ALEX Classroom Resource

  

Element of Energy: Force and Effort

  Classroom Resource Information  

Title:

Element of Energy: Force and Effort

URL:

https://sites.uci.edu/class/first-grade/dance-first-grade/grade-1-dance-lesson-1/

Content Source:

Other
Center for Learning through the Arts
Type: Lesson/Unit Plan

Overview:

Students will brainstorm ways to move, including shake, vibrate, sharp, smooth, swing, twist, wiggle, and spin. They will perform examples of these movements using different forces and efforts. The teacher will provide prompts for students to improvise movements.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 1
Dance
1) Respond with movement to a variety of prompts.

Examples: music/sound, artwork, tactile

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education
ARTS (2017)
Grade: 1
Dance
2) Experiment with changing a movement, utilizing the elements of dance.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Explore
Essential Questions:
EU: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression.
EQ: Where do choreographers get ideas for dances?
Concepts & Vocabulary:
  • Prompts
  • elements of dance
  • choreography
  • structure
  • content and inspiration for movement
  • improvisation
  • dance phrase
  • feedback and revision
  • notation
Skill Examples:
  • Create movement based on music/ sound, artwork or tactile prompts.
  • Demonstrate a leap in a different direction, a turn on a different level or a run in different timing.
  • Observe a dance and discuss how it began (low level in stillness), what happened in the middle (became fast) and how it ended (dancer exit).
  • Discover how movements and elements can change the emotion of a dance, such as slow and curved movements can express sadness.
  • Perform a dance in different ways, changing the elements of the movement.
  • Create a personal key of symbols for movements (i.e., Jump ↑, turn ⟲, bend ↶).
Arts Education
ARTS (2017)
Grade: 1
Dance
9) Identify and demonstrate movement qualities.

Example: Bouncy, floppy, melting, or growing.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Process Components: Express
Essential Questions:
EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?
Concepts & Vocabulary:
  • Elements of Space: Shape, Level, Size, Direction, Pathway
  • Time: Tempo/ Speed
  • Tempi
  • Energy: Movement qualities
  • Embody
  • Locomotor
  • Non-locomotor
  • Direction
  • Explore
  • Spatial Awareness
  • Personal space
  • General space
  • Body awareness
  • Dance phrase
  • Space
  • Props
Skill Examples:
  • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
  • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
  • Join with others to make a circle, then work with others to change it to a square or line.
  • Create a curved shape on a low level.
  • Recognize steady beat and move to varying tempi of steady beat.
  • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
  • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
  • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
  • Demonstrate movement or steps in different facings and directions.
    • Skipping in a circle, reaching on a diagonal
  • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
  • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
  • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
  • Modify an existing formation by utilizing more dance pathways.
  • Modify an existing dance phrase to utilize the space differently.
  • Perform a dance in theatre-in-the-round format.
  • Perform a dance in a non-traditional setting such as a football field.
Tags: axial, effort, energy, force, improvise, locomotor, movement, nonlocomotor
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PDF of lesson plan

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Author: Tiffani Stricklin