1.

Title: Group Creation

of a Dance Through
Basic 8 Counts

2. Created by:
Angela Dionisio

3. Date Created:
7-Mar-16

afterAngela Dionisio

Date(s) Taught: XMar-16

4. Primary Art Forms:

Performing arts: Dance

5. Secondary Art Form(s ): Visual Arts

6. Academic
Crossover
subject/concept:
MATH: counting and
basic multiplication
ENGLISH: basic
dance vocabulary

7. Age/Grade Range:
4th-6th grade

8. Skill Level of Lesson, Prerequisite

Skills, if any: NONE

9. Length of Lesson:
65 minutes

10. References/Sites:
11. Supplies to expend: white paper
http://www.searchinstitute.org/content/40developmental-assetsadolescents-ages-12-18

12. Reusable Props,

Visuals, Music,
Amplification: oil
pastels

http://www.cde.ca.gov/b
e/st/ss/
documents/vpastandard
s.pdf
http://www.nationalartss
tandards.org/
sites/default/files/NCCAS
%20%20
Conceptual%
20Framework_0.pdf

13. Overarching Learning Goals / Enduring Understanding(s) of Lesson: Students will

learn basic 8 counts and apply them to movements to create a dance. They will gain
a better kinesthetic awareness through learning various improvised movements.
They will learn dance concepts and vocabulary such as space, time, count, and force.
They will learn to work in a group through a collaborative process.

14. National Core Arts Standards (Anchors) to Meet & how lesson meets it/them:
Anchor Standards: 1. Generate and conceptualize artistic ideas and work. 2. Organize
and develop artistic ideas and work. 3. Refine and complete artistic work. 5. Develop
and refine artistic techniques and work for presentation.
15. Cognitive Learning Objectives: Learn counts, value of time (seconds), and
multiplication (understand that by doing 2 beats per second in one 8 count you are
essentially clapping in double time, in other words, you are multiplying the original
beat by 2.)
16. VAPA Arts Glossary vocabulary terms: Dance: Contrast:Tosetsidebysidetoemphasize
differences.Indancetwocontrastingmovementsmightdifferinenergy;space(size,direction,level);
design(symmetrical/asymmetrical,open/close);timing(fast/slow,even/uneven);ortwoormore
differentthemesorpatterns, Force: nelementofdancecharacterizedbythereleaseofpotentialenergy
intokineticenergy.Itutilizesbodyweight,revealstheeffectsofgravityonthebody,isprojectedinto
space,andaffectsemotionalandspatialrelationshipsandintentions.Themostrecognizedqualitiesof
movementaresustained,percussive,suspended,swinging,andcollapsing , Improvisation: Movement
createdspontaneouslythatrangesfromfreeformtohighlystructuredenvironments,alwaysincluding
anelementofchance. Shape: Thepositioningofthebodyinspace:curved,straight,angular,twisted,
symmetrical,orasymmetrical.Space: Anelementofdancethatreferstotheimmediatespherical
spacesurroundingthebodyinalldirections.Useofspaceincludesshape,direction,path,range,and
levelofmovement.
17. Assessment/Demonstration of Learning Plan: While the students are creating the
dance tell them to incorporate shapes by using their bodies, and force by using
different movements. Assess this by observing how well they incorporate these terms
in their small dance pieces. At the end of the lesson ask students where they noticed
each element. "Where did you see differences in force between the two big group
dances?", "What shapes did you see the other group making with their bodies?" "How
was the timing and counts of the other group different from your groups?" Assess
counting and time by having children clap out beats for you in one full 8 count. Have
them clap out a one beat per second 8 count and a 2 beat per second 8 count.
18. Affective/Socio-Emotional Objectives: Feeling in tune with the art form of dance.
By engaging in small improvisational dance performances, this task aims to have
students use their emotions to guide their improvisations in their small dance
performances. Furthermore, in the reflection period, students will be able to draw
responses to the assignment. They will be asked to draw picture of how the improv.
dance tasks made them feel.
19. Developmental Assets targeted: 17 Creative Activities | Young person spends
three or more hours per week in lessons or practice in music, theater, or other arts.
26 Caring | Young Person places high value on helping other people. 33
Interpersonal Competence | Young person has empathy, sensitivity, and friendship
skills.

20. Assessment/Demonstration of Learning Plan: Observe the students reactions to

the lesson, see how they might be feeling towards the activity by observing their
expressions. Assess their affective/social -emotional outcomes by having the children
draw out how this activity made them feel/their reactions to this activity.
21. Psycho-motor/Kinesthetic Objectives: Students will utilize listening skills to help
distinguish counts and to help them collaborate with their classmates. They will also
gain the ability to form movements using basic elements of dance: space, force, etc.
They will utilize their ability to move at different speeds and with different forces.
22. Dance / motor skills utilized: locomotive skills: walking, jumping, turning, any
creative movements that they want to add to their dances
23. Assessment/Demonstration of Learning Plan: Students show variation in
movements, force, and shapes in the last task (when they perform). Students move
in unison when performing their dances in the last task.

into

24. Entering/Greeting
Protocols

Welcome students as they enter

the room and start by telling the
kids to find an open space away
from their neighbors for the warm
up activity.

25. Introduction/WarmUps/Focusing Activities

Stretch: some standing stretches

some floor stretches
Help students become aware of
their kinesphere by having them
(in place) explore the space
around them. Reach up to the sky,
stretch to the ground, reach to
each side.

26. Transition to Task #1

Have students sit in a group in

front of the white board after
stretching.

through

27.

Task #1

a. OEQs
b. cues
c. development
d. challenges to give
e. transition

28.

Task #2

Teach basic dance vocab

Time: 10 min

A. What do you think dance is?

What are some aspects of
dancing? Can you name or show
me any dance movements?
B. Does anyone know what force
is? Okay, now how can force be
used while dancing? Does
anyone know what shape is?
Okay, so how can shapes be used
in dancing?
C. Now that the kids have a
general idea of the terminology,
test to see if they can apply the
terms in quick demonstrations.
For example ask a student to use
their body to show shape. Tell
them to use their body to show
force.
D. If students find this too simple,
have them demonstrate
vocabulary through movements or
specific examples.
E. Have students sit in an oval.
Divide them into 4 groups by
counting off 1-2-3-4-1-2-3-4
Then assign an eight count speed
to each group. Two will get a slow
8 count (one beat per second) and
two will get a faster 8 count (2
beats per second).

Each group will create a dance

that lasts for 1 eight count, using
the speed that you assigned
(either one beat per second or 2

Time: 15 min

beats per second).

a. OEQs
b. cues
c. development
d. challenges
e. transition

A. How do you think time and

counting is used while someone
dances?
B. To the 1 beat per second group:
Can everyone clap one clap per
second? (Clap with them)
To the 2 beats per second group:
Can everyone clap 2 claps per
second? (Clap with them)
What kind of movements go well
with your assigned count? Slow
movements, faster movements?
Jumping, sliding? Notice how
fast or slow you are moving. Are
you using forceful or soft
movements?
C. Assess their understanding of
beats by having them show you
the claps for a slow 8 count and a
fast 8 count. Give them a
sequence to clap out.
D. If some children find this too
easy, reengage them by giving
them a more difficult or different
task. Possibly clapping out a slow
8 count while stomping a fast 8
count.
E. Check in with all four groups.
Get a general consensus of if
theyve finalized their dance.
Then introduce next task.

29.

Task #3 (etc.)

a. OEQs

b. cues

c. development
d. challenges
e. transition

29b.

Task #4

The four groups combine to form Time: 15 min

2 large groups. The two groups
that were assigned the slower 8
count combine and the two groups
assigned the faster 8 count
combine. The combined groups
will then learn each others dance
(ex: the two slow groups combine
dances and form one longer dance
with a total of 2 eight counts.
A. How did you guys feel about
creating movements for that one 8
count?
B. Ok, so now that youve come
up with movements for one 8
count, lets create a dance! Now
you will combine groups with the
group of the same 8 count speed,
and you will learn each others
movements, combine them, and
dance! So work together and
help each other out. Decide
which team is going to teach first,
and which team is going to learn
first. Then switch. Notice how
fast or slow you are moving.
C. Keep practicing both 8 counts,
then repeat for a total of a four 8
count dance.
D. If this task is too simple for
some students. Have them
perform without the guidance of
clapping.
E. Check in with both groups. Get
a general consensus of if theyve
finalized their dance. Then have
them stop what their doing, and
you introduce next task.

Students will perform their 2 eight

count dance twice, consecutively,
so their performance will last for a
total of 4 8 counts.

Time: 10 min

a. OEQs
b. cues
c. development
d. challenges
e. transition

A. What did you notice about the

other groups performance? What
differences did you notice?
B. What differences in speed and
movement did you notice about
the other groups performance?
What shapes did you notice them
make with their bodies? Notice
how fast or slow the other group
was moving.
C. Ask children to point out
specifically where they see
contrasting movements.
D. If a child seems uninterested
because the task may be too
simple, kindly address them
specifically. This will force them to
engage in the activity and display
their knowledge.
E. Thank both groups for their
performances. Invite whole class
to give themselves a round of
applause. Then have students
gather and sit in a circle on the
floor and lead into reflection. Get
white paper and oil pastels.

out of

30. Closure / Cool down

Discussion: Extensions
beyond studio time/space
Return of work

Have children sit in a circle on

floor, this is an individual
reflection activity. Give the kids a
white piece of paper and set boxes
of oil pastels out for the kids to
share. Have the children write
their names on their papers and
have them draw out how this
dance activity made them feel.

Time: 15 min

Exit slips/ Prompts/

Homework
Exiting Protocols

31. Restoring Room/Props

(may or may not be necessary to
leave time for this)

step 32.

Walk around and observe the

drawings. If a student seems to
be drawing a negative reaction to
the activity, sit with them and ask
them to explain their drawing and
ask them what about the activity
made them feel this way.
After about 10 minutes of
drawing tell the students that
they can keep their drawings or
turn them in (doesnt matter).
Then have them remain sitting in
their circle formation.
With the remaining 5 minutes
reflect as a group.
As the students what they learned
from the activity, what they liked,
what they didnt like, what they
wish was done differently, and
how they can make the activity
better for next time.
Thank the students for
participating in the activity, and
assure them that that all did a
fantastic job!
Students help pick up any loose
papers and boxes of oil pastels.
Have them stack paper and oil
pastel boxes. Then children line
up to leave.
REFLECTION ON ASSIGNMENT: A
challenge that I faced was, because this
was my first real writing of a full lesson
plan, I wasnt sure if I was articulating the
tasks well enough. I wasnt sure if the
children would understand the task, and

furthermore, I wasnt sure if another

teacher would understand the task if they
were to teach it again. Therefore, a way
that I would combat this was applying the
lesson to my students at Luther Burbank.
Although this lesson plan is geared
toward an older grade level of students, I
still asked myself, Okay, what worked,
what didnt work, how did I explain things
to my LB kids, what aspects of certain
activities did they enjoy? After I began
applying the lesson to my real life
experiences it became more than just a
homework assignment to me. Because I
could put faces to the assignment, I
became far more serious about it and far
more interested. Although this was a
difficult and time consuming assignment,
because I applied it to real life and
because I recognized that as an aspiring
teacher, this is something that I will be
doing throughout my career, the
assignment went from difficult to
challenging, from time consuming to
exciting.

Reflectio
n

IMAGINED: Introducing vocabulary in task

1 worked, this gives the students a
foundation to base their movements off
of, especially those that do not have
much dance experience.
Clapping with the students in task 2
worked. This showed them an example
and allowed them to clearly hear the
beat.
Maybe combining groups of the same
count speed was too simple and maybe
boring because it is one pace. Maybe
next time combine groups of different 8
count speeds. This may be more
challenging but also for fun for the
students. It may add more variation in
the final performances. Next time try
that.
For the performance I clapped to keep
the beat for the groups. Should I have
used a drum instead? This may have
sounded more like music, and may have
engaged the students more. Next time
try that.
Drawing during a reflection period was
good. It allows me to gain a better
understanding of how the children felt
about the activity.