North Middle School
is in the heart of downtown Everett, Washington. At North, 55% of
the student population qualify for free or reduced cost lunch (one
of the criteria used by the United States government to determine
relative poverty levels), and 58% live in single parent homes. In
addition, 25% of our student population is designated as English
Language Learners (ELL). Our largest percent of our ELL students
come from Iraq and Bosnia, with a small percentage from Vietnam.
Therefore, the majority of our whole student population is
Caucasian. We also find the majority of our students live in
The mission statement of the Everett Public Schools is as
The staff, families,
and community members of the Everett School District
are committed to academic excellence and ensuring that every
student acquires the skills and knowledge needed to thrive as a
lifelong learner and responsible citizen in a changing world.
statement at North Middle School is as follows:
mission at North Middle School is to provide a safe, positive
environment in which to grow that is characterized by high
expectations regarding performance and behavior, respect for
individual diversity, and a community of involved students, caring
staff, and supportive parents.
I feel everyone at North believes in our
mission statement, we respect individual diversity among our
students and create a safe, positive environment with high
Purpose or Vision Statement:
The Art Science
Middle School (ASMS), a school-within-a- school, which serves 180
students in grades 6 through 8, 60 students per grade level. Our
program encompasses one fifth of the schools total population.
ASMS is a comprehensive, hands-on project based learning program
utilizing the Fine Arts as a thread, which connects all core
subjects. Real world experiences are integrated into the program
through enrichment activities within and outside of the classroom.
Through creative movement activities students will use the
elements of dance for artistic expression that will help them make
a connection between the inner self and the language of movement.
Creative movement will be used as a helper to drive the core
curriculum. Using the kinesthetic approach of creative dance,
students will learn about their body and inner self, the entire
child will grow.
Through repetition of experiences the connections
between brain cells will strengthen, become stable and build the
Using sensory-motor development, the use of the
sense organs and the coordination of muscles and body parts, will
increase language acquisition.
Increased self-image, self-awareness, and
self-direction will be accomplished through movement and creative
The student will learn to appreciate movement and
music with joy and involvement.
Interpersonal and intra-personal skills will be
increased dancing with partners, trios and small groups
A sense of community will be created in the
classroom through movement.
Body: Still body shapes and movement
Space: self-space, general space, levels,
directions, and size.
Dancers Dance in the Empty Space
Description of lesson:
Students learn how to recognize and use empty
space for movement exploration: creating still body shapes, moving
in the empty space, and interacting with each other. Students will
then discuss the experience and answer the three essential
questions posed by the teacher.
Goals of the lesson:
the skills and abilities to use the empty space.
the vocabulary used to describe the element of space:
self-space, general space, levels, directions, and size.
their experience with music and dance in written form
answering these essential questions:
How do we use space to move?
How do we describe it?
How do we recognize and respect other people’s space?
Open, empty room or gym. A sound system,
percussion instruments and CDs appropriate for setting the mood of
the movement activities. (Eric Chappelle, Contrast &
Continuum, Volume II Music For Creative Dance)
interact, and freeze without touching anyone or anything.
demonstrate the correct dance vocabulary for space.
(self-space, general space, levels in space, directions, size,
empty (negative) space.)
appropriate vocabulary in discussions and writings about the
participation/performance during activities.
vocabulary included in regular spelling and vocabulary lists,
use of proper terminology in written assessment piece.
pictures based on their dance ideas and vocabulary.
the movement activities and focus on other elements of dance,
such as force and time.
a dance in groups of 3,4, or 5 dancers.
costumes and sets to their dance and perform it for the school
Integration: Dance, music, and language
What the instructor does:
the vocabulary to be used in the sessions.
the students through the movement activities: mirroring, quick
shapes, shaping six directions, move in general space,
decreasing space, shadowing, connect without touching, dance
in the empty space, group shapes.
the students to explore and create using the empty space in
new ways 9without bumping or touching anyone or anything)
using the vocabulary for space.
the students in follow-up discussions about what they
observed, how they felt, and what they learned.
for prior knowledge regarding use of dance movement,
vocabulary, use of space, etc.
What the student does:
in the movement activities: mirroring, quick shapes, shaping,
move in general space, decreasing space, shadowing, connect
without touching, dance in the empty space, and group shapes.
experiences, and creates with the body in the empty space,
relating to the dance vocabulary for space.
in-group discussions about the movement sessions.
and performs a dance study with classmates.
the experience with teacher and peers.
Demonstration and/or Evidence of Student
Students will successfully create and share a
movement piece based on an area of their curricular studies using
empty space for shaping and moving.