Learning Goals

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

  • Use the elements of dance to create movement
Materials
Terminology

Minds On

Teacher Note

If students have little to no experience with the elements of dance, you may wish to spend additional time exploring them prior to beginning this lesson. The units Elements of Dance (Lessons 2-7; Members-only resource) and Exploring Dance Elements (Public) would be a good starting point for additional exploration of the elements of dance. You may also wish to post CODE’s Elements of Dance posters (Public) and/or the Elements of Dance descriptions (Members-only) as a reference for students.

Whole Class > Non-Locomotor Body Storming

After the final pose, invite students to find their own space. Cue them to think about where their personal space bubble ends and to ensure it does not overlap with another person’s personal space bubble. Use the following teacher prompts to engage students in exploring non-locomotor movement of their body parts in personal and general space.

Teacher Prompt: Glue your feet to the floor and move only the top half of your body…how can you move the other 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?.

Music suggestion: Empty Brain by Lee Kyeong Sik

Teacher Tip

This activity (and the consolidation in Lesson 1) are a precursor to a general repeatable warm-up as students get comfortable with movement. Eventually students can lead the warm up and it will act as a clear transition to get students ready for the work of dance class. Some suggestions for general warm-ups for future lessons include Brain Activation, Body Scan Warm-up, March & Freeze, Stretch & Shake.

Action

Whole Class > Name Chain

Ask the students to stand in a circle in a neutral position (feet shoulder width apart, neutral spine, hands at sides). Explain that each student should think of a dance move that has the same number of syllables as their name. E.g., Lesley = 2 syllables = 2 moves. If there is only one syllable, they can make the move a dramatic pose.

Model this with your own name. E.g., Jennifer = 3 moves. Say your name while you show your 3 corresponding moves (e.g., Stomp right, stomp left, clap).  Have students echo the moves while saying your name.

Teacher Tip: Modelling students' names is important - understand and be culturally responsive to the pronunciation of the name. Phonetically say it and write it out. Break it down. Ask students to write down their name phonetically. Some students struggle to identify syllables using clapping. Invite students to place their hand under their chin as they say their name. Each time their jaw drops while saying their name, it is one syllable. You may also wish to remind students about emphasized syllables. In Jennifer, the first syllable is emphasized: JEN-i-fer.

Move on to the next person to your right. For example, if the student to your right was Arman, he would say his name and create 2 moves. (E.g., Ar - jump up with arms raised, man - jump up with arms raised). Ask the class to echo the moves while repeating his name.

Move on to the next student and add their name to start the “name chain.” For example, if the next student’s name was Jennifer and her moves were stomp right, stomp left, clap, then the class would add all 5 movements together: stomp right, stomp left, clap, jump up with arms raised, jump up with arms raised.

Continue until the entire class has been added to the name chain. This will take about ½ hour for a full class of 25-30 students.

Once the class has mastered the Name Dance while speaking the students’ names, ask them to now perform the chain without any sound. Do this a few times to ensure they have it.

Optional: You can add music to the dance. Start with something with a distinct beat that is at a medium pace. Count students in, “5, 6, 7, 8” and begin the dance to the beat without saying the students. (You may have to add or subtract a little bit for some of the odd-numbered syllable names to fit the 4/4 beat.) To get the students dancing, change to a quicker, more upbeat piece of music.

Extension: Instead of just doing each move once, lead students in repeating each move several times. You can add the names back in for greater emphasis. (E.g., “It’s Jennifer and Jennifer and Jennifer and Jennifer. Mr. Arman and Arman and Arman and Arman. Add Volodomyr, Volodomyr, Volodomyr, Volodomyr, etc.”) The kids love this, especially if you use clear vocal rhythms like a rapper.

Consolidation

Whole Class > Identity Discussion

As a class, discuss the importance of names.

Questions for Discussion:
  • Why are names important?
  • What do they say about us and our identity?
  • Why is it important that we know each other’s names?
  • Why is it important that we know how to pronounce each other's names?

Next, ask students: What makes up our identities besides our names? List their responses on chart paper and leave it posted for student reference.

Individual > Identity Charts

In their dance journals, or on a separate piece of paper, invite students to create an identity chart. They can use their brainstorming list from the previous activity for ideas about what to include in their chart. 

Depending on the comfort level of the group, these could be displayed in the classroom and/or shared with each other.

Assessment for Learning/Assessment as Learning (AfL/AaL)
  • Observation of students’ ability to use the elements of dance
  • Feedback or sidecoaching, as needed, while students are creating their movements