ALEX Learning Activity

  

Performing a Story Through Dance

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Casaundra Taylor
System:Huntsville City
School:Academy For Academics & Arts
  General Activity Information  
Activity ID: 2050
Title:
Performing a Story Through Dance
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

The students will use a story they have previously studied and identify the beginning, middle, and end of the story. Then the students will be put into 3 groups. Each group will use elements of dance to create an improvisational dance to retell their part of the story. 

This activity was created as a result of the Arts COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: K
2 ) With prompting and support, retell familiar stories, including key details. [RL.K.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.K.2- With prompting and support, identify details about a story.


Arts Education
ARTS (2017)
Grade: K
Dance
3) Perform an improvisational dance that has a beginning, middle, and end.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Plan
Essential Questions:
EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers.
EQ: What influences choice-making in creating choreography?
Concepts & Vocabulary:
  • locomotor
  • non-locomotor
  • non-locomotor vs locomotor movements
  • elements of dance
  • choreography
  • improvisation
  • structure
  • concepts and inspiration for choreography
  • feedback and revision
  • notation
Skill Examples:
  • Demonstrate locomotor and non-locomotor movements (i.e., running, skipping, twisting, falling).
  • Identify elements of movement that are personally difficult to perform and discuss how this impacts movement choice in choreography.
  • Identify how it feels to perform the same movement fast and slow.
  • Create a connected shape, improvise while disconnected, and finish back in original connected shape.
  • Perform improvised movement based on a famous painting.
  • Identify how the movement changes if an element is performed differently, such as taking the movement from a high level to a low level.
  • Create three movements and develop a symbol to go with each (such as ⟲ for turn).
Learning Objectives:

The students will retell a familiar story using dance to show the beginning, middle, and end of the story. 

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain, After/Explain/Elaborate
Activity:
1. Using a story the students are familiar with, have them identify the beginning, middle, and end of the story. Suggestions are below.

2. Divide the students into three groups. A beginning group, middle group, and an ending group.

3. In their groups, each group needs to identify 3 key elements from their part of the story. 

4. Now students will create a dance movement for each element.

5. One student will narrate the elements while the rest of the group dances.

6. Add the groups together to complete the sequence dance to retell the story. 
Assessment Strategies:

Advanced Preparation:

Book suggestions:

The Great Turkey Race

The Very Hungry Caterpillar

The Three Little Pigs

The Little Red Hen

Stellaluna

Variation Tips (optional):
 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: