|
Life Skills: - Thinking & Reasoning
- Communication
Curriculum Tie: Time Frame:
2 class periods that run 70 minutes each. Group Size:
Small Groups
|
|
Summary:
By the End of the two 70 minute classes, the Dance 2 students will further develop and demonstrate their ability to abstract movement by using the Five Sense Poem structure. By exploring literary art, discussing meaning, and creating movement, students will increase their ability to abstract movement.
Materials:
CD player
Diverse CD Collection
Five SEnse Poem Structure Written on Board or Copies for Students
Paper and Pencil for Students
Student Prior Knowledge:
The students must possess some prior knowledge of movement abstraction and preferably improvised abstraction within a structure. Intended Learning Outcomes:
By the end of the two 70 minute classes, the Dance 2 students will further develop and demonstrate their ability to abstract movement by using the Five Sense Poem structure. By exploring literary art, discussing meaning, and creating movement, students will increase their understanding and ability to abstract movement. Instructional Procedures:
FIRST. Provide a thorough warm-up for the students.
SECOND. Present the Five Sense Poem structure to the students. Line one: choose/write an abstraction (problems, love, war, joy, etc.). Line two: write what color the abstraction is. Line three: write what the abstraction smells like. Line four: write what the abstraction tastes like. Line five: write what the abstraction sounds like. Line six: write what the abstraction makes you feel.
THIRD. Have the students write their own individual poems, place them into groups of 4-5, and share their poems with the group.
FOURTH. Have each group collaborate to create a Five Sense Poem.
FIFTH. Have the students create a minimum of 8 counts of movement for each line of the poem. Coach them through the more difficult abstractions of smell and taste. Explain that our bodies and minds respond to taste and smell and those initial reactions and thoughts can be translated into movement.
SIXTH. Have the students create a clear beginning, middle, and end. Encourage them to master, edit, and rehearse their movement.
SEVENTH. At the end of the first day, place two groups together. Have the groups watch each other's compositions. Each group must discuss and bring music (without words) the next class period that compliments the other group's composition. This will be a surprise when sharing the composition the next day.
EIGHTH. The second day make sure that the music choice is a surprise for each group.
NINTH. After warm-up and a quick review, share the compositions with the class. Each group will show with another group's music choice. Have the students show the composition a second time with the teacher's choice of music.
TENTH. The groups may read their Five Sense Poems before or after performing. Discuss meaning in movement, commitment level of performers, and the music choices.
ELEVENTH. Have students write a reflection about the process.
Author:
Kori Wakamatsu
Created Date :
Sep 17 2005 09:35 AM
|
Share