socio-economic level as well as the cultural heritage is extremely
diverse at the school. Many
students are from upper income homes, while some are at the other
end of the spectrum. The school’s ethnic composition is 66% Caucasian, 22 %
Asian, 7% Hispanic 4% Black, and less than 1% Native American. Seattle’s Eastside offers
tremendous diversity as many
students are ESL (“English as a second language” such as many
Russian, German, Dutch, French…) It is common to have 12 – 22
different languages spoken on any given school campus throughout
the district of 23,700 students. I think the most unfortunate
thing about most of the students is they live in a world where
test scores are more important than fostering creativity and
though our area is filled with success stories over and over with
companies such as Boeing, Microsoft, and Nintendo as neighbors,
parents push for the basics and have forgotten how their own
companies and jobs are riding on imagination and creativity.
Washington State as well as the Lake Washington District
are in support of this and have abandoned (or simply left out) the
arts as part of the regular curriculum. This lesson is geared to accommodate the various intelligence
preferences (Linguistic, Logical-mathematical, Spatial,
Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and
children seem hungry for hands-on activities.
My goal with integrating all of the arts is to provide the
children with as many opportunities to explore and enjoy life’s
children to 3-D sculpture along with the idea of creating shapes
in space with their own bodies while integrating beginning
movement exercises. Students will learn to connect art terms with dance terms
(space, shape, form, and line.)
Encourage concentration and body awareness, explore the
body’s muscles and joints, and to teach movement skills.
Using kinesthetic movement to enhance energy and brain
capacity as well as understanding of space, size, direction and
level in dance is desirable. Using and understanding the
terminology (elements of dance) is the major focus of this lesson.
inquiry or investigative competencies will be developed in the
learners? Improvisation and spontaneous thinking will occur as
students experiment with directionality and variations of patterns
What attitudinal, value, and behavioral shifts are
you encouraging for your learner?
kinesthetic experience will allow the students to open up new
pathways for learning as well as developing personal
organizational skills (as they organize
their ideas into dance expressions.)
A better understanding of oneself as well as others will be
gained through this exercise of using simple body movements to
form new ideas and images.
What cooperative and/ or interpersonal skills are you advocating?
learn to find the perfect spot where they can move freely without
interfering with others while fostering group cooperation.
Self-awareness will promote and create confidence for
individual students as well as respect for others while
interacting in a positive way with classmates in this group
specific skills will be developed (elements of dance?)
element of form (SPACE: Shape, Level, Direction, Size, Place,
Focus, Pathway) through body movement (BODY/ PARTS AND MOVES.)
This will be
a forty-five minute lesson utilizing the space in the
regular room. Begin
the lesson with some simple stretches to alleviate tension
and stress and open up the pathways for learning.
Sculpture will have been a study previously encountered by
the students; Calder as well as others will have been the focus of
discussions; art posters and student work will be on hand to
remind the students of the possibilities of form.
Doing some beginning movement exercises to acquaint the
students with their own body’s capacity to move as well as
levels is what will be the heart of this lesson (stretch, bend,
swing, circle, fall, shake, collapse, rise, fall…) Create a
chart showing the elements of dance and go over the vocabulary
words that the students will use for the day so as the lesson
progresses they have a clear understanding of the material they
are covering. Using
Lesson One of Mary Joyce’s book First Steps in Teaching
Creative Dance to Children ask the students to show you how
their body works by using some of these ideas (p. 71).
To create form, the students will be doing a shape,
movement, shape, sequence. Guiding Questions: What
actions does your idea suggest?
How would you move (dynamics)? What pathways would you take
Student Based Assessment:
students' arts experiences with them and listen to students'
reflections on their own arts experiences.
After some practice, encourage a “museum” where dancers
stop and look at each other to reflect on the lessons learned.
Constructive criticism will be used to ensure future
success for each individual as well as the group.
with living sculptures created by small groups; also creating
group sculptures where students add on to the existing, thinking
of form and space as it is being created.