Title: Creative Dance-Concept of Locomotor and non locomotor movement/Turning
Contributing Source: Lynn Sasaki, Surrey Elementary Teacher
Curricular Area:Creative Dance
-Students will practice turning in a variety of directions, speeds, pathways and levels.
-Students will create movement sequences involving turns.
-Students will demonstrate a willingness to participate in creating dance sequences.
-Students will demonstrate respect for the contributions of others.
-Students will demonstrate an awareness of appropriate performance skills and etiquette.
-Students will identify similarities and differences between dance sequences.
-Teacher will create a checklist to see if the children use a variety of directions, speeds, pathways and levels;
-Half the class will be the audience and half the class will present a dance sequence in pairs or threes. The class will give verbal comments on what they see and the teacher will record these comments.
-The students will then record in their Fine Arts Journals "3 Stars and a Wish" which is three things they liked about their dance performances and one thing they would like to improve or change about their performance. They could also comment on their peers
performances and what they observed or enjoyed.
Description of Lesson/Unit:
Introduction: Teacher Notes
This lesson will focus on a variety of turns in self space and general space. The children will explore big and little turns at different levels using different leading body parts.
Shake My Hands-"I shake my hands high, I shake my hands down low, I shake my hands above my head, I shake them below. I shake them to the left, I shake them to the right, I shake them all around and I shake with all my might!"
Variations: flick my fingers, poke my elbows, swing my leg, etc.
Introducing the Concept
The children will explore big and little turns at different levels using different leading body parts.
Exploring the Concept
BIG/LITTLE - Explore many different turns big and little. Ask the dancers for ideas. Have dancers try each other's ideas. Try different sized turns in self space and general space. Try turns growing and shrinking. Try turns that burst and pop. Try big and little turns on different levels. Try big and little turns fast and slow. (It is easier to do big turns slowly and little turns quickly-discuss this). Try using a big and little movements.
SELF SPACE - Try big turns. Think about what parts of your body can help you to make big turns. Is a big turn fast or slow? Is it easier to turn fast of slow? Now let's try little turns. Show me little turns at three different levels.
GENERAL SPACE - (repeat above using general space)
TURNING ARMS - Practice turning while doing different arm movements. They could open and close, shake, slash, poke, float or be held in different shapes.
Chain Reaction- Have dancers find perfect spots. One dancer begins turning across the floor to another dancer. When #1 reaches #2, #2 takes off to #3. #1 continues to turn in self space on #2's spot. If dancers are too dizzy they can freeze in a shape on their new spot. With a small class it is fun to reverse. When reversing, turners freeze in a shape after they move to a new spot for the second time.
Introduce a prop (scarf). The scarf will be passed from dancer to dancer. As the scarf changes hands, all participants turn and freeze into a new shape (remind students about levels, size and direction). Have the children try to music.
Have children choose two locomotor movements and two different turns. Create a movement sequence using the above choices. Children can refer to chart if needed. Try to incorporate a level change.
Try movement sequence to music
(Music: Contrast and Continuum: Music For Creative Dance by Eric Chappelle, Volume 11,#11 Caribbean Leaps)
Presenting, Sharing, Observing, Discussing:
Half the class presents their dance sequence, half the class is the audience. Children reflect and respond to the dance movements
Then have each child stretch each body part under teachers instructions.
Resources and Supplies: Creative Dance for all Ages, Anne Green Gilbert, 1992); Contrast and Continuum: Music for Creative Dance,Volume 11, Eric Chappelle;
Read a fable or fairy tale. Ask students to select a character from the story and create a movement sequence based on how that character would move. Encourage students to explore a number of options for movement (ie. changes in pathways, relationships, and dynamics). Have students form pairs or groups to integrate their characters' movement sequences to create a narrative dance that tells the story.