Lesson #1
Introduction
In the first lesson, I began with an activity that had the students exploring different shapes with their bodies. I waited to introduce the imagery until part way through this activity, so that their movements would not be restricted to 'leaf shapes.' I wanted them to stretch their imaginations and explore a wide variety of shapes first.
Discussion
When I did introduce them to the theme of the dance we discussed different features of various leaves. I made sure the students were aware that leaves come in numerous shapes, so that they would continue exploring a variety of positions. Students suggested different adjectives that could be used to describe leaves and then modeled ways to show their words. As the discussion went on, the students really began to stretch their imaginations and come up with some interesting examples.
Refinement
As students tried out new shapes in the shape activity (see lesson plan for details) I noticed some of them wobbling around, and some who were actually in pain. We discussed how their muscles should feel and whether their shapes were suitable for the dance. Would they be able to hold their shapes for the introduction section? They went back and refined their shapes so that they were more appropriate.
Closure
In the closure of the lesson, students performed the 'moving shapes/drifting/turning' activity for each other. As one half of the class performed, the other half watched them and gave them specific positive feedback. They looked for use of levels and pathways, as well as the creativity in their shapes. I was impressed with their ability to pull out these elements and point out specific children who had demonstrated these well.
Lesson #2 Feedback (Right-click on the link and Save target as....)
Safety
In the second lesson, I spent a great deal of time discussing safety. The students were exploring whirling and leaping, which could become dangerous if not approached cautiously. We discussed possible problems they could face (crashing into other students or getting dizzy) and how we could prevent these from happening (eyes up, being aware of others, and not whirling for more than a few seconds at a time). The focus of safety paid off and we didn't have any issues around it.
Listening
Before the students practiced these movements to music, I had stand up and listen to the initial section of the song. Then when they heard the music change, they sat down on the gym floor. The energy of the music picks up noticeably here so the students were able to hear the change easily. I asked them what the music made them think of (a storm) and how the leaves would move in this section. They used words like "quickly" and "fast."
Discussion
When I introduced the movement of Whirling to the class, I had a few students describe what the word meant to them and a few students modeled the word to the class. We also discussed differences between turning and whirling. I had them do the same for the concept of Leaping. They described the movement and showed examples, and then we discussed the differences between similar words - like hopping and jumping.
Activities
The activities I chose to use with the students allowed them to focus on the movements themselves, without worrying about the others around them. By having them form two lines and take turns Whirling and Leaping across the gym they had the freedom to really explore the movements. Because I wanted all students to be participating as much as possible, I put them into two lines, and had students leave the line every 4 or 5 seconds. This meant that while they had enough space between each other to not interfere, they were still able to be involved in the activity for much of the time.
Putting it Together
When it came time for the students to actually put these movements into the dance, they were were prepared. After trying out the Whirling/Leaping section to music, I had them go right through to the end of the song. Most of them used the appropriate movements in each section, demonstrating their ability to connect the music to the movements. They used a variety of pathways and levels and I was impressed with their awareness of one another. I had asked them to dance for the entire song, and to think about the music at the end to help them decide how to move. We hadn't discussed Settling yet, and they hadn't heard that section of the song until then. I was interested in seeing how they would respond. Some of the students ended the song by coming back to drifting and whirling, but some actually took it a step further and slowed right down and settled to the ground. They all seemed to be aware of the change in the music.
Another great lesson!
Lesson #3
Due to unforeseen circumstances, I was unable to teach this lesson. I will try add a reflection down the road.
