ARTS EDUCATION TEACHER HANDBOOK
HIGH SCHOOL LESSON PLANS
Submitted by Krystal Tyndall, Wake County Public Schools
Pathways to the Future
Grade Level or Course
2 (85 minute) lessons for the exploration and composition processes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:
1.03 Demonstrate and define basic modern dance vocabulary
2.03 Identify and explore a range of stimuli (visual, auditory, tactile, kinesthetic) to create a dance movement
2.04 Recognize and explain how the creative process in dance is influenced by personal movement styles
8.01 Demonstrate appropriate audience etiquette using good listening skills, attentive behavior, and respect for the audience and performers.
Targeted Goals and Objectives from the North Carolina Standard Course
of Study and Grade
Level Competencies, K-12 for other content areas.
English Language Arts-reflective/expressive writing
Social Studies-impact of Isadora Duncan on dance history
Alignment with NC High School Exit Exam:
- Evaluate information and ideas to make informed decisions
- Follow instructions to draw conclusions or make informed decisions.
- Use patterns, relationships, and trends to draw inferences and make predictions concerning environmental and social outcomes.
- Organize tasks to accomplish an objective.
Plan logical steps and organize resources to accomplish a task within a given time frame.
As part of their study of the elements in dance, students will explore and choreograph phrases pertaining to space. Students will draw a pathway and create a movement phrase along that same path using specific movement vocabulary. The phrases will be performed in class and rubrics will be used for self-assessment and assessment of the individual upon completing their performance.
Composition/Performance rubric for all students, self evaluation rubric, stereo, variety of music
Lesson 1 (85minutes)
Students will begin in a short full body warm-up led by the teacher. The teacher could include traveling throughout the room during the warm-up (planned or as an improvisation) in order for the students to have kinesthetic awareness of traveling on different pathways.
The teacher will then provide a definition and examples of pathways and ask for student input for clear knowledge of the vocabulary.
After passing out paper and markers, students will be asked to draw a pathway on their sheet of paper. (Labeling the orientation of the room will help many students) Each pathway must have a beginning, middle and end labeled on the paper. (This will also help students find the direction of the path.) Students will then walk their specific path in the space. (at least twice) Ask students to find their starting position and walk to their ending position.
Students will then be asked to create a movement phrase of 48 counts that travels along the pathway. The criteria included can vary depending on what you have covered in class prior to this lesson. For this lesson, the phrase must include 2 changes in levels (low, middle, high), 4 different locomotor movements, 2 different shapes( not including beginning and ending shape) and 48 counts.
The conclusion will consist of collecting papers (for safe-keeping), reminding students to remember the phrase they have created thus far and continuation of choreography and performance will occur in the next class period.
Lesson 2 (85 minutes)
Teacher will lead class in full-body warm up. Teacher may include traveling on different pathways during warm-up depending on time necessity for students to finish and perform.
Teacher will pass out pathway papers and remind students of the criteria needed for their phrases.
Continuation of composition on pathway phrases.
Performance: Students will be asked to move to the front of the room. Teacher will remind students about appropriate behavior during performances. One a time, students will perform their compositional phrases.
Assessment and Conclusion of lesson!
Assessment: (See Assessment Item aligned with this Lesson Plan for rubrics)
Assessment of individual work: Students will self assess using a rubric created
by the teacher.
Assessment of individual: The teacher will assess each student using a rubric that the student's are familiar with that includes the criteria for the composition.
This lesson should be completed after exploring locomotor movements, levels in space and how to begin compositional phrases (beginning, middle and end). Each of these criteria can be adapted to look for other things while moving through space.