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Dance supports and engages students physically, intellectually, emotionally, and

socially. Students work independently, cooperatively and think critically.
Imagination and curiosity are nurtured. Brains are developed. Problems are solved
in many different ways. Connections are made. Diversity is appreciated. Students
communicate with their minds and their bodies. You will be energized as you watch
your students learn and grow through dance.

u
 
(s): Dance serves as a connection to music, history, literature and
dance in this 6 week unit exploring the African American experience. Students will
listen to and work in various musical forms which serve as standard bearers for the
cultural history of African Americans.

Integration with other content areas: quilt making, music and social studies
Key concepts: Self perception, team work
Estimated time for implementation: 6 one hour classes
Vocabulary Objective(s) empathize, transformation, characters, qualities

  
  

  

 

 


Show Way-Jacqueline My Feet Are Laughing-
Ella Fitzgerald-Andrea Pinkney
Woodson Lissette Norman
Henryǯs Freedom Box-Ellen Dancing in the Wings-Debbie
Jazz Fly-Matthew Gollub
Levine Allen
The Patchwork Path-Bettye Boycott Blues-Andrea
Harlem-Walter Dean Myers
Stroud Pinkney
Heǯs Got the Whole World in Marion Anderson-Pam
Hip Cat-Jonathan London
His Hands-Kadir Nelson Munoz Ryan
Moses-Carol Boston Ellington was not a street-
Jazz-Walter Dean Myers
Weatherford Ntozake Shange
Martin's Big Words-Doreen
Uptown-Bryon Collier Alvin Ailey-Andrea Pinkney
Rappaport
Aunt Harriet's Underground
Railway in the Sky
The Jazz Man-Karen Ehrhardt Dance!-Bill T. Jones
If a Bus Could Talk
Faith Ringgold
Follow the Drinking Gourd- Drumbeat in Our Feet-
Duke Ellington-Andrea Pinkney
Jeanette Winter Patricia Keeler
Each class includes the following components:


 
The BrainDance © was developed by Anne Green Gilbert and is based upon the 8
movement patterns of early human development, which wire the central nervous
system. It is appropriate for all ages. It can be used as a warm-up for any dance
exploration, an extended dance lesson, or a quick dance break.

 
The lesson form for each dance exploration offers a detailed description including
an assessment strategy and connections to state dance standards. Each lesson
begins with a warm-up to introduce the dance concept, followed by an exploration
of the concept, and a closure for students to reflect or respond.


  
For each grade level strand, Quick Check Forms show the big ideas to emphasize,
and what students should know and be able to do by the end of that grade level
strand. Lessons to achieve each objective are listed. Key vocabulary and connections
to curriculum and collaboration skills are referenced.


 
  
!  

Embedded in each lesson is at least one type of assessment.




At the end of each class, there will always be a stretching out and cooling down
period to center and focus students, solidifying their learning and helping to make
the transition from a dance give students a chance to calm down and focus.

 
" 
 
#Dance Strand 

K-1 2-3
$  %: sharp, smooth, strong, light, free, bound, tight, loose
 : self and general, level, direction, pathway, relationship, focus and shape
· Move safely · Shadowing
· Move and freeze · Level boogie
· Mirror on the wall · Sculpture museum
· Shrinking space · Shapes to pathways
!  : locomotor and axial
· Magical movement · Half and half
· Traveling tribes · Follow the leader

: fast, slow, beat, rhythm
  %& repetition, form, theme


     
  

Grade Culminating project/Performance Assessment
K1-K2 Carnival of Animals February 12, 2010 performance
1st Quilt Dances TBA
2nd Jazz and the Harlem Renaissance TBA
3rd Salute to Alvin Ailey African American Celebration
This six week unit will begin and end with a specific series of exercises, designed to
develop cognitive functions connected to gross motor skills and center and release
the students at the end of the class.

| # ' 
   



: The Brain Dance © Anne Green Gilbert
January 4-February 12th, 2010






&
Standard 1-Space, time, energy, non-locomotor movements, parts of the body,
patterns of movement, focus and concentration, balance, moving body parts
separately, moving safely


£ 

Students will
x
 

K-1 Dance involves the whole body Name, isolate and move body parts
How to control their own bodies and are Move with concentration alone, with
2-3
aware of othersǯ bodies when they move partners and in groups.

!

 Ȃevery week

A. Follow teacher leading brain dance (weeks 1-2)
a. Pair share: How do you feel after doing BD?
b. Do you feel differently than before you began?
c. Why do we do it?
B. Find a partner and take turns leading BD through mirroring device
(weeks 3-6)

  £ 
 &¦  

     
 ¦ 
  
 
 


 

  
 

(  %&Breath, tactile, core-distal, head-tail, upper-lower, body-side, cross-lateral, vestibular

  &4-5 deep breaths in through the nose and out the mouth filling the belly, diaphragm, lungs.

 
: With your hands, squeeze (arms, legs, torso, back, head, whole body). Then
tap lightly, slap sharply brush smoothly. Try other tactile sensations such as
scratching and patting.

 #
 : Reach up and out from the center of the body, through and beyond the
fingers, toes, head and tail (the distal ends). Then curl back to the center of the body
(core). Try movement that grows and shrinks stretches and curls in big "X"s and
little "o"s using the whole body.

)
#
: Do movement that focuses on the head (top of spine ends at bridge of
nose) and tail (lowest part of spine or coccyx). Play with movement that brings head
and tail together and apart while curving forward and backward and side to side
(similar to yoga cat exercise but standing). Try circling head and tail. Bend the knees
to help release the tail. End with a spine wiggle to accentuate the spineǯs flexibility.

u #
 :
Ground the lower half of body by pressing legs into the floor with a slight knee bend.
The lower half of the body doesnǯt move. Swing arms in different directions and
stretch and dance upper body (arms, head, and torso) in different ways. Next
ground upper half by reaching arms out into space with energy as though you were
making a shape hugging a giant world globe or sphere. Try other arm positions
while moving just the lower body.


%#

: Make a big X with your body. Dance with the left side of your body
while keeping the right side still. Then keep the left stabile and dance with the right
side. Try a lizard crawl with arms and legs open to the side, with one side reaching
up and the other side stretching down (like belly crawling). With elbows slightly
bent like a "W" bring the left half of the body over to meet the right half and vice
versa (like a book opening and closing.)

 #  : Do a parallel standing crawl with legs and arms in front of you.
Begin this by bringing left elbow to left knee while right arm side stretches up Ȃ
alternate bending and stretching right and left sides (like hand and knee crawling)

(




-* '

%
!

+  
  After any
dance activity, the full benefit for the body and brain is derived from taking time to
cool down and incorporate the learning into the nervous system. DzCool downsdz help
students make the transition from a dance activity to the next event of the school
day. They can be used any time you would like your students to calm down and
focus. ÿ




| -Stretch side to side in the standing position and blow out through your
mouth like a whale with a blowhole

( -Stand in a wide stance and bring hands together through the middle and
spout out the top, exhaling through your mouth making a Dzpoodz sound. Repeat three
times

! 
-Arms slowly come from your side to straight overhead breathing in, feet
are in parallel, and then breathe out as arms slowly return to your side. 3

 


,*-Sit up straight and on the exhale drop your head forward, chin toward
chest. Slowly roll your head to one side and hold and then slowly roll to the other
side and hold. Return to center and repeat again.


*
-Bend both elbows and lightly place your fingers on your shoulders.
Draw small circles in the air with your elbows 5 times and reverse and go in the
other direction. -
 -


 


)-u(Reference: a
 
 , Dennison and Dennison) Standing in parallel,
 cross one foot over the other and hold the backs of your hands out in front of you
and cross one arm over the other and interlace your fingers and bring your hands
down, under and towards your chest. Hold this position for 2 minutes and close
your eyes.



-Kneel, thighs on calves, with legs slightly apart; bend from the hips,
forward and down; folding your upper body over your knees, head rests on the
floor. Place arms next to your legs with palms facing up. ÿ





the end of 1BiBst Grade


.
  /

   #


Body Awareness: Dancers move safely through space, alone and with others.
Elements and Skills: Dancers use their bodies with space, time, energy, and movement skills.
Form / Organization: Dances have a beginning, middle, and end.
Communication: Dances communicate feelings and ideas.
Response: Dancers talk about dances using dance vocabulary.

 

 

 

 
  
How to move safely in defined space safe movement in self and general space
Dance involves the whole body
Space is an element of dance
Time is an element of dance
Energy is an element of dance
How to use movement skills
Dances have a structure or form
Dance communicates.
Appropriate ways to reflect and
respond to dance performances.
How to be a respectful audience.

Name, isolate, and move body parts
variety of sizes, levels, directions, and shapes in self and
general space
fast/slow movement
variety of energy qualities (for example, smooth,
powerful)
variety of locomotor and nonlocomotor movements
sequence or pattern of movements beginning, middle, end
movements that express feelings, ideas, or tell story
dance vocabulary to describe a dance.
self-control, focused attention, and appropriate response
as audience members
  
 
 


  

 %&
Ȉ Respects and supports othersǯ work efforts.
Ȉ Shares ideas appropriately.
Ȉ Uses materials, resources, and space responsibly.
Ȉ Constructively contributes to group process.
Ȉ Maintains focus.
Ȉ Responds appropriately as an audience






 # +/#
|: January 4-8
!  %
  (review) Students dance while maintaining their own
personal space and respecting the personal space of others.






&     
 
  


 
 
          
 

Students will know and be able to:

Know Do
How to move safely in a defined space. Demonstrate safe movement in self and general space.



%&Wearing an inner tube, demonstrates moving around the classroom,

bumping intowalls, desks, etc.

 &Discusses how the inner tube helps to keep you at a safe distance from
anything or anyone else.



%&Invites one student to wear the inner tube and approach the teacher.

 &Observes that there is a protective distance between student and teacher.



%&Relates dancing with an inner tube around your middle to moving in
general space, but not bumping into people or objects. |
    

       
 


  |
  

     


    
  

 : Pretends to put on inner tube to create own personal space. Imagines the
inner tube transforming into a cylinder that surrounds the student from head to toe. 



%0&Models walking in general space, being careful not to intrude upon
anyoneǯs personal space. Invites students, in small groups, to demonstrate 20
seconds of walking (or another locomotor skill you assign). Explains that if a student
bumps into anyone or anything, s/he must sit down. Teacher can play a drum to
accompany and cue the movement.

 &Walks, skips, slides, gallops, as instructed, in general space, with safety.



%1&Instructs the whole class to do the same activity, reminding students to
Dzput ondz their own personal space and, when given the signal, choose a locomotor
skill and move in general space.

 &Moves safely in general space; stops when directed.

  &Elicits student responses to the exercise and the need for body awareness,
respect, and safety. |
     
 
 &Reflects and
responds. a
 !
 Ô  
     
$' 
  
 &Challenge students to maintain awareness of safety and
personal space when standing and moving in line. Remember movement safety
when walking down the halls, playing on the playground, and moving through a
crowd. Shadow a partner in self and general space.

& (K-1)
 
! 
 "#Students move in self and general space freezing in shapes. 
|: January 4-8

Standards Addressed:      
  


      
    
   
 



 

 

 &

Know
How to move safely in a defined space
Space is an element of dance
Demonstrate a variety of shapes and
movements in self and general space
Do
Demonstrate safe movement in self and
general space
How to be a respectful audience
Show self-control, focused attention, and
appropriate response as audience
members

Before you teach this lesson, make sure students have done the DzMove Safely in
Spacedz lesson.



%& Introduce self and general space. Ask students to stand in a circle. |

  
     
 

   Take a few responses. "
 
  
 

  
    "     
 
 

 Demonstrates moving first in self-space and then in general space.

 & Shares observations about how self-space and general space are different.



%& Discuss the vocabulary of self and general space, using word cards. 

 " 
 #  " 
    Shows the Dzself-spacedz dance word
card. a
 
 "     
  "  

   
Shows the Dzgeneral spacedz dance word card. Asks for 2 or 3 volunteers. Introduce
the signal to start moving. |
 
 
   
 
  
 

   
   |
 
    $  
  
  Cues students using
both word cards 
 &Assists with demonstration either as a volunteer or
audience.



%&Ask students to spread out. 
    
 
  
 
  

   

 Tell students to move in self-space as teacher
plays the drum for about 5-10 seconds. Stop playing the drum and say,  
 

  Repeat activity in general space. Continues until students show that they
understand the difference between self and general space. 
 & Moves and
freezes as directed by teacher.



%0& Divide class in half. One half will be the audience. The other half will
perform DzMove and Freeze.dz Direct students to reverse roles and take this
opportunity to discuss appropriate audience behavior. When both groups have had
a chance to perform, gathers class together for a discussionJ

*
 
 



Ô   

 #     
Ô 
 
 
 
 #     
 

 



! 
,

&
Dance word cards: Dzself-spacedz and Dzgeneral spacedz
Drum or other signal (bell, chimes, etc.)
Chart paper to record ideas

(  %&
self-space
general space
shape
freeze

$' 
 
 
 
&

DzBasic Move and Freezedz can be used as a stand-alone lesson or as a way to
introduce children to a new dance skill or element (e.g. size, levels, directions) .

&  (K-1)

|&January 11-15
!
 !
  | 
Students mirror movements with a partner.






:    
  #  
 


   
 

 


  

Students will know and be able to:

Know
Dance involves the whole body
Space is an element of dance.
Appropriate ways to reflect and
respond to dance performances.
How to be a respectful audience.
Do
Name, isolate, and move body parts
Demonstrate a variety of sizes, levels, and
shapes in self-space.
Use dance vocabulary to describe a dance.
Show self-control, focused attention, and
appropriate response as audience members.



%&Ask students to copy teacherǯs movements as if they are reflections in a

mirror (facing each other), focusing on the teacher. Isolates different body parts in
self-space and moves them for students to mirror. Varies the level and size of the
movement.
|
   
      
    %    

 


 %   
    &   
  
  


   

 



 

 
   

 

 &Faces the teacher and Dzreflectsdz or Dzmirrorsdz teacherǯs movements.



%&Instruct students to find a partner and designates partner A and partner
B.  
 
 
    
  
 
 
  
  Instruct
students to move slowly in self-space on different levels, with different sizes, using
different body parts, ending in a shape when teacher gives the cue to stop.

 &Leads or copies partnerǯs movements, ending in a shape on cue2



%&Instruct students to switch roles: A becomes the leader. B becomes the
mirror. ¦'   
  
  Ask partners to discuss reflection questions

 &Switches roles and leads or copies partnerǯs movements in self-space,
ending in a shape. Reflects with partner.



%0&Review appropriate audience and performer behavior. Asks half of the
class to sit and observe, as the other half performs the mirror exploration. Asks the
audience to describe movements observed. |



  
  
|
    
   |
 
  
   |
 
 
   |
   
   
 Invites the dancers to
become the audience and the audience to become the performers.

 &Observes or performs the exploration as instructed.



%1&Guide a class reflection. Asks reflection questions

 : Reflects and responds.
What I, as the teacher am looking for? (Indicators of Success/Assessment):
X
 (

(
  
 

 
 ¦
    
 




¦
   
   
 |
   
  
(
  
 


 
 
 ¦
   
   
 |


|
     
   

3. |
     
  
 



! 
,

: Classroom, Slow music

(  %:
high, medium, and low levels
big and small sizes
body parts

$' 
 
 
 
&

After students have learned the mirror exploration, it can be done in as little as five
minutes anytime you would like students to become calm and focused.

Reading: Pick a character from a favorite story. Dance the character looking in a
mirror.
Writing: Write a list of the body parts you used in the dance.
Math: The leader slowly draws giant squares, rectangles, triangles, circles, and
parallelograms, and the partner mirrors.
 & (K-1)
|&January 18-22


 
Students move safely in the whole room, in half of the room, and in ¼ of room






&

 
  


 
       ) *  )*

   

Students will know and be able to:

Know Do
Demonstrate safe movement in self and
How to move safely in a defined space.
general space.
Demonstrate a variety of sizes, levels,
Space is an element of dance directions, and shapes in self and general
space



%& Lead a discussion about movement safety. |
    

 + "
     

 &Shares suggestions about safe movement. Demonstrates or observes
dancing safely.



%& Instructs students to move freely, exploring the whole room to lively
music. 
 &Moves safely throughout the whole room, until instructed to stop.



%& DzShrinksdz the available space to half of the classroom. (Creating a
physical barrier of chairs, for example, or tape on the floor may do this)

 & Moves safely with classmates in half of the space, continuing until
instructed to stop.



%0& DzShrinksdz the available space to a quarter of the room.

 & Moves safely with classmates in a quarter of the space, continuing until
instructed to stop.



%1& Removes the barriers. ü '  
 


  
 

 


  


  
  

  ,  
   ' 





 
 
  
 

 


 
 Selects music that
has three pauses in it, or pauses the music as desired. Teacher instructs the
students to shrink the space at each pause in the music. After the third pause,
students return to moving throughout the whole space, ending
in a shape. 
 & Listens to the music and finds different ways to move in the
shrinking spaces, ending in a shape.

! 
:
Classroom space, gym, lunchroom, or outside
Some type of barrier (tape or jump ropes on floor, chairs, etc.)
Drum or lively music
(  %:
self-space
general space
whole, half, quarter
shrink

$' 
 
 
 
&

Do the activity in reverse Ȃ start in smallest space and move up to using the whole
space. Discuss with students how it felt to start small and expand.

Social Studies: Relate activity to population density; learn folk dances from around
the world (e.g. Japan/Africa/Europe/USA)
Math: Explore whole, halves, and quarters. Older students could use this lesson to
explore fractions.
Science: Land development and shrinking habitats; expand and contract Ȃ relating
to temperature

&!  
|0&January 25-29
! 
 !  #Students create movement sentences from locomotor and non-
locomotor movements. 
Standards Addressed:
     #&
   
   


Students will know and be able to:

Know
How to use movement skills
Dances have a structure or form
Do
perform a variety of locomotor and non-
locomotor movements
perform a sequence or pattern of
movements (a movement phrase)



%&Using the word cards for locomotor and non-locomotor movements,
selects 6 locomotor and 6 non-locomotor word cards. Lead students in the
exploration of each one. a
     


   
a
 #   
    # # 

 &Copies teacherǯs movements, showing a clear distinction between
locomotor and non-locomotor movements.



%&Set alternatinglocomotor and non-locomotor (axial) word cards into a 6-
word movement sentence. Ends the sentence with a non-locomotor (axial)
movement and a shape (e.g. jump, twist, hop, bend, crawl, stretch, shape). " 

   # &
   
     
  
 Demonstrates the sequence. ü '  


 


 &Copies the teacher and dances the movement sentence.



%&Ask the class to suggest two additional Dzsentencesdz using the word cards.
Writes the words on the board with Dzshapedz at the end, so children can see that the
end of the movement sentence is punctuated with a final shape. å'   
 . After students have performed the movement sentences, asks a
reflection question. -
    
  
   

 &Performs the movement sentences. Responds.

.

   &
|


 

    .#  


  
 

! 
,

&
Word Cards (see Resources)

(  %&
sentence
movement phrase
locomotor movements
non-locomotor (axial) movements

$' 
 
 
 
&
Repeat the movement sentences adding the new dimension of tempo (fast, medium,
or slow). How does the tempo influence or change the movement phrase?

Sentence Structure: Locomotor and non-locomotor (axial) movements are verbs Ȃ

action words. Use them in a sentence (oral or written).
Punctuation: The shape at the end of a dance is like a period. A period shows that
sentence is finished. The ending shape shows the dance is over.
Science and Math: patterns, sequencing, order, structure

&!  (K-1)

|1&February 1-5
 

#Students work in groups to dance non-locomotor (axial) and
locomotor movements. 






&
       # &
   
   
 
  
   
   
 


Students will know and be able to:

Know
How to move safely in a defined space
How to use movement skills
How to be a respectful audience
Do
Demonstrate safe movement in self and
general space
Demonstrate a variety of locomotor and
non-locomotor (axial) movements
Show self-control, focused attention, and
appropriate response as audience
members


%&Direct students to follow a drumbeat and do specific movements for 8
counts in self-space (e.g. 
 #   / ). Leads students in counting
out loud from 1 to 8 each time, with one beat for each movement.

 &Moves to the beat as directed, counting out loud with the teacher.



%&Divide students into 4 - 6 groups (Dztribesdz) and assigns each group a
name or identity (colors, animals, etc.). 3   
      
  
 
    
   
     
 &Finds a
space near his/her group, with space on all sides.



%&Call the name of a group, and gives movement directions: Ô   
/ 

 #   
    
 
     .
        
   Goes through all the groups, either
with similar directions for each, or with changing directions. Suggests various
locomotor movements, as appropriate. Direct other students to remain focused,
demonstrate self-control, and help count, or keep the beat with a handclap.

 &Recognizes his/her group. Uses self-space for 8 counts. Travels as directed
for 16 counts. Returns safely to the starting place, and sits down again. As students
are moving around the room, they must be aware of other students and move safely.

.

   &

Ô  
   
 
Ô   
 # &
   
  

ü#
   
   
 
 

Ô  
     /  . 

  

! 
,

&
Drum or hand clapping or music from revelations

(  %&
self-space
general space
non-locomotor (axial) movements:
stretch, bend, twist, shake, swing, kick,
turn, push, pull, fall, melt, wiggle, etc.
locomotor movements:
hop, skip, jump, walk, run, gallop, leap, etc.

$' 
 
 
 
&

Math: Change the number of counts, or give a simple problem (e.g.  0  1 222 ) and
students can count to the solution. You can vary the movements (e.g.    0 
  1 222 then students say them and dance them including the solution (e.g.
saying Dz4 jumps + 4 claps = 8 in alldz as they jump four times then clap four times).
Science: Groups can be different animals, cloud types, etc. and move with the
appropriate energy and locomotor movements.
Music: Change the tempo of the beat with different music, or cue each group with a
different type of music.
 &  %(K-1)
|3&February 8-12
$  
$'
#Students make an entrance, dance through the performing area and
exit.






&      
 
  
  


 

 

 

Students will know and be able to:

Know Do
How to move safely in a defined space Demonstrate safe movement in self and general space
Dances have a structure or form Create and repeat a sequence or pattern of movement
with a beginning, middle and end
Dance communicates. Demonstrate movements that express feelings, ideas, or
tell a story
How to be a respectful audience Show self-control, focused attention, and appropriate
response as audience members


%& Explain that dances have a beginning, middle, and end. a
 3 
3&
 ¦ 
 


 
   
 


 

    

&

 
   % 
  
 

 

 
 3 
  
 
  
  


    
    &
 

 
 
 
 
   


  &
 
 
    Ask students to form groups of three. Instructs
several groups to perform simultaneously.

 & Collaborates with other students in a trio, deciding where they will enter
from and where they will exit. Dances with slow time for the entrance, medium time
for the middle, and fast time for the exit.



%& |   
    
  
  
  

    &

 ,
  ü     
  &  

 


     &
 
 
  


 & Explores and makes tempo choices in a trio for entering and exiting.
Gathers to present dances.



%& Select an order for presentation (perhaps having more than one group
at a time, or a few groups in quick succession). Reviews, with the students, the
difference between the role of a performer versus the role of an audience.  
&
  
 ,

 
 
 
 & Performs and watches.

.

   &

Ô  

 
   
 #
a
  & 
 
 
    

  &
 

a
  
    
 

Ô # 
    

 
  
 
 
  
&
  
 
 
  
Ô   
 


! 
,

&
Use a drum or instrumental music to support movement and cue entrances and
exits.
 (  %&
onstage
off-stage
performing area
trio
entrance
exit
audience
performer
$' 
 
 
 
&Add additional dance elements, such
as level, direction, and pathways. Have more than one group perform at a time.
Perhaps grouping 2-3 trios as a Dzchancedz performance. Have students work
collaboratively with 1 or 2 other trios to design a new dance. 


.
 $ 
"
-
Body Awareness: Dancers maintain body awareness while dancing in groups, with
partners, and individually.
Elements and Skills: Dancers build movement skills and use dance elements alone
and in combination.
Form / Organization: Dancers use simple forms to make dances.
Communication: Dancers communicate for a specific purpose.
Response: Dancers describe dances using dance vocabulary.

%



 
Will know how to Will be able to
control their own bodies and an move with concentration alone, with partners, in
awareness of othersǯ bodies moving groups
use space in a variety of ways move in self and general space using directions, levels,
pathways, and shapes
explore time using different rhythms
demonstrate a steady beat to music
use energy in a variety of ways
create movement with contrasting energy qualities
use space, time, and energy in (e.g. smooth and sharp movement)
different combinations
demonstrate movement sequences, which combine
use a variety of movements dance elements
organize movements using different demonstrate additional locomotor and non-locomotor
forms
create movement sequences or patterns using
a


beginning, middle, and end, and ABA forms
know that dances communicate for a
specific purpose create a dance for a specific purpose (|
   
 to celebrate, inform, tell a story, or entertain,
recognize elements of dance in for example).
dance performances.
identify the dance elements used in a dance
Know how to be a respectful
audience show self-control, focused attention, and appropriate
response as audience members
/%(  %&
ABA form
body awareness
body parts
counts
focus
general space
levels
locomotor movements
rhythm
sculpture
self-space
shapes
duration
energy non-locomotor (axial) movements
pathways speed
time
Extensions and Connections to Curriculum:

     
 &
!
: call and response, rhythm
|

: descriptive words, story telling, write choreography,
beginning/middle/end, poetry
*

: dance a character from a book
(
  : sculptor and clay, museums
! : math museum, movement phrase counts to equal 12, dance equations,
geometry, graphs, problem solving

 : Rocks and Minerals, Sound, Liquids, balance, volcano, changes in states of
matter, animals, plants, water cycle, life cycle, migration
) $: body parts and body awareness



: mapping skills, geographic features, rivers


: sharing space, conversations

  
 
&
Demonstrates appropriate use and sharing of materials, resources and space.
Develops emotional awareness of self and others.
Offers constructive feedback.
Contributes ideas and effort to complete group tasks.
Assumes a role within a group.
Maintains consistent focus throughout activities.
Supports others during reflection process.

# +#
|: January 4-8
! 
 "


 (review) Students lead and follow, shadowing a
partner.






&
      
   

 
  

Students will know and be able to:

Know
How to control their own bodies and are
aware of othersǯ bodies when they move
How to use space in a variety of ways
Do
Move with concentration alone, with
partners, and in groups
Move in self and general space using
pathways and shapes



%&Draw examples of pathways (lines) on the blackboard, and demonstrates

them by drawing pathways in the air with different body parts. Directs students to
draw their own examples of pathways. 
  

 
 
 



 #
  ¦   
 

 

 
 
 ¦  

 



 

 
 
 Guide students as they explore drawing different
pathways with different body parts (e.g. zigzags with elbows). 
  


      
  
  
 (e.g. zigzag pathways
are combinations of several straight pathways). |'   

 # 
a
  ' 
    
 &In self-space, draws pathways as
directed by teacher and then explores with different body parts.



%&Establish signal to freeze in shape. |
 
 
 
  |


 
    
  
  (You can play a drum or stop and start music like
DzRock Ǯn Stopdz from 3
  +
 ¦ +  +
 4 """ )
Practices Move and Freeze in self-space until students show ability to listen and
freeze. Explains general space. |
        



   
 
  Tell students to always look for empty space before moving
in general space to avoid bumps. Now directs students to Move and Freeze in the
general space. When students are successful at moving and freezing without
bumping, adds the concept of pathways. |
  
     
 

 
 
 


     
  

  
    
   Cues students to move in straight and curved
pathways. 
 &Practices listening to teacherǯs signal to move and freeze in self-
space. Looks for empty general space and moves as suggested by the teacher
without bumping into other dancers. Freezes in a shape when teacher uses signal.
Explores pathways in the air and on the floor.



%&Ask students to pair up. Chooses 1st and 2nd leaders. Explains that as 1st
leader moves in the general space using various pathways, leader 2 is the shadow
and follows him/her wherever s/he goes, just like follow the leader. Use signal to
freeze all the dancers (both dancers should be in the same shape), and then has
them turn around to follow 2nd leader. Repeats with students choosing
combinations of pathways. 
 &Finds a partner. 1st leader moves in general
space using different pathways. 2nd leader shadows her/his partner. On signal both
dancers freeze in same shape. Turns around when told by teacher and 2nd leader
moves, while 1st is the shadow. Tries different combinations of pathways.



%0&Lead reflection. +  
   
 
 
  

 &Reflects and responds.
.

   &
Ô  
    

 
  


! 
,

&
Instrument or drum for freeze signal, or music to play and stop

(  %&
self and general space
pathways: curved, straight, zigzag

$' 
 
 
 
&

Repeat Move and Freeze Shadowing and add the concepts of level and/or direction.
Have students discuss favorite pathway combinations with partner.
Have students draw a picture or map of their favorite pathway combinations.

Geography: Look at different maps and discuss different pathways of features such
as streets, rivers, and borders; discuss and show how a river might flow from high
mountains down to low ocean using different pathways

# +#
|: January 11-15
 
#Students dance with partners, keeping their heads on different levels
throughout the dance. 






&
     
    
 


Students will know and be able to:

Know
How to control their own bodies and are
aware of othersǯ bodies when they move
How to use space in a variety of ways
How to explore time using different
rhythms
Do
Move with concentration alone, with
partners, and in groups
Move in self and general space using
levels
Demonstrate a steady beat to music



%&— Ask the students to find a partner and explains that their two heads
cannot be on the same level at the same time. Explains that they have to keep their
focus on their partnerǯs head and keep moving and changing levels. Suggest that
students take turns beginning the activity, so they can challenge each other to try
new levels. 
 & With a partner, moves continuously, keeping heads at different
levels.



%&— Ask students to change their tempo: first slow, then fast.

 &VWorks with a partner to demonstrate slow motion level changes and then
fast level changes.



%&Divides the class into two groups and they watch each other.

 & Dances with a partner. Gives feedback and comments on how s/he felt
watching the others move (anxious, funny, excited, etc.).

.

   &

Ô 

    

 ' 
  

 





  




   
   


Ô 


 
   

! 
,

&
Ragtime music or a drum

(  %&
levels (high, medium, low)
speed (fast and slow)
focus

$' 
 
 
 
&
Dancers alternate between self and general space while they Dzboogie.dz
Social Skills: -    
   
    

   


Math: Graph your level boogie.

Writing: Write a poem describing your feelings while you danced or watched this
exploration.

# +#
|: January 18-22
 
 %#Students become artists who create statues using their
partners as the clay. 






&
    
  
 

Students will know and be able to:

Know Do
How to control their own bodies and are Move with concentration alone, and with
aware of othersǯ bodies when they move partners
How to use space in a variety of ways Move in self and general space using
levels, and shapes



%&Introduce the idea of holding the body perfectly still to create a frozen
shape or Dzstatuedz. Ask students to practice holding their bodies very still in a frozen
shape in their own self-space. |
 "          
 

     
 X33536 ü
  
     
    
 
   
  Directs the students to try making frozen
shapes on different levels: high, middle, and low.

 &Uses whole body to make frozen shapes as directed by teacher.



%&Demonstrate activity with a student. Gently moves studentǯs body into a
statue "  
    
 
    ü "  
    

    
  '   
  ü

 " 
7

 
  
 
 
  " 
7

 
 

 
 

 


 

  " '
  
7

  7
 
    

 Once finished sculpting studentǯs body, teacher copies the shape to show
the class two identical shapes.

 & Watches teacher demonstrate activity with another student.



%&Put students into pairs and has them decide who is the first Dzsculptordz
and who is the first Dzclay.dz Directs sculptors to gently move and mold their partnerǯs
body into a statue. Remind them not to tell or show their clay what to do. Directs
sculptors when they are finished, to copy their clayǯs shape, so they can feel what itǯs
like to be in the shape they created. Invite students to look around the Dzmuseumdz to
see two of each shape. Then asks students to switch roles and repeat activity.

 &Get into pairs and chooses first sculptor and first clay. Takes turns gently
and quietly molding partnerǯs body into a frozen shape. Copies the shape created by
partnerǯs body.



%0&Show students sign language or creates own hand signs to indicate levels
in space: high, middle, and low. Repeats Sculptor and Clay activity with sculptors
now using hand signs to indicate to clay which level they want to use to create their
statue. Remind students not to talk to the clay.

 &Learns hand signs for levels in space. Repeats sculptor and clay with
partner using hand signs to indicate levels for shapes.



%1&Leads pair-share and class discussion.

 &Discusses the following reflection questions, first with a partner, then with
the whole class.

.

   &

a
 !

|     ' 
   ,
   
+ 
   
 
  



  

¦

 

  
 


 
- 

  
      ¦
     
  
 
 
|
 |
   
 
 

! 
,

&
Music that sets a contemplative mood, such as
(  %&
shapes
levels: high, middle, low

$' 
 
 
 
&

Move though the general space around the statues in your museum using different
levels before going back to copy their statue.
Create statues that show emotions, other curriculum ideas, or tell stories.

Language Arts: Introduce and explore words that describe shapes such as straight,
curved, bent, angular, twisted, wide, narrow, symmetrical, asymmetrical, balanced,
off-balanced.

#
+#
|0: January 25-29
   #Students dance with a partner, alternating movements in self and
general space, returning to her/his partner after a specific number of counts






&     
 

Students will know and be able to:

Know
How to use space in a variety of ways
How to explore time using different
rhythms
How to use space, time and energy in
different combinations
Do
Move in self and general space using
levels and shapes
Demonstrate a steady beat to music
Demonstrate movement sequences,
which combine dance elements



%& Instruct students to move in self-space from a low to a high level in 16
counts. Count out loud and plays a drum. Does the same with 8 counts, 4 counts, and
2 counts. 
 & Dances in self-space starting on a low level and arrives at a high
level by count 16, count 8, count 4, and count 2.



%& Ask students how the counts affected their speed of movement.

 & Recognizes that shorter durations (or number of counts) lead to faster
movement, whereas longer durations lead to slower movement.



%& Ask students to find a partner and decide who is Partner A and Partner
B.   
 #    



 
    " 
 
   

      
    

   Counts out loud and plays a drum. Varies the counts during the
exploration. 
 & Moves, either in general or self-space, to the specified counts.



%0& Instruct students to switch roles, then repeat the exploration, ending in a
connected shape. 
 & Moves, either in general or self-space, to the specified
counts. Ends in a connected shape.



%1&Lead class discussion. ¦
   
   
 
  .  |
 
 &Contributes to class discussion.

.

   &

a
 !

a
    
     
 #    

a
 #   
   
   
 

! 
,

&
Open space
Drum self-space

(  %&
general space
time
duration
counts

$' 
 
 
 
&
Science (Balance): Self-space dancer makes balancing shapes for the given number
of counts; (Sound): Match low and high pitches of music to low and high levels of
movement.
Math: Use equations to announce the number of counts (e.g. %
 8 0 8  
    
   
  

  )

# +# 


|1&February 1-5
$  %

-Students take turns leading and following in a diamond
formation, using smooth, sharp, swinging, and shaking energy.






&
1.1.1 energy, 1.2 creates and replicates movements; creates movements in small
groups, 1.4. Audience skills

 

 

 &
Know Do
How to control their own bodies and are Move with concentration alone, with
aware of othersǯ bodies when they move partners, and in groups
How to use energy in a variety of ways Create movement with contrasting energy
qualities
How to be a respectful audience Show self-control, focused attention, and
appropriate response as audience
members



%&With students seated in a circle, reviews four of energy qualities

(smooth, sharp, shaking, swinging) with a Dzhand dancedz without using music. Takes
student suggestions. |
   


   
 Continues asking
questions for student input about all energy qualities. After dancing with hands
only, ask students to stand and explore the energy qualities standing in self-space
and using their whole bodies.

 &Gives suggestions for movements. Uses four energy qualities in a hand
dance and then a whole body dance.



%&Pick four students to demonstrate an Energy Diamond in the center of
the circle. Directs students to arrange themselves into the 4 points of a diamond,
with all facing the same direction.
ǹ
ǹǹ
ǹ
Plays the musical selection, DzEnergydz from 3
  +
 ¦ + 
+
 4 "4. Calls out an energy quality. Ô
. The Dzlead pointdz (the
dancer in front) will dance using that energy and the other three will shadow (copy)
the leader in self-space. When the music changes, students make a quarter turn to
the right (90° turn clockwise), which results in a new leader. Ô
 . Repeats for
swinging and shaking. 
 &Demonstrates or observes the Energy Diamond.



%&Divide class into groups of four. Ask students to practice turning with a
drumbeat. Put on music and cues students through the Energy Diamonds. (Optional:
Invites students to take turns showing their diamonds and being an audience.)

 &Leads and follows as part of an Energy Diamond.



%0&Lead class debrief by asking questions for reflection 
 &Reflects
and responds

! 
,

: energy dance word cards, one each for smooth, sharp, shaking,
swinging , music, drum

(  %:
energy: sharp, smooth, shaking, swinging

$' 
 
 
 
&

Social Studies: Use the diamond to correspond to the four compass points for
mapping skills.
Science: Use the diamond for water cycle, life cycle, animal movements, etc.
Math: Adapt diamond to geometry by using four different shapes.

#!  #
|3 February 8-12
) 
) #Students alternate dancing with locomotor and non-locomotor
movements in self and general space. 






&       #  

    


 


   


 

 

 & 
Know Do
How to control their own bodies and are Move with concentration alone, with
aware of othersǯ bodies when they move partners, and in groups
How to use space in a variety of ways Move in self and general space using
directions, levels, and shapes
How to use a variety of movements Demonstrate additional locomotor and
non-locomotor (axial) movements



%&Post a chart that lists non-locomotor (axial) and locomotor movements.
Lead students in a warm-up in self-space by calling out different non-locomotor
(axial) movements to try with different body parts (e.g. shake shoulders, push and
pull with arms, twist torso, float legs). 
 & Follows teacherǯs directions using
different non-locomotor (axial) movements with different body parts in self-space.



%&Use move and freeze signal (drum, instrument or music to play and stop)
to have students explore different locomotor movements in general space.
å    
  
 
       "' 
    ¦ 
 
    

 
 


     
  
  
 
 
   Repeats with several
locomotor movements. Remind students to move in the empty space so they donǯt
bump. (If students are already skilled at demonstrating locomotor movements, you
could suggest that they use different levels or directions.)

 & Listens for signal to freeze in shape. Moves in the general space using the
different locomotor movements as cued by teacher. More experienced students can
add changes in level or direction.



%&Divide students in half and labels the two groups (use ideas or names
from curriculum, for example, butterflies & moths). Explains how one group will
dance in self- space using non-locomotor (axial) movements while the other group
will move in general space using locomotor movements. Directs students to make
their own choices of movements. Challenges students to experiment with changing
the level or direction of the movement. Signal students to move until you cue
everyone to freeze and then ask the groups to switch.

 & Remembers which group s/he is in. Moves in self-space using non-
locomotor (axial) movements with different body parts when itǯs his/her groupǯs
turn, and moves in general space using different locomotor movements. Freezes in a
shape on teacherǯs signal.


%0&Divide class into smaller groups. Directs each group to pick its own
combination of four locomotor and non-locomotor (axial) movements. Asks each
smaller group to show the class its ideas. Invite audience members to describe what
movements they saw using the vocabulary from the lesson.

 & Works in a smaller group and decides what non-locomotor (axial)
movements to do with different body parts in self-space and what locomotors to do
in general space. (More experienced students can decide which level or direction to
use.) Practices and then shows to others in class. Observes other groups and then
describes what s/he saw using the vocabulary from the lesson.
Indicators of Success/Assessment:
Ô 
    
  
 
 # &
 

 #  Ô 
    
  
  

  
 Self-assessment

Name:____________________________________

Directions: Write the movements you have selected with your small group.

What was your first What was your second What was your third What was your fourth
movement? movement? movement? movement?

Was it locomotor or Was it locomotor or Was it locomotor or Was it locomotor or

non-locomotor (axial)? non-locomotor (axial)? non-locomotor non-locomotor (axial)?
(axial)?

! 
,

: Instrument or drum for making a Dzmove and freezedz signal, or

music to play and stop, chart of locomotor and non-locomotor (axial) movements,
and/or the word cards

(  %:
self and general space
body parts: head, neck, shoulders, arms,
elbows, hands, fingers, ribs, hips, legs,
knees, feet, face, etc.
locomotor movements: walk, run, leap, hop, jump, skip, slide, gallop, crawl, roll, etc.
non-locomotor (axial) movements: stretch, bend, twist, shake, swing, reach, push,
fall, melt, poke, lift, curl, carve, lunge, slash, dab, punch, flick, float, glide, press,
wring, wiggle, etc.

$' 
 
 
 
&
For beginning students, you could choose to do just parts 1,2, and 3 of this lesson.
You could also do parts 1,2,3 on one day and part 4 on another day.
Discuss and explore what types of locomotors and non-locomotor (axial)
movements different animals might use.
Do body parts songs like DzHokey Pokeydz or DzClap Your Handsdz by Tickle Tune
Typhoon.

  %#
|3#February 8-12 (alternate plan)
|

#Students create dances with an ABA form using locomotor and non-
locomotor (axial) word cards. 





&1.1.1. shape, movement, 1.1.2 ABA form, 1.2 combinations
of locomotor and non-locomotor (axial) movement 1.2 simple dances in small
groups, 2.1 creates, 2.2 performs, 2.3 responds 

Students will:
Know
How to use space, time, and energy in
different combinations
How to use a variety of movements
How to organize movements using
different forms
How to recognize elements of dance in
dance performances
How to be a respectful audience
Do
Demonstrate movement sequences,
which combine dance elements
Demonstrate additional locomotor and
non-locomotor (axial) movements
Create movement sequences or patterns
using the ABA form
Identify the dance elements used in a
dance
Show self-control, focused attention, and
appropriate response as audience
members



%&Introduce or reviews the concepts of locomotor and non-locomotor

(axial) movement. å    
  a

 

   ü# &
  
    a

 
 #
  What locomotor movements do you know? What non-locomotor (axial)
movements do you know?

 &Contributes suggestions of locomotor and non-locomotor (axial)
movements.



%&Lead exploration of non-locomotor (axial) movements using non-
locomotor (axial) word cards. Each card has one non-locomotor (axial) word on it
(e.g. stretch, twist, shake). Pull out one card at a time and direct students to explore
that movement in self-space. Encourage students to use different speeds. a
 

 )
  * Ô
   Ô
  

 
 Guide students as they dance all the
non-locomotor (axial) cards one at a time. (DzLittle Bolerodz from 3
  +

¦ +  +
 4 "" would be fun for this. Pause the music
every time you hold up a new word card.)

 &Explores each non-locomotor (axial) movement using different speeds.



%&Lead exploration of locomotor movements using locomotor word cards.
Each card has one locomotor word on it (e.g. walk, hop, jump). Pull out one card at a
time and direct students to explore that movement in general space. Encourage
students to use sharp or smooth energy. a
 
 ) * | 

 

| 

 
 Guides students as they dance all the locomotor cards one at a
time. (DzSkippy Skadz from 3
  +
 ¦ +  +
 4
"" has a steady beat and would work well for this. Pause the music every time you
hold up a new word card.) 
 &Explores each locomotor movement using
different speeds.



%0&Demonstrate the creation of an ABA dance. "' 
 
  #

 &
        ü "   





 
 )* 
    a
 )* 

   
 

 

     a
 )* 


 
 
 3    )
 * 
) * "  
 
 )
 *   )* 
  ) *   )* 

Ô   
  )
    
 * "      

 

 
   Ô "'  ) 
      
  * Direct the students
to create ABA dances in small groups of 3 - 5. (DzAndean Altitudedz from 3
 
+
 ¦ +  +
 4 "" is a very short piece of music that
would be just about the right length for these movement studies.) 
 &Creates
a dance using the following process:

1.VSelects one locomotor word card and one non-locomotor (axial) word card.
2.VDecides which will be DzAdz and which word will be DzBdz.
3.VDecides which will be fast and which will be slow.
4.VPractices/rehearses.



%1&Guides students through the performing and responding process.
Reviews performer and audience behavior. After each group performs, asks the
audience to describe the dance. |
  
 
   
 )* 
 |

      # &
  |
   


  |
  
 
   
 )* 
 | 
  
   # &
  |
   
 
  

 &Performs. Describes dances of peers.

Indicators of Success/Assessment:


 #    
 



Name:_________________________________________________

| 
 )* | 
 )*
|
  
 |
  

   
)*  )* 
   
3 




 










 



 




 8




! 
,

&
Word cards (one locomotor word per card in one color, and one non-locomotor
(axial) word per card in another color).

(  %&
general space
locomotor: walk, run, leap, skip, jump, hop, slide, gallop, crawl, roll, tip-toe, prance
self-space
non-locomotor (axial): stretch, bend, twist, shake, swing, kick, turn, push, pull, fall,
melt, wiggle, sway, float, burst, flick, lunge, dab
fast time, slow time
ABA form
$' 
 
 
 
&
Science (Sound): Choreograph ABA dances with loud/soft volume or high pitch/low
pitch
Writing: Write own and peersǯ dances in logical sequence with beginning, middle,
end
Reading: Use locomotor and non-locomotor (axial) movement to dance a character
from a story read in class.
Math: Create a movement phrase of locomotor and non-locomotor (axial)
movements to equal a total of 12 (e.g. 6 jumps, plus 2 twists, plus 4 skips, equals 12).
  %#
!     
 #Students dance a conversation with a partner. 






&          #
&
   
    

  


   


      
 

 

 

 &
Know
How to control their own bodies and are
aware of othersǯ bodies when they move
How to use space in a variety of ways
Dances communicate for a specific
purpose
How to be a respectful audience
Do
Move with concentration with partners
Move in self and general space using
directions, levels, pathways, and shapes
Create a dance for a specific purpose (a
conversation)
Show self-control, focused attention, and
appropriate response as audience


%&Explain to students that in a conversation one person uses her/his
attention and focus to listen to what the other person says. Then they switch so the
other person listens to what is being said. "  
 
   


   
  

. 
 &Listens to teacher.



%&Explain Movement Conversations. "  3 +
 
 

  )

 
 *  

7
   
  

7
  a
   

 
   )  * 

 




 
 3
 
    
  
  
   
Reminds students that only one person should move or Dzspeakdz at a time.

 & Listens to teacher explain activity.



%&Students get into pairs and decide who is to Dzlistendz first and who is to
Dzspeakdz first. Ask the listening students to freeze in a shape and put their focus and
attention on their partners. Direct the students who are speaking to move in their
self-space to try to tell a story or show how to perform a task to their partner. When
the speakers freeze in a listening shape, the other partners then move in self-space
to respond to what was said by their partners or to tell their own story or task.
Facilitate students taking turns by directing how long each person moves or
Dzspeaksdz. 



   

  


     

 

 
           
 7

  

 &Finds a partner. Takes turns freezing in a listening shape, using focus and
attention to watch partner move as partner tries to communicate a story or idea in
self-space using body movements but with no voice and finishes Dzspeakingdz and
responding when directed by teacher and switches roles.



%0&Encourage students to try using different non-locomotor (axial)
movements to communicate in self-space. Tell students to have a long distance
conversation by using locomotor movements to move in the general space.

 &Tries using different non-locomotor (axial) movements in conversations as
suggested by the teacher. Then uses locomotor movements to have a long distance
conversation by using the general space.



%1&Guides students to sit with their partners and have a real conversation to
talk about the activity. Prompts them to share what it felt like to focus on their
partners to Dzlistendz and to Dzspeakdz with their bodies. ¦
   
 
  
   
 &Sits and has a verbal conversation with her/his
partner. Talks about the activity and how it felt. ¦
    

Indicators of Success/Assessment:
a
 !

|          
  
|    

 
 # &
 
  
  
   

! 
,

&
Music is optional. You can experiment with different kinds of music to see how it
affects the studentsǯ conversations.
(  %&
shapes
focus
self-space
general space
locomotor movements
non-locomotor (axial) movements

$' 
 
 
 
&
DzEcho Movementsdz: the leader or speaker moves for 4 counts and then freezes while
the follower copies the same moves for 4 counts. Only one person moves at a time.
Repeat several times and then switch leaders. This is a good activity for exploring
non-locomotor (axial) and locomotor movements.

Communication: Suggest different topics for conversations, such as: sports, feelings
and emotions, stories theyǯve read, and things they are studying in their class, or just
have a nonsense conversation.

Music: DzCall and Responsedz Ȃ Teacher or designated student can be the leader who
moves and then freezes while the rest of the class then copies or responds.