Lesson Plan Focus: GTK (Good To Know) Group Work Lesson 2
Class: Dance 3 & 4 Grade: 9-12 Co-Curricular: Health, Science, Kinesiology, Music, Technology
Time Allotment: 6 class periods (56 minutes per class)
Standards Addressed:
Development of Motor Skills and Technical Expertise
1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.
1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).
Comprehension and Analysis of Dance Elements
1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.
Development of Dance Vocabulary
1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy.
Creation/Invention of Dance Movements
2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.
Application of Choreographic Principles and Processes to Creating Dance
2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.
2.3 Design a dance that utilizes an established dance style or genre.
Communication of Meaning in Dance
2.4 Perform original works that employ personal artistic intent and communicate effectively.
2.5 Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
Development of Partner and Group Skills
2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
Connections and Applications Across Disciplines
5.1 Demonstrate effective use of technology for recording, analyzing, and creating dances.
5.2 Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.
Development of Life Skills and Career Competencies
5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
Intended Learning Outcomes
Objectives:
· Students will be able to develop a dance to their muscle song and perform it live for classmates and YouTube. (D3)
· Students will be able to arrange their basic muscles in to a song. (D3)
· Students will be able to edit and produce original music using editing software. (D3)
· Students will be able to create a research project using technology about a healthy spine. (D4)
· Students will be able to work and collaborate positively as a group.
Big Idea / Concept: Learning how to release and use your breath to complete and control movements. Understanding the body and how to use and care for it.
Enduring Understanding(s):
1. There are many ways to take care of the body to prevent injury.
2. If the body is sore or injured there are certain techniques we can use to allow better healing.
What Essential Question(s) will be considered:
· What does a healthy spine look like? (Dance 4) (Will be asked lesson 1 tech day and again after final project)
· Why is the knee an essential joint? (Dance 3)
· Why is our spine (D4)/knee (D3) important for a dancer?
Knowledge, Skills, Understanding
Acquiring and Developing Skills: To explore movement ideas and respond imaginatively to a range of stimuli and music.
Selecting and Acquiring Skills and Tactics: To move confidently using gesture, direction, speed and level.
Knowledge of Health and Fitness: To recognize and design our major muscle groups and bone structures in to a song and dance.
Evaluating and Improving Performance: To describe basic body actions and recognize dynamic qualities of movement.
Materials/Equipment/Resources/Facilities
School Loop, Smart Phone, Audacity or Garage Band, Social Media (Instagram, Facebook, Vine, Twitter)
Implementation
Summary: Students will create a song and dance about their major muscle groups and bone structures. They will use audacity, garage band, or any other music editing software to record, drop beats, and lay a final production of song. They are to choreograph to lyrics they create and submit final song by deadline before the final for their presentation.
Students have 4 min to change clothes, 1 min for attendance
Anticipatory Set: (1 min.) We are going to create your song and dance. Use your time wisely because you still have to create movement to the lyrics you create. Get in your groups and take charge of your project.
Dance 3
Procedure: Students will break up in their groups to create:
1. Find beat for song
2. Create lyrics using muscle and bone structure
3. Edit and produce final music from editing software
4. Create dance choreography to song created
Steps:
· (44 min. ) Students have time to work as a group. Teacher will rotate through groups to to see how they are work productively.
Dance 4
Procedure: Students will break up in their groups to create:
1. Work on steps and technology preparation for final project.
2. Research (BYOB) to compile information.
Steps:
(44 min.) Students will have the period to work as a group. Teacher will follow up throughout the period but give them enough space were they are working independently and productively.
Collaboration: Working as a group cooperatively.
Closure: (1 min) “Awesome job today. I see a lot of progress today. Don’t forget your deadline and what outcome you want. You want the best product, so do your best.”
Students have 5 min to change
Evidence of Learning: Final Performance of Song/Dance.
Assessment Plan: Students will be assessed daily on participation, collaboration with others, and final product with performance.
Dance 4 Lesson Path Link & Rubric
Student Handout: Attached
Notes:
Reflection/Feedback:
Class: Dance 3 & 4 Grade: 9-12 Co-Curricular: Health, Science, Kinesiology, Music, Technology
Time Allotment: 6 class periods (56 minutes per class)
Standards Addressed:
Development of Motor Skills and Technical Expertise
1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.
1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).
Comprehension and Analysis of Dance Elements
1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.
Development of Dance Vocabulary
1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy.
Creation/Invention of Dance Movements
2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.
Application of Choreographic Principles and Processes to Creating Dance
2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.
2.3 Design a dance that utilizes an established dance style or genre.
Communication of Meaning in Dance
2.4 Perform original works that employ personal artistic intent and communicate effectively.
2.5 Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
Development of Partner and Group Skills
2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
Connections and Applications Across Disciplines
5.1 Demonstrate effective use of technology for recording, analyzing, and creating dances.
5.2 Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.
Development of Life Skills and Career Competencies
5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
Intended Learning Outcomes
Objectives:
· Students will be able to develop a dance to their muscle song and perform it live for classmates and YouTube. (D3)
· Students will be able to arrange their basic muscles in to a song. (D3)
· Students will be able to edit and produce original music using editing software. (D3)
· Students will be able to create a research project using technology about a healthy spine. (D4)
· Students will be able to work and collaborate positively as a group.
Big Idea / Concept: Learning how to release and use your breath to complete and control movements. Understanding the body and how to use and care for it.
Enduring Understanding(s):
1. There are many ways to take care of the body to prevent injury.
2. If the body is sore or injured there are certain techniques we can use to allow better healing.
What Essential Question(s) will be considered:
· What does a healthy spine look like? (Dance 4) (Will be asked lesson 1 tech day and again after final project)
· Why is the knee an essential joint? (Dance 3)
· Why is our spine (D4)/knee (D3) important for a dancer?
Knowledge, Skills, Understanding
Acquiring and Developing Skills: To explore movement ideas and respond imaginatively to a range of stimuli and music.
Selecting and Acquiring Skills and Tactics: To move confidently using gesture, direction, speed and level.
Knowledge of Health and Fitness: To recognize and design our major muscle groups and bone structures in to a song and dance.
Evaluating and Improving Performance: To describe basic body actions and recognize dynamic qualities of movement.
Materials/Equipment/Resources/Facilities
School Loop, Smart Phone, Audacity or Garage Band, Social Media (Instagram, Facebook, Vine, Twitter)
Implementation
Summary: Students will create a song and dance about their major muscle groups and bone structures. They will use audacity, garage band, or any other music editing software to record, drop beats, and lay a final production of song. They are to choreograph to lyrics they create and submit final song by deadline before the final for their presentation.
Students have 4 min to change clothes, 1 min for attendance
Anticipatory Set: (1 min.) We are going to create your song and dance. Use your time wisely because you still have to create movement to the lyrics you create. Get in your groups and take charge of your project.
Dance 3
Procedure: Students will break up in their groups to create:
1. Find beat for song
2. Create lyrics using muscle and bone structure
3. Edit and produce final music from editing software
4. Create dance choreography to song created
Steps:
· (44 min. ) Students have time to work as a group. Teacher will rotate through groups to to see how they are work productively.
Dance 4
Procedure: Students will break up in their groups to create:
1. Work on steps and technology preparation for final project.
2. Research (BYOB) to compile information.
Steps:
(44 min.) Students will have the period to work as a group. Teacher will follow up throughout the period but give them enough space were they are working independently and productively.
Collaboration: Working as a group cooperatively.
Closure: (1 min) “Awesome job today. I see a lot of progress today. Don’t forget your deadline and what outcome you want. You want the best product, so do your best.”
Students have 5 min to change
Evidence of Learning: Final Performance of Song/Dance.
Assessment Plan: Students will be assessed daily on participation, collaboration with others, and final product with performance.
Dance 4 Lesson Path Link & Rubric
Student Handout: Attached
Notes:
Reflection/Feedback:
