Dance Lesson Plan
Grades 6-8
Materials
Images of Indian god
Shiva as dancer
Bharatanatyam-style
music
Technology
TV/DVD player
CD player
computer with CD-ROM
drive
BHARATANATYAM
Length
Concept/Objectives
Activity
Toolkit Resources
2 or more sessions
Students will understand the ceremonial
and religious purpose of an Indian
dance, the
Bharatanatyam.
In small groups, students create and
perform a
Bharatanatyam-style
dance.
Bharatanatyam of
India segments on
the Dances of the
World DVD
Length of Segment:
00:14:51
Students will analyze
the movements and
use of elements in
the Bharatanatyam.
Optional: World of
Dance and Music
CD-ROM
Vocabulary
alignment
balance
compositional forms
ethnic dance
expression
force
locomotor movements
movement theme
nonlocomotor movements
personal space
phrase
purpose
shape
space
time
Instructional Strategies and Activities
Before Viewing
Show images of Shiva to class (see Support for image sources). Discuss the importance of Shiva as the Lord of Dance in Indian culture. Many dances in Indian culture
use the same poses as those they see in the Shiva image. Tell students to look for
these poses in the Bharatanatyam Performance segment.
While Viewing
Show the About Bharatanatyam segment and discuss the cultural context and purpose
of the dance. What do they learn about the significance of bharatanatyam in Indian
culture?
Then show the Bharatanatyam Performance. Ask students to watch the body shapes
created by the dancer. She is using a triangular pose with her legs and feet: with heels
together and knees bent she creates a triangular or diamond shape with her lower
body. Ask students if they see body shapes that look like the images of the Lord of
Dance Shiva. Her hand and arm gestures all have meaning behind them, like a type
of sign language during the dance. Make sure students notice the emphasis on foot
stomps and heel drops as she moves. Point out the expressive qualities of the dancer’s
technique (balance, alignment, weight shift, facial expressions, etc.).
Arts Toolkit Dance • Lesson Plans • 231
After Viewing
Break students into small groups of 2-4. Give each group an image of Shiva. Ask
groups to use the image and the images from the video segment to create their own
bharatanatyam-style dance. Make sure they focus on the subtle arm and hand gestures, the triangular shape of the legs, and the emphasis on feet and heel stomps.
Allow groups time to discuss ideas and create their dance. You may choose to allow
students to create and perform with or without Indian style music. After
students/groups have had time to create, allow them to perform their dances for the
class.
Kentucky
Academic Content
Big Idea: Structure in
the Arts
Academic Expectations
1.15
Program of Studies
Understandings
Teacher Tips
Be sure students understand the basics of creating dance.
• Dances are usually counted “8 counts.”
• Movements can be one count apiece, such as walk 4 steps on counts 1,2,3,4.
• Or movements can take more than one count, such as walk 2 steps on counts 1,
2 and 3, 4.
• Dance movements can be fast, such as walk 4 steps in 2 counts (step on count 1,
step on “and,” step on count 2, step on “and”).
It is also important for students to realize that they are not creating an authentic
bharatanatyam dance. They are creating a dance in the style of bharatanatyam, using
what they know to make their movements look like those in a traditional Indian
dance.
AH-6/7/8-SA-U-1
AH-6/7/8-SA-U-2
Skills and Concepts
AH-6/7/8-SA-S-Da1
AH-6/7/8-SA-S-Da2
AH-6/7/8-SA-S-Da3
Core Content
AH-(06)(07)(08)-1.2.1
AH-(06)(07)(08)-1.2.2
Big Idea: Humanity in
the Arts
Academic Expectations
Support/Connections/Resources
Web sites and books with images and information about Shiva:
• Metropolitan Museum of Art web site:
www.metmuseum.org/toah/ho/07/sss/ho_1987.80.1.htm
• Shiva’s Fire by Suzanne Fisher Staples (young adult book) (Farrar, Straus and
Giroux, 2000, ISBN:0064409791)
• Information and discussion activities for Shiva’s Fire:
www.fsgkidsbooks.com/teachersguides/shivasfire.htm
Visit India in the Dance Toolkit World of Dance and Music CD-ROM.
For another example of an Indian dance, see Kathak on the DanceSense
Enhanced DVD.
Writing for the Lesson
Create a short story or myth about the Indian Lord of Dance Shiva with a beginning,
middle, and end and with conflict and resolution.
232 • Arts Toolkit Dance • Lesson Plans
2.25
Program of Studies
Understandings
AH-6/7/8-HA-U-1
Skills and Concepts
AH-6-HA-S-Da1
AH-6/7/8-HA-S-Da2
AH-6/7/8-HA-S-Da3
AH-6/7/8-HA-S-Da4
Core Content
AH-06-2.2.1
Big Idea: Purposes for
Creating the Arts
Academic Expectations
1.15
Program of Studies
Applications Across the Curriculum
Language Arts
Read Shiva’s Fire as a read aloud or as silent reading. See Support for information
about the book and a web site with discussion questions and activities.
Understandings
Social Studies
AH-6/7/8-PCA-U-1
AH-6/7/8-PCA-U-3
Study the culture of India. The dress and food and religion of the people influenced
their dance. What is life in India like? Use the World of Dance and Music CDROM as a resource.
Skills and Concepts
AH-6/7/8-PCA-S-Da2
Core Content
AH-(06)(07)(08)-3.2.1
Open Response Assessment
Prompt:
Big Idea: Processes in
the Arts
Academic Expectations
1.15
2.25
Program of Studies
Understandings
AH-6/7/8-PA-U-1
AH-6/7/8-PA-U-3
Skills and Concepts
AH-6/7/8-PA-S-Da1
AH-6/7/8-PA-S-Da3
AH-6/7/8-PA-S-Da4
Core Content
AH-(06)(07)(08)-4.2.1
Dance in India is an important part of culture and worship. Dances like the
bharatanatyam and the kathak use specific gestures and movements to tell a story or
express ideas in the dance.
Directions:
A. Describe two arm and hand gestures that could be used in a bharatanatyam-style
dance from India. Be sure to describe what these gestures might mean in the
dance.
B. Describe a simple dance phrase that would include the two gestures you described
in part A. Be sure to include movements and elements of dance along
with your hand and arm gestures.
OPEN RESPONSE SCORING GUIDE
4
3
2
1
• Student clearly
describes two different hand/arm
gestures that
could be used in
a dance and
includes a
description of
what each gesture means.
• Student clearly
describes a short
phrase with
movements, elements of dance,
and the two gestures from part A.
• Answer is clearly written and
easy to understand.
• Student
describes two different hand/arm
gestures that
could be used in
a dance and is
fairly clear about
what each gesture means.
• Student
describes a short
phrase with
movements, elements of dance,
and the two gestures from part A.
• Student lists but
does not describe
two different
hand/arm gestures that could
be used in a
dance, and it is
unclear what
each gesture
means.
• Student
describes a short
phrase that only
minimally includes
movements, elements of dance,
and the gestures
from part A.
• Student lists at
least one gesture
that could be
used in a dance
but does not
describe what the
gesture means or
provides an incorrect description.
• Student
attempts to
describe a short
phrase but does
not include movements, elements
of dance, and the
two gestures from
part A.
0
• No answer or
irrelevant
response.
Arts Toolkit Dance • Lesson Plans • 233
Performance Assessment
Adaptations for
Diverse Learners
Prompt:
In small groups, students create a bharatanatyam-style dance.
Directions:
In small groups of 3-5, students create a bharatanatyam-style dance based on an
image of the Indian Lord of Dance Shiva. Dances should include a variety of movements and gestures, the elements of dance, and a beginning, middle and end. Dance
should express a story or feeling through movement and gestures.
PERFORMANCE SCORING GUIDE
4
• Group creates a
bharatanatyamstyle dance using
appropriate
movements, elements, and gestures.
• Dance has a
clear beginning,
middle, and end.
• Group members
work well together
to create and perform their
bharatanatyamstyle dance.
3
• Group creates a
bharatanatyamstyle dance using
movements, elements, and gestures in a generally appropriate
manner.
• Dance has a
beginning, middle, and end.
• Group members
work well together
most of the time
to create and perform their
bharatanatyamstyle dance.
2
1
• Group creates a
dance using
movements, elements, and gestures, but not in a
discernable
bharatanatyamstyle.
• Dance does not
have a clear
beginning, middle, and end.
• Group members
do not work well
together to create
and perform their
dance.
• Group creates a
dance with few
movements, elements, and gestures, and dance
is not in
bharatanatyamstyle.
• Dance does not
have a beginning,
middle, and end.
• Group members
do not work well
together to create
and perform their
dance.
0
Groups need to be creative in their movement
ideas to address all levels
of movement within their
group. This includes students who may have
physical limitations.
• Non-participation
Multiple Choice Questions
1. Bharatanatyam is a dance style from
A. Asia.
B. India.
C. Africa.
D. China.
2. The important body shape in bharatanatyam dance is a
A. square.
B. circle.
C. triangle.
D. rectangle.
3. A bharatanatyam dancer is cupping her hands together and slowly brings them
from her chest above her head. She is most likely expressing
A. an offering to the gods.
B. pouring of water.
C. drinking of water.
D. an offering to the earth.
234 • Arts Toolkit Dance • Lesson Plans
Students can choose their
own groups, or teachers
can organize students in
ways that work best for
their students and learning needs.
Answer Key for
Multiple Choice
Questions
1. B
2. C
3. A