Understandings Statement:

This experience will engage students by using their bodies to connect with
rhythm and music. This will assist students in identifying musical phrasing and
allow for improvisation within a musical framework.

“I Can” Statements:
1. I can move my body along with the steady beat.
2. I can dance as part of an ensemble.
3. I can improvise and “freestyle” when prompted by the teacher
4. I can identify “double time” sections of movement.

Materials:
For this experience, I used the song “Happy” by Pharrell Williams. I chose this
piece because it is “kid-friendly,” is likely widely known by elementary school
populations (it was in the Minions movie, in addition to being played frequently on
radio), and has a tempo and beat that make movement both natural and fun.

Detailed Procedure:
I’ll begin this experience by prompting students to “do what I do” as I start the
music. Then, I’ll begin the choreographed movement experience.

● Pat your leg- 8 beats

● Pat your other leg- 8 beats
● Pat both legs- 16 beats
● One shoulder roll- 8 beats
● Other shoulder roll- 8 beats
● Both shoulders roll- 8 beats
● Alternate shoulders and lean- 8 beats
● Snap with right hand- 8 beats
● Snap with left hand- 8 beats
● Snap with both hands- 16 beats
● Right leg kick- 8 beats (4 kicks)
● Left leg kick- 8 beats (4 kicks)
 ● Slow kicks- 8 beats (4 kicks)
● Fast kicks- 8 beats (8 kicks)
● Clap square clockwise- 20 beats OR improvisation
● Counterclockwise- 20 beats OR improvisation as the music fades out

Assessment:
I can assess this experience by observing participants as the activity is going on. If a
student struggles with a particular aspect, I can remind the class of this aspect, like
calling out “remember to feel the beat” or “try to match the group.” To assess the
“double time” concept, I can ask questions after the activity such as “was there a time
where we started moved faster than we were before?” or “what happened in the middle
of the kicking section?” to get students thinking critically about important concepts
before they’ve been explicitly pointed out.

Extension:
To extend this activity, I could repeat the clapping pattern in the bridge of this song to
allow more time for improvisational movement. In addition, this experience could be
repeated multiple times after reviewing concepts of steady beat or “double time,” to
re-assess students’ abilities after being reminded of important concepts. In addition, this
experience could be altered into a more structured improvisational game, where
students perform choreographed movements to the verses of the song and then go
around in a circle individually improvising to the choruses.