Dance Teacher Methodology

 Title: Identifying body levels in space Grade: Kindergarten/Low elementary 5-7 year olds Component: Body movements with different parts and how to move them to understand how body and movement takes up space Objective: Students are able to understand and create different examples of levels and shapes with their body and understand how their body takes up space Competency: the student can quickly create a shape that accurately follows the verbal directions along with creating their own examples. Activity: Students practice making large and small shapes, tall and short shapes, and moving and still shapes to understand how their body moves in space.  Assessment: completion of activity and ability to follow directions and play the game at the end of making shapes on their own.  20 Minute Lesson Plan 1-5: Stretch/Warm up Warm up: 1 song with verbal cues how to move around the room Running, run in slow motion, skip, skip backwards, tall walking, small walking, big steps, small...

informal assessment: Telling or signaling to the student about how they are doing like telling a student good job. formal assessment: has subcategories of summative and formative assessments. formative is when you are asking questions and checking in on the student to understand how they are doing. Summative is having a midterm or test to examine and understand how a student is doing.  Title: elements of dance date: 3/18 component: movement skills and underlying principles objective: recognizes ways of using various body parts competency: student can solve locomotor and non-locomotor movement by creating a short thematic interpretation that will demonstrate these movements materials: ribbons, scarves, strings  content: teaching them the element of dance by providing our materials which teach the students flowy and natural movements to their body.  activity: negative space game, teaching them to utilize the space around them. They can also use their materials to access the...

Unit Topic: expressing emotion through movement 1. We can have the children make a movement that represents a certain emotion we tell them.  2. Each day of the week can be dedicated to a different emotion: happy, sad, angry, excited, suprised, nervous.  3. The students will have to create a dance in groups that conveys an emotion they choose, and the rest of the class would have to guess what emotion they are trying to portray.  The easiest skill would be how to express emotion through facial expressions, and expressing through their body movement would be harder. It also might be easier to convey happiness than suprised for example. We can start with teaching basic emotions and move into more complex emotions.  We can incorporate dance by teaching a sad ballet dance or watching a video of an angry hip hop dance.  We are teaching young children how to show their emotions in dance.  They will learn how to associate their feelings through movement.  We w...

Theme: the beach Demographic: kindergarten Exercises: Get to know each other: each student goes one by one introducing themselves and doing a dance move that the rest of the class has to follow Put them in groups: improvisation in groups, then split into partners, then as a class --> implement themes of beach as a class Ball toss that explores different levels: jumping, standing, bending down, kneeling, sitting, laying down Pass the beach ball to each other! Students sit back to back and pass ball to each other side to side Beach animals: Crab Dolphin Fish Seagull Mermaid Be the shell Ships and Sailors: (1 round) Different commands that the teacher will say to make class fun but have children do improvisation Examples: Captain's coming Hit the deck Lover's cradle Titanic Cool down: BE THE WAVE. embody the wind, feel the water flowing, move like the currents  

 The creative process is better than any other process because it allows the kindergarteners to have autonomy in their dancing. Being able to dance based on their feelings fosters a healthy relationship with dance. Because they are able to listen to their bodies, they can be more creative and have fun. Kindergarteners especially may have trouble learning a specific dance, so allowing them to be creative can make them participate more and be more engaged in class. 

 Observing art is important as a viewer because it is able to give a new perspective on all sorts of ideas. It can generate new ideas and appreciations of dance and art and the ideas they are able to produce. Dance and art allow the viewer to have their own interpretation of what's being shown. It allows viewers to delve into a rich tapestry of meaning, criticism, aesthetics, history, and socio-political implications.