Lesson 1: Mapping the Body

Critical Learning	Guiding Questions
Students will use anatomical knowledge and apply it to their personal body. Specific limitations and strengths will be identified. The purpose of the lesson is for individuals to accept and recognize their current physical condition as a work that will continually be in progress. This will heighten body awareness in each dancer and ideally prepare students to take responsibility for their own conditioning.	What significant changes in your physical conditioning (or development) have you noticed throughout this course? Where are the areas of strength, weakness, flexibility, tightness, injury, imbalance and/or hyper-extension in your body?
Curriculum Expectations	Learning Goals
Foundations C1. Physiology and Terminology: demonstrate an understanding of the physiology of movement as it relates to dance, including correct terminology; C1.1 identify and demonstrate an understanding of somatic techniques that enhance dance training and physical and emotional well-being C1.2 analyse and explain movement patterns using correct bio-mechanical terminology	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: show a Body Map that identifies areas of significance within their own body understand some of the causes for tightness, injury, imbalance, or other areas of need
Instructional Components
Readiness This unit should be taught toward the end of the course. Students will need to know muscular and skeletal anatomy so that they can apply it to bio-mechanical terminology. The lesson includes an initial sub-task intended to identify students’ prior knowledge of muscular and skeletal anatomy. Terminology Planes of the body: Transverse, Frontal, Sagittal Movements of the body: Flexion, Extension, Abduction, Adduction, Rotation (External, Internal), Supination, Pronation, Retraction, Protraction, Elevation vocabulary that is specific to training methods and dance techniques studied earlier in the course.	Materials Writing Utensil Pencil Crayons "Language of Anatomy" signage Notes on Skeletal and Muscular Anatomy that have ideally been taught/handed out earlier in the course Reference: The Anatomy Colouring Book (Kapit, Wynn and Lawrence M. Elson) ISBN: D-8053-5086-1 Anatomy and Asana: Preventing Yoga Injuries by Susi Hately Aldous BLMs BLM#1 Body Map BLM#2 Personal Remedial Training

Approximately 20 minutes Minds On	Pause and Ponder
Whole Class > Review Begin with a review of the muscular and skeletal system, as taught in an earlier unit or course. Pairs > Quiz Ask students to choose a partner and letter themselves A and B. Partner A quizzes Partner B on the skeletal system. A points to a body part on themselves and B must name the bone closest to that point. This is repeated with ten bones in total. Partner B then quizzes Partner A on the muscular system. B points to a body part on themselves and A must name the muscle closest to that point. This is repeated with ten muscles in total. Students are given five minutes to review earlier notes on Anatomy, finding the names of bones and muscles that were not used/overlooked in the pre-learning activity outlined above. Steps 1-3 are repeated with B quizzing A on the skeletal system and A quizzing B on the muscular system. The same partners are used but different locations on the body must be chosen.	Assessment for Learning (AfL) Once students have collectively contributed to the definitions for the "Language of Anatomy", ask the class to demonstrate various movements to you to see if the terminology has been understood. (ie "Flex and Extend your Foot", "Show me medial rotation in your upper left thigh.") Many of the terms should be familiar to the students through their regular use in dance instruction. The Body Map and Personal Remedial Training Chart will provide information for the teacher on the students' conceptual understanding of their own physical conditions and their needs. Assessment as Learning (AaL) The essence of this lesson is a detailed self-assessment. You provide the tools and the vocabulary for the lesson and can provide oral feedback to the students on their application of these tools. However, you can observe the a-ha moments as students begin to pair up techniques they've learned with the current condition their own bodies. Differentiation (DI) While students are working on BLM#2 encourage them to also consider all situations outside of dance that may have lead to current conditions (ie other sports, car accidents, poor posture.) Be conscious of students who have unique physical conditions, if they choose not to draw attention it through this activity it is their right (i.e. scoliosis, forward head) Quick Tip If it is assumed that students know basic parts of the muscular and skeletal system by Grade Twelve, and it is not covered in course material, a review hand-out should be provided so that the students can properly participate in Minds On. Link and Layer Possible alternative training techniques that are covered earlier in the course may include Yoga, Pilates, the Alexander Technique, the Feldenkrais Method, Joan Skinner’s Releasing Technique, Donna Krasnow’s C-I [conditioning-with-imagery] Training Hyperlinks in the Lesson BLM#1 Body Map BLM#2 Personal Remedial Training
Approximately 35 minutes Action!
Individual > Body Map Distribute BLM#1 Body Map to each student. Instruct students to colour areas of the Map that represent strength, weakness, flexibility, tightness, injury, imbalance and/or hyperextension on their own body. A legend indicating which colour represents which condition should be included. Post the terms associated with the "Language of Anatomy" (including anatomical planes and movements of the body) around the room. Whole Class > Creating Definitions As a whole class activity, invite students to aid in the creation of definitions for each of the posted terms. Instruct students to record the "Language of Anatomy" in their course binders. In addition, choose volunteering students to record the "class created" definitions underneath the terms posted around the room. These terms and their accompanying definitions will remain posted for the duration of the unit or throughout the remainder of the course. Time can also be allocated to the demonstration of the terminology, as a whole class activity or in the small groups.
Approximately 15 minutes Consolidation
Individual > Anatomy Chart Ask the class to individually examine their Body Maps and their Language of Anatomy Charts. Pose the question: If a student has a weak lower back, what type of exercise could he/she do to improve the situation? Consider the various dance training techniques we've studied and use the Language of Anatomy to describe the remedial movement. Individual > Personal Remedial Training Distribute BLM#2 Personal Remedial Training. Students are to use the remainder of the class to complete both this sheet and their Body Maps. Explain that any unfinished work is to be completed for homework as it is required for upcoming lessons.