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REFERENCES AND RESOURCES

Boorman, J. (1973). Dance and language experiences with children. Don Mills, Ontario, Longman Canada Ltd.

Wall, J. and N. Murray (1994). Children and movement. Dubuque, IA, Wm. C. Brow Publishers.

Laura, Sabrina and Gobind's Creative Dance Unit: http://www.educ.uvic.ca/Faculty/thopper/Dance/Laura%20Sabrina%20Gobind/index.htm

Hopper and Krawetz's Dance Resources: http://www.educ.uvic.ca/Faculty/thopper/Dance/Dance.htm

UVIC Dance Resources: http://www.educ.uvic.ca/Faculty/thopper/Dance/Dance.htm

Dance Lesson Ideas Database: http://www.pecentral.org/lessonideas/dance/danceindex.asp

Creative Dance Resources, includes summaries of books reviewed: http://www.educ.uvic.ca/Faculty/thopper/Dance/Dance.htm

Safe, Healthy Schools PE lesson plans, organized by grade: http://www.safehealthyschools.org/physicaleducation/e3a5dances.htm

Shambles Dance Lesson Plans: http://www.shambles.net/pages/learning/performing/danceless/

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Lesson 1

Folk and Cultural

Lesson focus: Introduction to dances from other countris and cultures. “Crested Hen” is from Denmark.

Introductory task/game : (5 mins) Introduction to cultrual dance. Brief discussion as to where Denmark is, where this game came from and explaination of the rules:

The dance derives its name from the resemblance of the red toque traditionally worn by men to that of a hen's crest. Fun can be added if the middle person wears a hat and the outside people try to snatch the hat during the second part. If they are sucessful they get to be in the middle and wear the hat.

Skill/Concept development tasks: (30 mins)

Music: Merit Audio Visual, Folk Dances for Beginners

Formation: Sets of three in a circle with all hands joined

Steps: Step-hop

Part One: All dancers take 8 step-hops counterclockwise than 8 step hops clockwise. The first step in each series of eight should be a stamp.

Stamp-hop 2-3-4-5-6-7 and turn

Stamp-hop 2-3-4-5-6-7 and open

Part Two: The outside two couples drop their joined hands so that the group is now in a line. The person on the left does 8 step-hops through an arch formed by the middle and right person. The middle person must follow through the arch. Repeat for the person to the right. Repeat.

Arch 2-3-4-5-6-7-8 and turn

Arch 2-3-4-5-6-7-8 and open

Repeat.

Culminating Activity: (5 mins) Debrief with class about learning process, ask why is it important that we learn dances from other countries? Ask

Taken from: http://www.educ.uvic.ca/Faculty/thopper/Dance/Dance.htm

Lesson 2

Creative Dance

Lesson focus: Exploring the steady beat through movement.

Introductory task/game :(10 Min)

- Brief class discussion of hip-hop dance, appropriate movements, and creative movement expectations (i.e. safety)

- Entire class exploration finding the beat in a circle. Students will volunteer to demonstrate various ways of keeping a steady beat to music (Music suggestion: Run DMC It’s Like That)

Skill/Concept development tasks

Development: (25 Min)

- Play “Mystery Leader” to Bangals We’ve Got the Beat

- One student leads the class in keeping the steady beat, changing how they represent the beat at their own discretion, while another student who was outside the room when the leader was selected tries to guess who the leader is.

-Explore various ways to move throughout the gym in beats of eight. Focus on changing directions as well as contrasts in time and effort quality.(Music suggestion: Moby Run)

Culminating Activity: Conclusion:

(5 Min)

- Class discussion on student observations, challenges, and sharing of successes with moving to the beat.

Taken from: http://www.educ.uvic.ca/Faculty/thopper/Dance/Laura%20Sabrina%20Gobind/UnitOverview.html

Lesson 3

Social: Jive Progression

Lesson focus: Students will become familiar with Music beat

Introductory task/game : (10 mins)

Stationary, clap out the beat of slow (S), slow (S), quick (q), quick (q) Timing for rhythm Walk, clap out the beat of slow (S), slow (S), quick (q), quick (q) Walk in different directions. Avoid others.

Skill/Concept development tasks: (20 mins)

Walk, clap out the beat and change speed to slow (S), slow (S), quick (q), quick (q) Walk and clap at same time. Forwards, backwards, sideways

Add music hat has a slow beat.
Walk, clap out the beat and change speed to slow (S), slow (S), quick (q), quick (q) Example music:  
"Achy breaky heart" Bill Ray Cyrus. Country and Western tends to be a slow tempo type of music.  Increase the tempo of the music.

Walk, clap out the beat and change speed to S, S, q, q and change direction on the q, q. Example music with a medium tempo:"Calendar Girl" - Paul Anka Walk slow (S), slow (S) stepping forward, then quick (q), quick (q) back to a point. Think of the floor pattern as a triangle ending in a point.

Culminating Activity: (10 mins) Working in groups, display jiving skills for the class, half watch, while half perform, then switch.

Taken from: http://www.educ.uvic.ca/Faculty/thopper/Dance/Dance.htm

Lesson 4

Modern Dance

Lesson focus: Students apply the concept of variation to their choreography while working collaboratively with peers on solo and group choreographies. Students experience expressing feelings through dance.

Materials Needed: plain white paper, markers, crayons,pencils,willingness to try, and courage.

Recommended music: Though no music is required for this project, the teacher may wish to provide music for the class to work with.

Introductory task: Students will visualize a memorable event and draw a picture that projects the most important aspects of their memory.

Skill/Concept development tasks: They then choose three aspects to express by creating meaningful movements for them. Allow all students to build their own movement story or phrase. Then ask them to vary the movements in several different ways: change the tempo,dynamics,etc. Encourage the students NOT to discuss the story from which the movements were derived. The individual stories now take a backseat to the group choreography as the movements become important for themselves. Do a brief performance of the pieces with no music.

After all of the individual pieces are choreographed, place the students in groups of three or four and let them choreograph short dance pieces using movements from each of their initial choreographies as a basis for the dance. Inform them that it is now the movement that becomes important, their own individual experiences are no longer the focus of the dance. stillness, change of order, etc. The pieces should be no longer than three minutes in length. Every student should take an active role in creating the works and each students' original movements must be incorporated into the final dance. The students may incorporate music at this point.

Culminating Activity:Perform dances for the class in the groups assigned.

Assessment Ideas: The students should be assesed on whether or not they have taken the initiative to complete the assignment and worked cooperatively with peers. Variation from the original movement should be clear. The piece should have a recognizable beginning, middle and ending.

Adaptations for Students with Disabilities:A wheel chair student might be asked to create an upper body choreography using torso, arms, and hands. This assignment can be used for the individual or the student may incorporate their ideas into a group piece. The student may complete it to the best of his or her ability. Taken and adapted from: http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=4512