performing arts lesson plan

8/10/2019 Performing Arts Lesson Plan

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Performing Arts Lesson Plan

Name: Beverly Cortez Grade: 2n Date: October 24, 2013

Duration: 60-65 min.

Materials Needed:

Halloween Dance Video

Lyrics of the song on a construction paper

Pumpkin handout

Its Pumpkin Time by Zoe Hall

My favorite Pumpkin booklet

Laptop

Space Set-up: My lesson will occur in my field classroom in front of the class where thestudents have class discussions. I will ask them to stand on the carpet with enoughspaces in between their classmates to move around. (Some tables might have topushed back to allow enough space for each student)

Plans for Videotaping: The video camera will come from my field advisor, JenniferPadua. She will allow us to borrow her video camera and will be the person videotapingthe lesson.

Context for Learning: Based on my Context for Learning Survey, about half of the classexpressed that they become nervous when performing. To accommodate thesestudents, the class will perform the dance together therefore the students are morecomfortable instead of performing alone.

Performing Arts Content Area:DanceMusicDramaHELDS Creative Domain

Integrated Content Area:Language ArtsMathScienceSocial StudiesHealthVisual ArtsNot Integrated

Performing arts strategy, elements, skill, or knowledge:

Students will learn the Elements of Dance: Body, Energy, Space and Time. Thisis useful because the art form of dance is everywhere therefore learning theseelements will give students a better understanding of elements to consider whenperforming a dance or observing/watching a dance routine.

Big idea, understanding, and/or essential question:

The purpose of my lesson is to exhibit how dance helps us celebrate or


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appreciate holidays.

The importance of this learning is to show a way students can expressthemselves during special occasions or holidays. I want students to understandthat dancing is a way to communicate through movements, use of space and theelements of music.

Standard/Benchmark

Standard 4: DANCE: Understand and apply elements of dance, appreciate how dancecommunicates meaning, and recognize its role across cultures and throughout history.

Benchmark:

FA.2.4.1- Apply the element of space and pathways to create simple movementsequences.

o I can explore space while doing basic movements.

FA.2.4.2- Demonstrate the element of time, tempo, beat, duration, and rhythm.o I can dance and show the elements of music.

**This is an introduction to the concept of space. A follow up lesson: students will create adance as a class.

Assessment

Students will perform a Halloween dance routine, which will demonstrateunderstanding of time, tempo, beat, duration and rhythm.

Through the Halloween dance, students will show and execute simple movements

that emphasize the element of space and pathways.

Formative Assessment: I will use a checklist to assess of the students participation andprogress during the lesson. (See attached checklist)


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Activities/Instructional Strategies

2 min. 1. Introductiona. Gather students to the carpet area.

b. Greet and explain todays lesson (Today Im going to do aread aloud and then were going to learn a dance.)i. Dance helps us celebrate and appreciate holidays.ii. You will be able to express yourselves through

dancing.iii. Dancing is a good exercise and good entertainment.

c. By the end of the lessoni. You will be able to do simple movements to follow a

dance.ii. You will be able to perform basic steps, which uses

space and pathways.

10 min. 2. Building Backgrounda. Introduce the book Its Pumpkin Time! by Zoe Hallb. Lets look at the cover and predict what this book will be

about. Predict means what you think the story will be about.i. Call on a few students to share their thoughts.ii. Teacher says Okay, lets begin to see if you are right!

c. Begin reading Its Pumpkin Time!i. Nod your head if you know what holiday is coming up.

d. In the beginning, we predicted what this book might be about.Now that I have read the story, lets do a confirmation, which

means checking if our predictions are correct.e. Review students predictions and do a confirmation with thewhole class stating nodding if they agree that the predictionswere right and shaking head when predictions were wrong.

i. Ask students to nod their head if they agree with theprediction.

ii. Ask students to shake their head if they disagree withthe prediction.

1. Ask students who disagreed to explain why.f. I hope you all enjoyed the read aloud. Now lets move on to

our next activity.

45-50 min. 3. Main Lessona. Ask students:

i. How many of you like to dance?1. Ask students to turn to their side-by-side partner

and explain why they dance.ii. Ask individual students to share their answers.

b. Those are all good answers. Dancing is also another way to


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express yourself. Its a good exercise and goodentertainment.

i. Entertainment is something that people do to have fun.A circus, watching television shows are good examplesof entertainment.

c. I will be showing you how to do a pumpkin dance. So dancingis also a good way to celebrate holidays like Halloween.d. Place lyrics of song (handwritten in a poster) in front of

students.i. Explain lyrics to students. Lyrics are sets of words that

make up a song.1. Read lyrics to model rhythm and pronunciation.2. Teacher says, When you see (x4) it means

you have to repeat the lines 4 times.a. Teacher models This is my favorite

pumpkin (x4)

3. Ask students to read lyrics to make sure theyunderstand what (x4) means.ii. Ask students to read the lyrics together.

e. Explain directions on how to follow along with the lyrics.f. Play the music for students to hear the tune and beat of the

song.i. Tune is the melody of a song. Melody-when you hum a

song.ii. Beat is the pulse that makes up the music.

g. Ask students to sing the song together.

h. Before I show you ladies and gentlemen the dance video,lets look over our Standard and Benchmark.i. Read Standard and Benchmark.

i. Standard 4:DANCE: Understand and apply elements ofdance, appreciate how dance communicatesmeanings, and recognized its roles across cultures andthroughout history.

ii. Apply the element of space and pathways to createsimple movement sequences.

1. I can explore space and pathways while doingbasic movements.

j. Explain in simple words: This means that when we aredancing, we are using a lot of space and we move in differentdirections to create a series of movements in order to make adance routine.

k. Explain the second benchmark: Demonstrate the element oftime, tempo, beat, duration and rhythm. And the secondbenchmark basically means that you all can dance with thebeat of the music.


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l. Show students the Halloween Dance Video.m. Model the dance routine.n. Okay, are you all ready to learn the dance routine?o. Practice hand motions while students are sitting down.p. Model hands on hips then have students duplicate the motion.

q. Model arms in a circle above their head then have studentsduplicate the motion.r. Model pointing at their nose then have students duplicate the

motion.s. Model pointing at their eyes then have students duplicate the

motion.t. Model pointing at their teeth then have students duplicate the

motion.u. Now lets practice the other steps.

i. Mirror Modeling: Ask row 1 to stand up and stretch yourright arm out.

ii. Mirror Modeling: Ask row 2 to stand up and stretch yourright arm out.iii. Mirror Modeling: Ask row 3 to stand up and stretch your

right arm out.iv. Mirror Modeling: Ask row 4 to stand up and stretch your

right arm out.v. Remind students to be safe and be aware of others

around them.vi. Ask students to keep their hands to themselves at all

time before, during and after the dance, and if they arenot following the rules then they will get a warning or

will be asked to take a seat.vii. Model each part of the dance routine: (modify the stepsdepending on the different type of students that ispresent in the classroom)

1. Ask students to put their hands on their hips.2. Ask students to move side to side. (Offer a

different step if you have disabled students)3. Ask students to put their hands up and make a

circle while moving side to side.viii. Model the 1stpart of the dance with the 3 steps above.

1. Ask students to perform the 1stpart together.

2. Put thumbs up if you got it and thumbs downs ifyou want us to do it again.ix. Model 2ndpart of dance routine:

1. Ask students to touch their nose.2. Ask students to count their nose.3. Ask students to touch and count their eyes one

by one.4. Ask students to count to 3 and point to their


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teeth.5. Ask students to put their hands up by their face

to indicate scary, scary.6. Ask students to shake their body down and say

ahhh.

x. Model the 2nd

part of the dance with steps above.1. Ask students to perform the 2ndpart together.xi. Model 3rdpart of dance routine:

1. Ask students to jump in place.2. Ask students to dance.3. Ask students to spin.

xii. Play dance video again and have students practice.(Teacher will watch students as they practice andassess each student)

xiii. When teacher sees most students know the routine,they will perform the dance as a whole class.

xiv. Challenge students to perform the dance routinewithout the video.

3 min.

4. Closure:a. Use classroom attention getter to help settle the students

down.b. Ask students to have a seat on the carpet.c. Praise students: You all were wonderful dancers! Thank you

for participating. Im really impressed. Did you all have fun?

d. Ask students to turn to your side by side partner and talkabout each question:i. What did they learn today about dancing?

1. Turn to your side-by-side partner and tell themwhat you learn today about dancing.

ii. What do you need when youre dancing?e. Call on students to share their responses.f. Summarize learning by explaining: From this dance, you all

should have learned that:i. You use a lot of space when you dance

1. What different ways did we use space? (e.g. Up

and down, sideways.)ii. Dancing makes you move in different directionsiii. We had to do a series of movements to perform the

dance routine.iv. We need to move to the music or a beat.

g. Reinforce students efforts: Again, Good Job Everybody!Also, here is a handout that you can do at home. You cancreate your own pumpkin and have your pumpkin do anything


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that you want. You can have your pumpkin swim, playbasketball, anything. At the end, you can color and maybe youcan add it to the dance that we just did and perform it in frontof your parents, aunty, uncle, sister, grandma.

h. Pass out booklet as a reward for participating in the activity.

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Extended Activity/Homework

Pumpkin handout

o Students can create their own My favoritepumpkin

o Students can draw eyes, nose, and mouth and havetheir pumpkin perform an action that they choose.

o Student can color their handout.o Student can add their own to the dance routine and

perform it to their family and friends.

Differentiation Plan

Identify the type of need (e.g., ELL/MLL,accelerated students, reading needs,504 students, struggling learners,enrichment)

List the type of differentiation (learningenvironment, content, process, or performancetask) and tell how you will differentiate

504 Student Student will be given ample space to movehis wheelchair forward and backwardinstead of side to side with the rest of the

students. Provide alternate move. (For jumping,

student can raise hands to the sky just likepushing something up)

ELL Students Repeat directions to clarify and give enoughtime to process what they have to do.

Model steps.

Show visuals

**Assessment tool implemented in my lesson

**Student Participation ChecklistYes=

No=!Sometimes=


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Name FA.2.4.1- Apply the element ofspace and pathways to createsimple movement sequences.

I can explore space while

performing basic movements.

FA.2.4.2- Demonstratethe element of time,tempo, beat, duration,and rhythm.

I can dance and showthe elements of music.

Comment

Kulai -Sometimes wasnpaying attention

Elijah -Kept gettingdistracted by

another studentMariel

Darrellyn -Talking out of turn

Gabriela

Kim

Tajlyne Tyler

Billy

Jahziah -Parts of it he wasndancing

Maomao Denied Media Release

Ethan

Roselie

Kailani

Sonte Media Release follow up

Rovi *Got pulled out of class (ELL)Adrian

Axel

Brianna

Zion

Joseph Media Release follow up

Melanie

Jayden

Cielle

Sara *Kept gettingdistracted.

Zayden Tytus

***Revised***Student Participation Checklist


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Yes=

No=!Sometimes=

Name FA.2.4.1- Apply the element of space and pathways to create simple movementsequences.

I can explore space while performing basic movements.

I usedspace

throughjumping.

I used spaceby placing my

hands overmy head.

I usedspace

throughshakingdown.

I usedpathways by

spinningaround.

I used pathways bymoving side to side.

Kulai

Elijah

MarielDarrellyn

GabrielaKim

Tajlyne

Tyler

Billy

JahziahMaomao Denied Media Release

Ethan

Roselie

KailaniSonte Media Release follow upRovi

Adrian

Axel

BriannaZion

Joseph

Melanie

Jayden

CielleSara

Zayden

Tytus

Yes=


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No=!Sometimes=

Name FA.2.4.2- Demonstrate the element of time, tempo, beat,

duration, and rhythm.I can dance and show the elements of music.

I can dance alongto the beat and

rhythm.

I can follow thesteps of the

dance.

I know whento stop and thedance is over.

Kulai

Elijah

Mariel

Darrellyn

Gabriela

Kim

Tajlyne

Tyler

Billy

Jahziah

Maomao

Ethan

Roselie

Kailani

Sonte

Rovi

Adrian

Axel

Brianna

Zion

Joseph

Melanie

JaydenCielle

Sara

Zayden

Tytus


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My Favorite Pumpkin Lyrics

This is my favorite pumpkin (x4)

It has 1 scary nose (1 nose)

2 scary eyes (1, 2)

3 scary teeth (1,2,3)

Scary, scary, ahhh!!


My pumpkin can jump (jump, jump)

My pumpkin can dance (dance, dance)

My pumpkin can spin (spin, spin)

Scary, scary, ahhh!!!


It has 1 scary nose (1 nose)

2 scary eyes (1, 2)

3 scary teeth (1,2,3)


Happy Halloween!!!

performing arts lesson plan

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