Lesson Plan Title : Integrating Technology into the Dance Classroom
Overview and Purpose: To perform a simple, 4 wall line dance with correct sequence and rhythmic accuracy. All the time using the help of technology. Rehearsal Videos, Critiquing and Evaluating a dance.
1. Identify different forms of dance and their form in the visual arts.
2. Identify emotion within a dance.
3. Demonstrate appropriate behaviors will performing and watching dance.
Music player (CD/MP3), music needed for rehearsal, video camera to record rehearsal, TV or LCD projector to display videos, appropriate connection cords for camcorder/TV/projector. Rockin' Robin song, Open Space.
1.Students will enter the gym and practice stretching to warm up their bodies.
2.Students will then form into a line with enough space to feel "comfortable".
- Review previously learned dance sequences to jump-start the student's memory.
- Discuss what makes a "good" dance performance (group is in sync, on beat, has energy, everyone knows the steps, spacing is even between dancers, etc.)
- As a class, we will practice the dance together once, step by step.
- Based on results of class discussion, students practice the dance again striving for all the elements that make a "good" dance performance.
- Teacher comments as needed on areas on improvement and areas that still need work.
As a whole class, we will go back through the dance The steps of the dance are as follows:
1. Walk forward 4 steps and clap on 4 (A more complicated strut with heels touching floor and toes up with each step may be used.)
2. Walk backward 4 steps to place and clap on 4.
3. Take 3 swivel steps (keep feet parallel to each other and turn first the toes, then the heels, then the toes) to the right and clap on 4.
4. Take 3 swivel steps to the left and clap on on 4.
5. Step right and touch left foot beside 2x; clap on count 4, step left, touch right 2x; clap on count 4. Repeat whole sequence 4x.
6. Eagle Walk--- (Eagle Walk: Like the old "Ball in the Jack" from years ago or also would look similar to a flapper- type move in the Charleston.) Turn in a circle to the right 3 steps and clap on the 4th step back in place. As you walk raise arms shoulder level, wave fingers, dipping shoulders high then low with each step.
7. Eagle Walk--Turn in a circle to the left 3 steps and clap on the 4th step in place.
8. Twist down (count 1), twist up (count 2) and turn left to face the new wall on(counts 3 and 4)and clap on counts 3 and 4 as you turn.
9. Repeat this sequence to all walls.
- Students given time to rehearse as a class or in small groups without teacher leading class.
- Must focus rehearsal on making their choreography the best it can be per the discussion results.
Accommodations (Differentiated Instruction):
Children with moderate disabilities may just step in place and clap if swivel step is too hard or changes of direction are too complicated for them. Also, children in wheelchairs can be assisted by others or the teacher may assist.
-Lower level: students paired with higher level students to assist.
-Higher level: given leadership roles to guide rehearsal, help others, create choreography, etc.
Split students into small groups and using a simple assessment sheet give each student plus, check, or needs improvement on performing a simple line dance with rhythmic accuracy and in the correct sequence. Use video taping to enable evaluation to take place after class is over or for students to self-assess at a later time.
- Class comes back together to rehearse one or two times more.
- Last run-throughs are videotaped to let students see what their performance looks like.
- Videotape entire group together as well as small groups (especially if small groups have created additional steps that only their group will perform.
- Class watches recordings from rehearsal.
- Class critiques themselves and the class on whether or not they accomplished the agreed upon characteristics of a good performance.
- Evaluate themselves on things they are doing well, things they need to improve upon, etc.
Based on video performance and evaluations, class decides how far along they have come and what steps need to be taken to assure success in the big concert performance later in the semester.
- During class, students usually believe they are giving their best performance and have no need to improve their dance technique, despite what the teacher may say needs to be fixed. When they can't see themselves or the group dance (mirrors are limited in our classroom), they can only imagine what their bodies look like while in motion.
-Watching themselves on the TV really hits home everything the teacher tries to tell them during rehearsal. I see great improvements in performance quality after videotaping rehearsals