Learning Goals

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

  • use the element of time in a dance phrase
  • describe how they and their classmates have used the elements of dance (especially time) in a dance phrase
Materials
  • Chart paper/white board and markers
  • Bell or drum to use as a freeze command
  • Music with two distinct tempi 
  • Appendix 2 Non-Locomotor Movements
  • Appendix 3 Locomotor Movements 
  • Appendix 5 Speed Words
  • PDF #1 Dance Checklist
Terminology

Minds On

Whole Class > Walk and Freeze

Instruct the students to walk around the room freely, going in any direction they wish in a quiet, relaxed manner. As they are walking, continue to give direction related to tempo. Prompt: walk quickly, slowly, change direction etc. and when freeze is called freeze in your position! (See Appendix 5 Speed Words for suggestions).

Next, relate different speeds to animals and instruct the students to move around the room as various animals. 

Prompt: Pretend you are a turtle. How fast will you move?

Remind them to move safely within the space.

Animal prompt examples: 
  • turtle 
  • sloth
  • rabbit
  • centipede
  • cheetah
  • hummingbird

Action

Whole Class > Classification

Ask the students to form a circle. As a class, brainstorm a list of locomotor and non-locomotor movements. (See Appendix 2 Non-Locomotor Movements and Appendix 3 Locomotor Movements). Ask students how they would organize the movements in terms of fast, medium, or slow. Record responses. Some elements might fit into more than one category. Walking, for instance, can easily be done at almost any tempo, whereas flick, jab, skip and run, are harder to do slowly.

Teacher Tip: If students are struggling with the classification, have them get up and try some of the movements. 

Individual > Follow the Music

Choose music with at least two distinct tempi. Ask the students to match the speed of their movements to the speed of the music as they move through general space. Encourage them to move on different levels, in various directions, using various sizes, etc. Once they have experienced dancing with the music, try moving at an opposing speed (e.g., moving slowly to quick tempo music, moving quickly to slow music, moving smoothly to staccato beats etc.).   

Prompt: What does it feel like to move slowly when the music is going quickly or vice versa? Which do you prefer, dancing with the music or in contrast to it? Why? 

Discuss as a class.

Whole Class > Machines

Ask one student to begin this improvisation by doing a simple, repetitive movement that maintains a rhythmic tempo (they might also create a sound to accompany the movement). Each subsequent student will connect somehow to this collective machine, adding a movement (and sound) that keeps to the same tempo that the first person established (medium works well for the first time). 

Prompt students to use a variety of body parts, levels and facings. Once all of the pieces of the machine are assembled, prompt students to gradually accelerate and decelerate their movements and sounds. Discuss how the change in tempo changed the quality of the movement.

Prompt: Did they have to change their movement? How? Why? 

Repeat this activity using different movements at varying speeds. 

Small Group >  Tempo Dance Phrases

Divide the students into small groups of 3-4. Ask students to compose a short dance phrase using 3-4 of the locomotor and non-locomotor movements listed on the anchor charts. E.g., walk, stretch, run backwards, roll, spin, flick. (See Appendix 2 Non-Locomotor Movements and Appendix 3 Locomotor Movements). Each group member can choose one movement to include in the dance phrase.

Once students have composed their movements, have them practice the phrase so that everyone in the group knows it well. They will dance it in 3 different ways, fast, medium, and slow. 

Variation: each member of the group will dance the same choreography but at different speeds, simultaneously.

Consolidation

Groups > Sharing Dance Phrases

Invite groups to present their dance phrases and receive feedback from their peers.

Assessment for Learning/Assessment as Learning (AfL/AaL)
  • Side-coach and provide feedback as children are dancing
  • Providing feedback to other groups after their performance 
  • Creation of success criteria for dance phrase (See PDF #1 Dance Checklist for sample criteria)
Assessment of Learning (AoL)
  • PDF #1 Dance Checklist or co-created success criteria

What's next?

You're off to a strong start. Consider these CODE resources for your next steps: