Creative Movement / Lesson Plan 2

 

 I

Unit Dance

Theme: Creative Movement

 

Introduction

 Creative movement can be defined as movement that indicates the inner nature of a child. The encouragement of children to explore this movement using music and dance encourages the development of physical skills, channeling energy in a healthy way and nurtures their creativity.

II

Learning Objectives

• Understand how to appreciate creative movement and dance
• Explain the importance of the brain dance warmup
• Gain an awareness of the way creative movement and dance work in the classroom
• Experience the teaching of an action word combined with a quality of movement
  

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III

Main Lesson

1

The Warm Up

Parts of the Brain Dance

1. Breathing
2. Tactual
3.  Core-distal
4. Head-tail
5. Upper-lower
6. Body-half
7. Eye-tracking
8. Cross-lateral
9. Vestibular
10. Breathing

Question 1

What is important about this warm up? 

 

 Question 2

What would you change if it were your class?

 

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 2

 

INTRO TO CREATIVE MOVEMENT

 

Creative Movement is a joyful way for children to explore movement through music, develop physical skills, channel energy, stimulate imagination and promote creativity. Creative movement uses body actions to: communicate an image (the wind), communicate an idea (a journey) or communicate a feeling (strength).

3

The Class

Tips

Keep it simple

Easy Steps

Music current and appropriate

Face the students

Age Appropriate

Scattered dances

Allow students to apply the concept 

Do not talk too much

Let students to express through movement.

Question 3

 

What is creative movement? 

 

 Question 4

After watching the video above, what would you change to apply the tips listed above?

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IV

 A Note to Remember

 

Benefits of creative movement:

• Body awareness. To work on their coordination, body control, balance, stamina, and overall strength.
• Spatial awareness. ...
• Self-confidence. ...
• Concentration. ...
• Cooperation and Collaboration. ...
• Problem-solving. ...
• Imagination. ...
• Fun!

V

Case Study

 

 Corali

 

Corali, a leader in dance created by artists with a learning disability, have worked with Tate since 1998 and are experts in creatively taking up space in galleries. Paul, Sherri, Bethan and Dj from Corali to were invited to design performances in response to four artworks at Tate Britain. Here they show what happens when people have the freedom to enjoy the gallery however they want, and how this can open up new ways of responding to art.

 

 

VI

ACTIVITY 1

Students are divided into groups and each group plans to teach a different aspect of a dance/movement class. 

 

Students plan to teach each other an aspect of the class shown in the video above, which are a combination of an action word and a quality of movement.

 

The activity is fun, exciting, fast and playful. It is a perfect exercise before starting teaching your mini-lessons.

 

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V

 

ACTIVITY 2

Students who need to make up will create a lesson plan based on the video shown above. Remember this is a 5th grade class. Every movement/dance class has to have a warm up at the beginning and and a cool down at the end.

VI

 

Students' Work

 

David Wyler 

 

Movement

 

Focus

Warmup: Calf raises

Assessment: jumping over the line

 IMG_0012.MOV (6.672 MB) 

 IMG_0011.MOV (2.878 MB) 

Movement- Lana, Megan, Marina, Logan, Brady

 

 

For First Grade

Title: Learning Levels

Component: Movement Skills

Objective: Names the three levels of space (low, medium, high)

Assessment-  figure out what level you are on, Jump for the high level, hands out for the middle, crouch for low level

Competency: Student can solve a movement problem by using three leves of space (low, medium, high)

Warm Up- Tapping(to wake up) 

Levels- Dance- Jump up and crouch down

Assessment-  figure out what level you are on, Jump for the high level, hands out for the middle, crouch for low level

Cool down- touch your toes

 

 

 

Olivia Miller, Allie Rodman, Ajay, Jaleel, Nydia, Nia, Alex T, Luke T

 

Grade Level: Elementary School

1. Title: Teaching Force

2. Warmup: We demonstrated pushing into the circle and pushing out of the circle as two types of force. Students followed along

3. Activity: Ask students to brainstorm movements that are associated with the words strong and light

4. Assessment: Did the students adequately distinguish between strong and soft movements? Can they give examples?

 

Ryan Xinyi, Grace, Ethan Ruga, Antonio, Ella 

Grade level: 1st grade

Competent: Movement Skills and Underlying Principles

Objective: Uses personal and general space, including level and directional changes

Competency: Thestudentcansolveamovementproblem by using three levels of space (low, middle, high) to demonstrate straight and curved pathways, and at least three body shapes

Activity: First of all, students warm up through things like stretching. After warm up, students are required to form a big circle together to represent large spaces and step in gradually according to the instructions to make the circle smaller and smaller to represent small spaces.

Assessment: Through the activity, teachers will see whether students understand the concept of space.

 

 MAKE UP

 

 

Alessandra Diamond

Focus on balance

 

 Nick, Albion, Alex, Benny, Alessandra

 

Title: Focus on balance

Grade level: 4th grade

Objective: teach 4th graders to focus on a task such as how to stay balanced

Activity: Students will warm up through a breathing exercise (breathe in for 5 seconds and out for 5 seconds).

Next students are asked to stand on one leg for 10 seconds and then switch. This exercise is meant to help them focus to find their balance. 

Assessment: After the activity students will be asked to close their eyes while they lift their leg in the air and try to balance themselves. This will test to see if they are able to focus enough to stand still. 

 

 

 

Carlota Cardenal Kuhl

Lesson plan (make up)

Title: Creative Movement

Grade level: 5th grade

Component: Movement skills and underlying principles

Objective: Identity different movement quality combinations in various movement phrases

Activity: 

- Warm up

- Identify creative movements displaced in each station

- Determine what you think each station has to do with creative movement

- Cool down 

Competency: the student can identify and combine 4 elements of movement while practicing positive social skills 

Assessment: teacher will be able to identify if students recognize and understand the different elements of creative movement

 

 

 

 

Rudolph Stonisch

Make up

Grade Level: Elementary School

1. Title: Tapping

2. Warmup: Stretching and warming up the body as well as tying shoes.

3. Activity: Ask students to tap their feet lightly, medium, and stomp. 

4. Assessment: Did the students adequately distinguish between stomping and tapping movements? 

 

Jake Irrgang

Motion

Grade Level: Elementary School

1. Title: Exploring Forces in Motion

2. Warmup:
   - Begin with a demonstration of pushing into and out of a circle to represent force. 
   - Have students participate by mimicking these actions, emphasizing the concept of applying force.

3. Activity:
   - Encourage students to brainstorm and then perform movements that they associate with the terms 'strong' and 'gentle'. 
   - Include a brief discussion on how these movements relate to everyday examples of force.

4. Assessment:
   - Evaluate whether students can effectively differentiate between strong and gentle movements. 
   - Ask them to provide specific examples from the activity or their daily experiences to demonstrate understanding.

 

 

 

Joel Keller

makeup assignment: joel keller

movement: windmill stretching

activity: have students stretch their arms by doing windmills

allow students to do windmills but explain the importance of proper technique. which will be demonstrated. 

Assessment. Have students test their range of motion before and after doing windmills to help them understand the stretches effectiveness.