Learning Goals

By the end of this lesson, students will be able to …

  • use the elements of dance (especially body) to express meaning
  • use the elements of dance to represent the body part poem
  • reflect on their experiences of creating dance
Materials
  • Chart paper, white board, or chalkboard
  • Appendix 4 Anchor Chart: Body Parts
Terminology

Minds On

Whole Class > Establishing Personal Space

With students, practice moving in personal space and general space using a variety of locomotor movements (walking, galloping, skipping, rolling etc.) and responding to a freeze command (using a bell or drum to cue). Review the terms "personal" and "general" space.  

Prompt: Let’s make a list of body parts (perhaps using the suggested warm-up as a starting point). Discuss and move body parts that students suggest – record on chart paper. (See Appendix 4 Anchor Chart: Body Parts).

Ask students to isolate each body part, trying to only move that part without involving any other part of the body. Prompt: Are some body parts harder to move on their own? Why do you think that is? 

Action

Individual > Body Storming

Use the following teacher prompts to engage students in exploring the movement of their body parts in personal and general space.  

Prompt: 

  • Glue your feet to the floor and move only the top half of your body…how can you move another half of your body? 
  • Are there other halves that we haven't thought about? 
  • Can you balance on two, three, four, five, one...parts of your body – is there another way of doing that? 
  • Try balancing on different body parts. 
  • When you balance, are you in personal or general space? 
  • Can you travel on two, three, four, five…parts of your body – is there another way of doing that? 
  • Try traveling on different body parts. When you travel, are you in personal or general space?

Whole Class > Writing a Cinquain

(adapted from Creative Dance for All Ages by Anne Green Gilbert) 

Write a cinquain collaboratively that describes the qualities and movements of a particular body part.

Record on the board or chart paper. 

Sample Poem:

Legs
Long, flexible
Bending, leaping, stretching
We jump with them
Strong supporters

Individual > Creating Movement in Response to the Poem

Read the poem as the dancers improvise movement in response to the poem. Ask students for volunteers to share their movements with the class.

Whole Class > Co-constructing Criteria

As a class, co-create success criteria for assessing the movement the students create to accompany the poem. Record criteria on the board or chart paper and post where students can refer to them as they work in their groups.

Criteria might include the use of a variety of body parts, movement in both personal and general space, movement that reflects the meaning of the words, active participation, and cooperative creative work with other group members. 

Small Group > Creating Dance Phrases

Create groups of three or four. Ask the students to share their created movements with their group. Have groups sequence the movements together to create a short dance phrase. As an extension, you may have the students read the poem as a choral dramatization while they are moving.

Consolidation

Whole Class > Sharing

After reviewing appropriate audience behaviour, groups will share their dance phrases and students will provide oral feedback related to the success criteria.

Encourage positive feedback at this point in their dance learning (what went well?) 

Assessment as Learning (AaL)
  • Side-coach and provide feedback as children are dancing
  • Teacher and peer feedback after performance, based on co-constructed criteria