Students will demonstrate their understanding of how music influences movement by choreographing thirty seconds of a dance to a selected song.
You will need a stereo or some way of playing music for the class. You will also need to have a simple dance prepared to teach the students and 3 different songs students can use to choreograph their own dance. Choose 3 songs from popular culture that the students know well. Be sure the 3 songs are different in feel or genre. Chorus Line Choreography Idea
Anticipatory Set/Hook Have music playing before the students even walk in the classroom. As they walk in, ask them to put their stuff down against a wall or on a chair and start moving. Switch the songs every 20-30 seconds. Include different styles and tempos to get a variety of feeling and movement.
• Ask the students how moving to different songs made them feel. Is it easier to move to some songs than others? Which songs are more fun to move to? Why do we move when we hear music? • Allow students to share their opinions. • Ask students to get into 3 (or so) lines. Begin by teaching some simple dance steps. • Box step • Pivot Turn • Grape Vine • Ball Change • Step Touch • Sugar • Kick Ball Change • Tell them that now that we’ve learned some basic steps, we’ll be learning a simple dance called a Chorus Line. • Teach students the dance. • Tell students that they will now get to practice what they’ve learned. They can get into groups as big as 4 or they can work by themselves. They can choose from one of three songs and must choreograph 30 seconds of the song using steps we’ve learned. Let them know that they will be performing the dance, so they might want to work in groups so that they don’t have to perform by themselves.. • Allow the students 10-13 minutes to choreograph. Monitor time to allow more or less, as is needed. • Ask for volunteers to perform their dance. Allow time for all students to perform their dance.
• After all students have performed, ask students how moving to music is different from moving around every day. Ask students how the different pieces of music influenced their choreography. • At the end of the lesson, give the students their assignment for next time: They are to observe another person for half an hour. They are to specifically identify the gestures, facial expressions, posture and body language of their observed person based on their age and situation. The students are to compile their observations into a 1-2 page typed report. They are also to include their written observations made while observing the person. They are to come ready with the report and ready to present their observations next class.
Students will not be assessed on their dancing ability, but rather on their participation. If they moved to the music, they will receive points. Whether or not the steps were correct, if good effort was put into their dance, they will receive points.