of magnetic poles.

 

Learning Targets

GRADE BAND: 3, 5
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create choreography that appropriately demonstrates my assigned magnetic poles.
  • I can accurately match choreography and magnetic poles.

Essential Questions

  • How can dance/movement help us demonstrate the relationship between magnetic poles?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5P3. Obtain, evaluate, and communicate information about magnetism and its relationship to 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 3:

3-PS2-3. Ask questions to determine cause-and-effect relationships of electric interactions and magnetic interactions between two objects not in contact with each other.

3-PS2-4. Develop possible solutions to a simple design problem by applying scientific ideas about magnets.

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

  • Magnet - An object or material that generates a magnetic field. This magnetic field exerts a force that attracts ferromagnetic materials like iron, nickel, and cobalt, and can attract or repel other magnets.
  • Magnetic Poles - Every magnet has two poles: a north pole and a south pole. Opposite poles attract each other, while like poles repel.
  • Magnetic Field - The region around a magnet where magnetic forces are exerted. This field is invisible but can be visualized with iron filings or by its effects on other magnets and ferromagnetic materials.

Arts Vocabulary

  • Energy/Force - Force propels or initiates movement, or causes changes in movement of body position
  • Mirror - To copy the movements of another while facing that individual
  • 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
  • Formation - The placement of dancers in a performance space

 

Materials

  • Magnets
  • Paper and pencils
  • Sound source and music

 

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 with teacher-led mirror exercises to get students focused and warm-up for dance activities.
    • 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 follow your movements with energy variations using 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) and directions (forward, backward, sideways) 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

  • Challenge students to work with a partner and practice mirroring. Students will begin seated, then explore mirror activities that travel through space.
    • Pair Up: Divide the class into pairs, with each pair facing each other.
    • Leader and Follower: Designate one person as the leader and the other as the follower.
    • Slow Movements: The leader starts with slow and simple movements, such as raising an arm, tilting the head, or taking a step to the side.
    • Mirroring: The follower mirrors the leader’s movements as precisely as possible, as if they are the leader’s reflection in a mirror.
    • Switch Roles: After a few minutes, have the pairs switch roles so that the follower becomes the leader and vice versa.
    • Increase Complexity: Gradually increase the complexity and speed of the movements as students become more comfortable with the exercise.
    • Explore Creativity: Encourage the leader to incorporate different levels, directions, and dynamics into their movements, challenging the follower to stay in sync.
  • Tell students that they will be using dance to communicate the properties of magnets.
  • First, discuss or review properties of magnets, including the response of same and opposite poles.
    • Pass out magnets to students and allow them to experiment with how the magnetics move depending on whether two like poles are facing each other or whether opposite poles are facing each other.
    • Students should record findings.
  • Return to the mirror activity. Ask students to now engage in the mirror activity responding to your prompts.
    • Prompt the leader to move in a way that shows magnets facing opposite poles.
    • Prompt the leader to move in a way that shows magnets facing like poles.
    • Debrief the activity with students. Discussing how these concepts would influence choreographic decisions in a dance.
  • Divide into groups (having an equal number of students per group, if possible). Assign each group opposite or like poles.
  • Within groups, have students create short choreographic phrases (eight count phrases with four movements of two counts each) to demonstrate their assigned concept.
  • Provide time for students to choreograph and practice; circulate the room to work with students and check for understanding.
  • When student compositions are complete, students will present their choreography to their classmates.

 

Closing Reflection

  • The students will perform their choreography 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 toe on the floor.
  • Invite the first group up to perform their dance.
  • After each performance, the audience should analyze the different choreographic creations, comparing and contrasting them. Students should identify whether the group demonstrated like or opposite poles.
  • Have students write about the choreographic decisions their group made and why those decisions best supported their concept.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, participation in partner mirroring, discussion of magnetism, notes about observations of magnetic behavior, and contributions to choreography.

 

Summative

CHECKLIST

  • Students can create choreography appropriately demonstrating assigned magnetic poles.
  • Students can accurately match choreography and magnetic poles.

 

DIFFERENTIATION 

Acceleration: 

  • Have students write a paragraph comparing and contrasting two student choreographic compositions. Identify the magnetic poles about which the piece was created. Discuss the similarities and differences evident between pieces. Did one composition convey ideas better than others? If so, why?
  • Have students portray what they learned about poles through a visual art piece that focuses on the use of color and space to convey the relationship between types of poles.

Remediation: 

  • Scaffold the lesson by creating a whole-class choreography together to demonstrate either like poles or opposite poles. Debrief the process and choreography as a class. Then, assign groups the task of choreographing a dance to demonstrate whichever types of poles was not choreographed as a class.
  • Reduce the number of movements required in choreography.

*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: July 2024 @ ArtsNOW

 

Back to Modules

Moving Sound 4-5

MOVING SOUND

MOVING SOUND

Learning Description

Guide your students in using movement and dance composition to aid their comprehension of sound waves and how they transmit energy.

 

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 and define vocabulary related to sound and sound waves.
  • I can communicate the meaning of vocabulary related to sound and sound waves through movement.
  • I can use the elements of dance intentionally and meaningfully to communicate how sound waves transmit energy.

Essential Questions

  • How can dance/movement be a tool to communicate how sound waves transmit energy?

 

Georgia Standards

Curriculum Standards

S4P2. Obtain, evaluate, and communicate information about how sound is produced and changed and how sound and/or light can be used to communicate.

  1. Plan and carry out an investigation utilizing everyday objects to produce sound and predict the effects of changing the strength or speed of vibrations. b. Design and construct a device to communicate across a distance using light and/or sound.

Arts Standards

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.

 

South Carolina Standards

Curriculum Standards

4-PS4-3. Generate and compare multiple solutions that use patterns to transmit information.

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.

 

Key Vocabulary

Content Vocabulary

  • Absorb - To receive without echo
  • Amplitude - The measure of a sound wave
  • Echo - A reflection of sound
  • Pitch - How high or low a sound is; determined by the frequency of the vibration
  • Reflection - The return of light or sound waves from a surface
  • Reverberation - A sound that echoes
  • Transmit - To send or convey from one place to another
  • Vibrations - A rapid back and forth movement
  • Sound wave - Sound travels in a wave, which is a moving pattern of high and low pressure or vibrations
  • Volume - How much sound energy reaches the ear

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Level - One of the aspects of the movement element space; in dance there are three basic levels: High, middle and low
  • Body - the physical aspect of the dancer's form and movement
  • Action - The movements that the dancer performs; these movements can be divided into two main categories: non-locomotor (axial) and locomotor
  • Non-locomotor (axial) movements – Movements that occur around the axis of the body without traveling from one place to another
  • Locomotor movements - Movements that involve traveling from one place to another
  • Space - The area in which the dance takes place and how the dancer interacts with this area
  • Time - Use and manipulation of temporal aspects to create rhythm, pacing, and duration in movement
  • Energy - The quality and dynamics of movement, including the force, flow, and intensity
  • Dynamics - The quality of movement in terms of energy, intensity, and speed; movements can be sharp or smooth, fast or slow, strong or gentle

 

Materials

  • Sound source and music
  • Cards with sound terminology written on them

 

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 a circle 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 space in the room by having them march in place to the beat of the music with high knees and swing 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).
    • 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.
    • Finally, bring students’ attention to levels (high, middle, low) and directions (forward, backward, sideways) 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

  • As a class, discuss or review concepts of sound and how sound waves transmit energy.
  • Arrange students in small groups.
  • Pass out vocabulary cards to each group with vocabulary such as volume, absorb, amplitude, echo, pitch, reflect, reverberate, transmit, vibrate and sound wave.
  • Ask each group to consider the meaning of their card and how they could use movement to represent it. Remind students of the movements they used in the activator.
    • Allow groups to share their word and movement with the class.
    • Have each group write one to two sentences explaining how sound waves transmit energy.
  • Now, tell groups that they will be creating a short movement phrase that demonstrates how sound waves transmit energy. Students should use the dance concepts that they have learned and practiced in their movement phrase.
  • Students should be prepared to perform their dances.

 

Closing Reflection

  • Before students perform their dances, discuss audience participation and etiquette. The groups will then perform their movement phrases.
  • Ask the audience to identify and discuss how the group showed how sound waves transmit energy using dance. Students should reference characteristics of energy, levels, pathways, etc.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, responses in class discussion, ability to create a movement to communicate the meaning of a vocabulary term, and ability to collaborate with their groups to create a movement phrase demonstrating how sound waves transmit energy.

 

Summative

CHECKLIST

  • Students can explain and define content vocabulary.
  • Students can communicate the meaning of content vocabulary through movement.
  • Students can use the elements of dance intentionally and meaningfully to communicate how sound waves transmit energy.

 

DIFFERENTIATION 

Acceleration: 

  • Have students incorporate additional characteristics to their final dances such as variations in volume.
  • Require students to use certain elements of dance in their choreography.
  • Allow students to select their own music or sound to accompany their dance. Their dance should reflect the sound qualities in the music (volume, echo, etc.).

Remediation: Instead of creating a dance in small groups to demonstrate how sound waves transmit energy, work as a whole class to create one dance that students can perform together.

*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

 

Back to Modules