Enumclaw School District - KINDERGARTEN ARTS CURRICULUM
Dance
January and February
Sample Target Learning
Assessment Criteria
Target: Moves in self space
and general space.
Dance Focus Lesson 1a:
Self and General
Space in Dance
Criteria: Performs non-
January and February
Target: Recognizes, holds,
Dance Infused Lesson 1b:
and makes a shape with the
body.
locomotor actions on one spot
and locomotor actions through
the room.
Shape in Dance
Criteria: Uses the body's
form to create a statue like
shape with spine, head, arms,
and legs.
January and February
Target: Creates patterns
using shapes.
Dance Infused Lesson 1c:
Patterning with
Shapes
Criteria: Uses statue like
body forms in a repeating
sequence to create
recognizable ab, abb, abc
pattern.
Dance
Standard
Math Standard
AEL 1.1 concepts:
levels
AEL 1.2 skills and
techniques:
mirroring
AEL 2.2 artistic
process:
creates/performs
AEL3.1
communicates
ideas
N/A
AEL 1.1 concepts:
K.3.C:
Describe the location
of one object to
another object using
words such as in out,
etc..
shape
AEL 1.2 skills and
techniques:
Movement and
stillness with whole
body
AEL 2.1 applies a
creative process:
reflects for self
evaluation
AEL 2.2: rehearse,
perform
AEL 1.1 concepts:
shape
AEL 1.2
organization:
repetition: patterns
AEL 2.1 : creates
AEL3.1: expresses
ideas
Dancel Math
Vocabulary
Dance:
general space
kinesphere
locomotor
movement
non-locomotor
self space
shadowing
space
Dance:
changing shape
fantastic shape
shape improvisational
Enduring Understanding
Moving in one spot (self-space)
with non-locomotor movements
and/or through space with
locomotor movements can reflect
the types of movements we see in
everyday life.
Holding and changing body shape
is part of dance and everyday
living.
Math:
in, out,
over, under, above,
below, between, next to,
behind, front of
K.2.B:
Dance:
Translate a pattern
among sounds,
symbols, movements
and physical objects.
big
fantastic shapes
high
low
pattern
sequence
twisted
Math:
patterns
ab
abb
abc
Repeating the sequence of body
shapes creates patterns in dance.
ARTS IMPACT IN5TITUTE LES50N PLAN Core Program Year 1 Arts Foundations
DANCE LESSON - Self and General Space in Dance
Artist-Mentor: 30 Petroff
Grade Levels: K - Fifth Grade
Examples:
Enduring Understanding
Moving in one spot (self-space) with non-locomotor movements and/or through space (general space)
with locomotor movements can reflect the types of movement we see in everyday life.
Target: Moves in self-space and general space.
Criteria: Performs non-locomotor actions on one spot and locomotor actions through the room.
Target: Moves in self and general space leading or shadowing a partner.
Criteria: Dances in one spot (non-locomotor action) or through space (locomotor action) with a
partner, performing movement as a leader in front or copying/shadowing movement as a
follower in back.
Target: Moves in self and general space in a small group either leading or shadOWing.
Criteria: Dances in one spot (non-locomotor action) or through space (locomotor action) as a
member of a group performing movement as a leader in front or copying/shadoWing movement
as a follower in back.
Teaching and Learning Strategies
1. Leads students in BrainDancewarm-up. (Originally developed by Anne Green Gilbert,
video reference: BrainDancel Variations for Infants through Seniors). Music: Eric Chappelle, #20
"Potpourri" from Music for Creative Dance, Volume III. Demonstrates the dance using the
following sequence of movement patterns:
Tactile: Rub hands. Tap body lightly from head to toe. Stomp feet;
Breath and Core-Distal: Breathe in through the nose and out the mouth. Repeat. Gradually
increase the size of the breath, growing from the center of the body when you inhale, and
shrinking when you exhale;
Head-Tail: Curl the body forward from head to tailbone. Curl it backwards. Repeat forward and
back. Curve from side-to-side several times;
Upper Half: Stabilize the lower half of the body and only the top half dances;
Lower Half: Stabilize the upper half of the body. Only the bottom half dances, staying in one
spot;
Body-Half Right: Stabilize the left side of the body and only the right side dances;
Body-Half Left: Stabilize the right side of the body and only the left side dances;
Swing: Swing Lipper body up and down several times;
Cross-Lateral: Reach across the body with one hand and then the other. Repeat several times.
Explore other cross-lateral movements, e.g. elbow to opposite knee or hand to opposite foot;
Spin and Jump: Spin clockwise. Stop and jump in place. Spin counterclockwise. Stop and jump
in place for 4 counts.
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand General Space in Dance
When students have finished the warm-up, directs students' attention to the fact that the warmup stayed in one spot. They weren't dancing throughout the room. Prompts: Dancers have
specific language to describe how they use space. We refer to selfand general space. In this
lesson we will be exploring selfand general space.
Student: Participates in warm-up according to teacher prompts.
2. Introduces concepts of self and general space using a movement exploration:
Move and Freeze. Music: Eric Chappelle, #2 "Rock and Stop", Music for Creative Dance,
Volume III.
g. Introduces the concept of kinesphere-space bubble or personal space. Prompts: This is
the amount ofspace your body uses as it moves or freezes. Expand your kinesphere or shrink
it. Your kinesphere always needs empty space to move or freeze in.
Q. Introduces concepts of self-space (actions on one spot) and general space
(movements that travel through the room). Uses the dance word signs to reinforce concepts for
visual learners. Directs the students to move in self or general space while the music plays and
to stop, frozen, when the music stops.
~. Asks students to move with specific locomotor movements (skip, hop, gallop, etc.)
and non-locomotor movements (twist, shake, melt, bend, etc.) Prompts: Listen to my cues
and 171 tell you if the movement should be in self-space (non-locomotor) or through the general
space (locomotor). Continues to use the dance word signs to reinforce the concept. (This music
has "stops" in the composition, but you can always freeze the action sooner by pressing
"pause". Prompts: Find an empty space to begin. Shake in self-space. Self-space is all the space
you can dance in while staying in one spot (Music stops.) Freeze. Skip through the general
space. General space is all the space you travel in within a given general area. When we move
in general space it's important to share the space without bumping into each other. Look for the
empty spaces to move in. (Music stops.) Freeze. Twist in self-space, etc.
Student: Moves in self or general space (according to teacher direction) while music plays.
Stops, frozen, when the music stops.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
3. Directs class in Shadowing in self-space, then through the general space. Music:
Eric Chappelle, #1 "Dakota Dawn", Music for Creative Dance, Volume III.
g. Models the activity in self-space: Asks for a student volunteer. Decides which student will
lead and which student will shadow (standing behind leader). After modeling, divides students
into duos. Guides students through shadOWing in self-space.
Q. Models the activity in general space. Guides students through shadOWing in general
space. Prompts: The leader moves through general space using locomotor movements which
travel at a moderate pace and which are easily duplicatecl. QUick or erratic movements are too
difficult for partners to imitate. Leaders always move into empty spaces rather than cutting off
other duos or cutting in between partners.
~. Guides students through shadowing in self and general space. Makes the actiVity
more challenging: Guides students to utilize both self and general space when they are leading.
Prompts: Partner ~' uses slow movements in selfor general space. Partner '8' follows using the
same movements. Remember, you have a shadow follOWing your movements. Switch roles.
Student: As leader, moves slowly in self-space choosing non-locomotor movements (twists,
stretches). As partner, moves behind leader copying movements exactly while music plays.
When music stops, partners freeze, then jump and turn to face opposite direction. Trades roles
and repeats. Then participates in shadowing activity in general space using locomotor
movements with a partner.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand General Space in Dance
4. Guides students through Shadow Line exploration. Music: Eric Chappelle, #5
"Raggedy March", Music for Creative Dance, Volume III.
fl. Asks for three student volunteers to stand in a line with them in front and the
others behind for Shadow Line. Leads the activity as before (in self and general space).
Uses movements that are moderate in tempo and easily duplicated. Uses lots of repetition.
Prompts: You are the first leader. Remember there are three shadows now. When the music
stops/ all group members freeze. The leader dances to the back of the line (in silence). The next
person is the new leader and moves/leads when music plays. Repeat the process until each
member of the group has been the leader. Cutting off other groups or dancing between other
group members is inappropriate.
,Q. Divides students into small groups. Combines duos from shadowing (above exploration
#3) to make lines of 4 (depending on students' maturity, either appoints a first leader or has
the group decide). Guides students through the activity by turning music on and off to facilitate
the change of leadership. Prompts: Line leaders/ choose movements that are moderate in
speecf, happen in self-space or travel through the general space/ and use lots ofrepetition.
Please move in the empty space around each line. Don 1: cut through a line.
Student: Explores self and general space with Shadow Lines.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
5. Facilitates discussion of student reflections on the use of self and general space in
their daily lives. Asks students to fill in written self-reflection and personal assessment
worksheet. Prompts: When do you use self-space or general space at home/ on thf playgrouncf,
during sports?
Student: Contributes to class reflection.
Embedded Assessment: Criteria-based reflection, verbal and/or written.
Vocabula
Performing Arts:
general space,
kinesphere,
locomotor,
movement, nonlocomotor, selfspace, shadowing,
space
Materials and Resources
Performing Arts:
Tacoma. WA
Broadway Center for the Performing Arts
Do Jump, Peking Acrobats
WA Essential Learnin s & Frameworks
AEL
AEL
AEL
AEL
1.1 concepts: space
1.2 skills and techniques: shadowing
2.2 artistic process: creates, performs
3.1 communicates ideas
Seattle. WA
University of Washington World Series of Dance
MOM/X, Lar Lubovitch Dance Company, Compagnie La
Ca/ebasse
Pacific Northwest Ballet
Eyes on Dance, Jewe/s
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand General Space in Dance
ARTS IMPACT INSTITUTE LESSON PLAN
DANCE LESSON - Self and General Space in Dance
SELF-ASSESSMENT WORKSHEET
Student Name:
Performs non-
Performs
locomotor
locomotor
actions on one
spot
actions
through
the room
Self-Space and General Space
Dances in one spot- (non-locomotor
action) or through space (locomotor
action) with a partner, performing
movement
Total
Dances in one spot (non-locomotor
action) or through space (locomotor
action) as a member of a small
group, erforminq movement
as a
leader
copying/shadowing
as a follower
as a
leader
copying/shadowing
as a follower
(in front)
(in back)
(in front)
(in back)
Criteria-based Reflection Questions:
Self-Reflection:
When do you move in self-space on the playgrounft in the classroom/ at home?
Peer to Peer: When do you move in general space on the playgrounft in the classroom/ at
home? Discuss it with a classmate.
Name:
Date:
_
Arts Impact Core I - Atts Foundations Summer Institute - Dance - Selfand Genera/ Space in Dance
6
ARTS IMPACT INSTITUTE LESSON PLAN
DANCE LESSON - Self and General Space in Dance
ASSESSMENT WORKSHEET
Students
Performs nonlocomotor
actions on one
spot
Performs
locomotor
actions
through
the room
Self-Space and General Space
Dances in one spot- (non-locomotor
action) or through space (locomotor
action) with a partner, performing
movement
as a
copying/shadowing
leader
as a follower
(in front)
(in back)
Dances in one spot (non-locomotor
action) or through space (locomotor
action) as a member of a small
arOUD. erforming movement
as a
copying/shadowing
leader
as a follower
(in front)
(in back)
Total
6
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
27.
28.
29.
Total
Percentaqe
Criteria-based Reflection Questions: (!'Jote examples of student reflections.)
Self-Reflection:
When do you move in self-space on the playgroun~ in the c/assroom/ at home?
Peer to Peer: When do you move in general space on the playgrouncl, in the c/assroom/ at
home? Discuss it with a classmate.
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Selfand Genera/ Space in Dance
_
ARTS IMPACT FAMILY LETTER
DANCE LESSON - Self and General Space in Dance
Dear Family:
Today we focused on self-space and general space in dance.
•
We explored moving on one spot (self-space) and moving through the room (general space).
•
While moving in self-space and through general space we practiced shadowing a partner
(copying their movements as we moved behind them).
•
We practiced shadowing in small groups, taking turns being the leader, as we moved in self or
general space.
•
We reflected about when we move in self or general space in our daily lives.
At home you could look for movements in self-space or through general space while watching
characters on TV or when you're outside at the park. When you're reading a book you can picture
whether the characters' actions are taking place in self-space or general space.
Enduring Understanding
Moving in one spot (self-space) with non-locomotor movements
and/or through space (general space) with locomotor movements
can reflect the types of movement we see in everyday life.
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Self and General Space in Dance
ARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations
DANCE LESSON - Shape in Dance
Author: Eric Johnson
Grade Levels: K - Fifth Grade
Examples:
Enduring Understanding
Holding and changing body shape is part of dance and everyday living.
Target: Recognizes, holds and makes a shape with the body.
Criteria: Uses the body's form to create a statue-like shape with spine, head, arms, and legs,
Target: Uses all parts of the body while dancing.
Criteria: Changes the relationship of spine, head, arms, and legs while moving.
Teaching and Learning Strategies
1. Leads students in BrainDancewarm-up. (Originally developed by Anne Green Gilbert,
video reference: BrainDance/ Variations for Infants through Seniors). Music: Eric Chappelle, #20
"Potpourri" from Music for Creative Dance, Volume III. Demonstrates the dance using the
following sequence of movement patterns:
Tactile: Rub hands. Tap body lightly from head to toe. Stomp feet;
Breath and Core-Distal: Breathe in through the nose and out the mouth. Repeat. Gradually
increase the size of the breath, growing from the center of the body when you inhale, and
shrinking when you exhale;
Head-Tail: Curl the body forward from head to tailbone. Curl it backwards. Repeat forward and
back. Curve from side-to-side several times;
Upper Half: Stabilize the lower half of the body and only the top half dances;
Lower Half: Stabilize the upper half of the body. Only the bottom half dances, staying in one
spot;
Body-Half Right: Stabilize the left side of the body and only the right side dances;
Body-Half Left: Stabilize the right side of the body and only the left side dances;
Swing: Swing upper body up and down several times;
Cross-Lateral: Reach across the body with one hand and then the other. Repeat several times.
Explore other cross-lateral movements, e.g. elbow to opposite knee or hand to opposite foot;
Spin and Jump: Spin clockwise. Stop and jump in place. Spin counterclockwise. Stop and jump
in place for 4 counts.
Student: Participates in warm-up according to teacher prompts.
2. Introduces the concept of shape and displays the "shape" word card. Leads students in
exploring holding shapes alone and with others. Prompts: Do something fantastic with your
arms/ your /eg~ your spine/ your head. Cue students many times, emphasizing different parts
of their bodies. Sometimes I'll want you to freeze and make a fantastic shape. When I give this
signa~ please freeze.
Student: Holds a variety of shapes alone and with others.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist; student
self-assessment
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Shape in Dance
3. Introduces and models the puzzle shape exercise with one or two student volunteers.
Makes a puzzle shape with volunteers. Prompts: Make a shape with open spaces, then each
student fills in the spaces to make a shape where the pieces (bodies) fit together without
touching-like a puzzle. Step out ofthe shape and fits selfinto the puzzle shape in a newplace.
We'll each take turns stepping out, and fitting into the shape in a new place. We can continue
taking turns stepping out ofthe shape and fitting back into the puzzle shape untIl the exercise is
over. Repeats the activity for the amount oftime it takes to assess student performance of
tasks on the assessment worksheet.
Student: Participates in the puzzle shape exercise with one or two partners.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist; student
self-assessment
4. Demonstrates moving while using all parts of the body. Music: Bobby McFerrin,
"Medicine Man "Raggedy March "Tambourine Music for Creative Dance, Volume III, or a
drum. Prompts: 171 be watching to see your entire body moving and changing. Use your head,
your spine, your arms, and your legs. Stay with your group from the puzzle exercise and dance
away from your partners and come back moving all parts ofyour body.
Student: Moves away from and toward partners while using and changing all parts of the body.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
lf
;
lf
,
lf
,
5. Models ABA choreography form using the skills of making and holding a shape and
moving using all parts of the body. Guides students through repeated practice. Prompts; Freeze
in your puzzle shape. While I count to 5, I want you to dance away from your partners using
your head, your spine, your arms and your legs: 1,2,3,4,5. While I count to 5 again, dance back
to you partners using your whole bodies and freeze in your fantastic puzzle shape: 1,2,3,4,5.
This time try moving in different directions with big and small movements, etc.
Student: Practices ABA form with partners.
6. Demonstrates the attributes of a successful performance and leads students
through further practice. Prompts: This time I'm counting to 7 while you and your partners
discuss andplan how to make your movement as fantastic as possible. Count: 1,2,3,4,5,6,7.
While you practice your material this time I'm going to be in charge. You'll need to use your
eyes to stay together with your group.
Student: Discusses and plans refinements of choreography, then practices it.
Embedded Assessment: Criteria-based self-assessment; reflection
7. Leads class through performance of choreography, half the class at a time. Prompts:
When each group is finished performing, I am going to ask you to describe some ofthe
fantastic shapes you saw. Can you also describe the different ways the students used their
whole bodies to dance away from and back to the puzzle shape?
Student: Performs choreography.
Embedded Assessment: Criteria-peer critique.
8. Guides students in a reflection connecting the dance concepts of shape with
everyday life. Prompts: What shapes do you observe in the classroom, on the playground, at
home? When do you make different shapes in the classroom, on the playground, at home?
When are times that you change your shape at home, on the playground, or in the classroom?
Student: Reflects and responds.
Embedded Assessment: Criteria-based reflection
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Shape in Dance
Vocabula
Materials and Resources
Performing Arts:
changing shape,
fantastic shape,
shape (wide,
narrow, curved,
straight, bent,
twisted)
Performing Arts:
Tacoma, WA
Broadway Center for the Performing Arts
Do Jump, Peking Acrobats
WA Essential Learnings & Frameworks
AEL 1.1 concepts: shape
AEL 1.2 skills and techniques: movement and
stillness with whole body
AEL 2.2 artistic process: reflect for self-evaluation;
rehearses, perform
Seattle, WA
University of Washington World Series of Dance
MOM/X, Lar Lubovitch Dance Company, Compagnie La
Ca/ebasse
Pacific Northwest Ballet
Eyes on Dance, Jewe/s
Music: Eric Chappelle, Music for Creative Dance: Contrast
and Continuum, Volume III; Bobby McFerrin, "Medicine
Man", drum
Classroom: Dance Word Card: shape
BrainDance chart
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Shape in Dance
ARTS IMPACT INSTITUTE LESSON PLAN
DANCE LESSON - Shape in Dance
PERSONAL ASSESSMENT WORKSHEET
Student
Name
Shape in Dance
Self-Reflection
What did I do to make a fantastic shape like a statue with my spinel head l arms and legs?
What parts of my body fit together with the other dancers without touching?
What parts of my whole body did I use when I danced away from and back to my partner(s)?
------cJ.------c:ut f7ere-------------------------------------------------- ----------------------------------------------------------------
Student
Name
Shape in Dance
Self-Reflection
What did I do to make a fantastic shape like a statue with my spinel head l arms and legs?
What parts of my body fit together with the other dancers without touching?
What parts of my whole body did I use when I danced away from and back to my partner(s)?
------~----c:ut f7ere-------------------------------------------------- ----------------------------------------------------------------
Student
Name
Shape in Dance
Self-Reflection
What did I do to make a fantastic shape like a statue with my spinel head l arms and legs?
What parts of my body fit together with the other dancers without touching?
What parts of my whole body did I use when I danced away from and back to my partner(s)?
Arts Impact Core 1 - Arts Foundations Summer Institute - Dance - Shape in Dance
ARTS IMPACT INSTITUTE LESSON PLAN
DANCE LESSON - Shape in Dance
ASSESSMENT WORKSHEET
Students
Creates a statue-like shape with spine,
head, arms, and legs
Shape
Changes the relationship of spine, head, arms, and legs
while moving
Total
2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
Total
Percentaqe
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection:
How do you use your whole body to move on the playground? When do you use your whole
body movement at home?
Peer to Peer: Describe the different ways the students used their whole bodies to dance away
from and back to the puzzle shape?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher:
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Shape in Dance
_
ARTS IMPACT FAMILY LETTER
DANCE LESSON - Shape in Dance
Dear Family:
Today your child participated in a movement lesson. We worked with shape in dance.
•
We made fantastic shapes (freezing in a shape that used head, spine, arms and legs).
•
We danced with out whole bodies (changing the relationship of head, spine, arms, legs, while
we were moving.
At home you could look at the varied shapes of things. You could look for things which change their
shapes.
What kind of shape does this (refrigerator, door, tree, etc.) have? When are times that you change
your shape?
Enduring Understanding
Holding and changing body shape is part of dance and everyday living.
Arts Impact Core I - Arts Foundations Summer Institute - Dance - Shape in Dance
ORTING SCHOOL DISTRICT
DANCE LESSON - FIRST GRADE
'atterning with Shapes
teacher: cathy Collins
Artist-Mentor: Eric Johnson
Problem to Solve: How can we make patterns with our bodies?
Understanding: Repeating the sequence of body shapes creates patterns in dance.
Brief Description of Taskl Project: Students learn to make patterns with the shapes of their bodies as they
use a warm-up, movement exploration, a choreography actiVity, and drawing.
Target Learning and Assessment Strategies
Knowledge and skills: The student:
Target: Creates fantastic shapes.
Criteria: Uses arms. legs. head and back to create
Evidence of Student Learning
Improvised Movement
Choreogra phy
Drawing
statue-like forms.
Target: Creates patterns using shapes.
Criteria: Uses statue-like body forms in a repeating sequence to create
recognizable ab. abb, and abc patterns,
Target: Demonstrates and visually documents an understanding of pattern.
Criteria: Draws stick figure shapes in a representation of an
ab, abb. and an abc pattern.
Instructional Strategies for the Teacher and Student
• . Teacher: Leads the class in a warm up activity using patterns of movement such as an ab pattern, abb,
nd then abc. Prompts: Girls and boys, let's reach up, Then down, then up, then down. (ab pattern),
Student: Moves according to teacher directions.
2. Teacher: Introduces the concept of fantastic shapes and leads the class in an exploration of creating
shapes. Prompts: Girls and boys, let's make a fantastic shape close to the ground, now one reaching high, one that is
BIG, and one twisted. (emphasizes difference between the shapes) Embedded Assessment,' Room scan with reverse
checklist
Student: Moves to teacher directions.
3. Teacher: Reviews the concepts of ab, abb, and abc patterns. Models the patterns using student
volunteers. Prompts,· I need four volunteers to make an ab pattern by first forming a line. Our first student, a, will
make a high shape. Our second student, b, will make a low shape. Which shape wIll our third and fourth students
make? Embedded Assessment: Room scan with reverse checklist
Student: Moves according to teacher directions.
4. Teacher: Divides the class into groups of three. The groups decide which pattern they want to create and
practice. They then meet up with another group and have them join their pattern. They in turn do the
same with the other group. Prompts.' Boys andgirls, you are going to decide in your group which pattern you would
like to do, an ab pattern, abb, or an abc pattern. You will need to decide what types ofshapes you will have for your a's
and b's. Remember we practiced high shapes, low shapes, big shapes, and twisted shapes. Embedded Assessment.'
Teacher Checks each group and completes room scan with reverse checklist
Student: Works with small group to create a pattern of shapes in a straight line for clarity, and then works with
another small group to teach their group's pattern. Also learns the other group's pattern.
c;. Teacher: Lead the class in a reflection of patterns in their daily lives. Prompts: Since we have been making
atterns today, what are the patterns we see in our daily lives? (Ex. Night;day,trees/leaves, etc.)
Student: Participates in classroom conversation.
6. Teacher: Models drawing patterns of stick figures using ab, abb, and abc patterns. Leads students
through drawing process of ab, abb, and abc patterns. Prompts: Remember boys andgirls, we are individual
artists and want to create our own patterns. We are going to draw simple stick figures in shapes to make patterns we
recognize: ab, abb, abc. Let's see what you can come up with on your own. Embedded Assessment: Teacher-based
'Jecklist.
"tudent: Draws ab, abb, and abc patterns.
Vocabulary
• big
• fantastic shapes
• high
• low
• pattern
• sequence
• twisted
selected Resources
Dance Resources: Check for dance
performances at BCPA
Music Resources: Kerri Lynn
Nichols, cut #17
Book Resources: Bill T. Jones,
When I'm Dance I'm Everyone
Student Applications of Learning
Student recognizes and creates patterns
using shape in movement and drawing.
Essential Learnings
AEL 1.1 shape
AEL 1.1.2 organization: repetition; patterns
AEL 2.1. creates
AEL 3.1 expresses ideas
AEL 4.2.connections with math
ORTING SCHOOL DISTRICT
DANCE LESSOI\I - FIRST GRADE
"atterning with Shapes
/arget Learning and Assessment Strategies
Knowledge and skills: The student:
Target: Creates fantastic shapes.
Criteria: Uses arms, legs, head and back to create
statue-like forms.
Target: Creates patterns using shapes.
Criteria: Uses statue-like body forms in a repeating sequence to create
recognizable ab, abb, and abc patterns.
Target: Demonstrates and visually documents an understanding of pattern.
Criteria: Draws stick figure shapes in a representation of an
ab, abb, and an abc pattern.
PERSONAL ASSESSMENTS CHECKLIST
Student
Fantastic ShaDe
Uses arms, legs, head
and back to create
statue-like forms
Total Points
3
Pattern
Uses statue-like body forms
in a repeating sequence to
create recognizable ab, abb,
and abc patterns
Draws stick figure shapes in a
representation of an
ab, abb, and an abc pattern
ASSESSMENTS CHECKLIST
Student
Fantastic Shape
Uses arms, legs, head
and back to create
statue-like forms
Total Points
3
Pattern
Uses statue-like body forms
in a repeating sequence to
create recognizable ab, abb,
and abc patterns
Draws stick figure shapes in a
representation of an
ab, abb, and an abc pattern
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Total
Percentaae
Mean
Median
Teacher Comments:
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ORTING SCHOOL DISTRICT
Dear Family:
Today your child participated in a movement lesson....We are focusing on pattern: Patterns are a
part of our everyday lives and can be seen everywhere we look.
1. We made fantastic shapes with our bodies. (A fantastic shape is using your entire body to
make a statue-like form.)
2. We created patterns using our fantastic shapes and taught our pattern to another group.
3. We discussed what patterns we see in our daily lives.
4. We drew patterns with stick figures to show our understanding of ab, abb, and abc
patterns.
At home you could look for patterns inside your home as well as outside your home. Your child can
teach you a pattern and you can make it together as a family.
UNDERSTANDING
We can use the shapes ofour bodies in a repeating sequence to show patterns.
SEQUENCEAND PROMPTS FOR
EXTENDED INSTRUCTIONAL STRA TEGIES: Step-by-Step
1. Model an ab pattern with four student volunteers.
A. Model an abb pattern using new group of six volunteers.
B. Model an abc pattern using the same group of six kids.
c.
Make a circle with the class. Have the class decide which pattern they would like to make. Go around
the circle with each student fulfilling their part of the pattern.
2. Divide the class into groups of three.
A. Lead each group into deciding which pattern they would like to form.
B. Have the group decide which type of shape (big, high, low, or twisted) will represent each part of the
pattern.
C. Have the group form the pattern.
D. Teacher pair small groups together. (Group 1 and Group 2)
E. Group 1 teaches Group 2 its pattern.
F. Group 2 teaches Group 1 its pattern.