First Three Mini-Lessons: Catiana, Eda, Jamie

 

                        Diamano Coura West African Dance Company, photo by RJ Muna

R&M outing to SF Ethnic Dance Festival
Sunday, July 14 at 3 pm
Zellerbach Hall, Berkeley

 

 Jamie Karen

Lesson Plan

Lesson Plan:

My Home

grade

Kindergarten 

component

III. Studio Skills 

objective

2. Draws and paints on large papers with large brushes, crayons, pencils, and magic markers

4. Combines shapes by cutting and pasting two-dimensional and/or three-dimensional works

5. Begins to develop an awareness of the “whole page”

12. Demonstrates self-direction and originality in visual expression 

Competency 

B. the student can develop:

1.     Fine and gross motor skills through the manipulation of materials

2.     Understanding of the properties of materials through the production of works of art

C. the student can begin to demonstrate good craftsmanship when producing works of art

D. the student can use different subject matter, symbols, and ideas to communicate meaning in works of art

concept/topic

Creating a portrait of home 

Introduction

Speedy warm up

https://www.youtube.com/watch?v=cZeM18fPbvI

Brainstorm 

What is a home/what does it mean to have a home?

·       House

·       Family

·       Pets?

·       Trees

·       games/toys

·       Feelings - like happy, comfortable, sad, lonely, etc. 

materials

Different colored paper, white paper (poster), crayons/markers/colored pens, scissors, glue stick/tape

activity/resources like videos

1.     Discuss what a home may look like based off of the brainstorm page

2.     Make a list of items  (which will eventually become a list of things that must be included in picture)

3.     Go over key shapes that make up different objects like a home, the sun, trees, flowers, people (faces, etc.)

4.     Show example of mine - point out the shapes, the emotions, something unique about my home and how they should add something unique 

5.     Students will draw, cut, and glue different shapes.  

6.     Once shapes are glued to white poster paper, students will draw in details 

7.     When done, students will share portrait in small groups or to the whole class (since no one has materials, if they were to draw a home portrait what would they include)

https://docs.google.com/presentation/d/1V7udJnNMeYa8b8q4iwhQe4o3bb2uz3__0G01AgOZ15I/edit?usp=sharing

assessment

Student will get an A+ if:

·       Portrait portrays whole page awareness

·       Is original work 

·       Has cut shapes 

·       Uses all the materials needed: shapes, colors, pictures, visual expression, etc. 

 

 

CATIANA ROMAIN

Lesson Plan

Ethnic Dance Lesson Plan for High school students

I.         Introduce the new topic: “Hello everyone, today we will be learning about ethnic dance. Can anyone give me an example of an ethnic dance.

 

II.         Dynamic Warm Up introducing movements like pon di river(Jamaican), willie bounce (Jamaican), budda dance (Jamaican), wave over yuh head (Jamaican), pas de baz (Haitian), Pilolo Dance (Ghana), Gwara Gwara Dance (South Africa), Network (Ghana), Shaku shaku dance (Nigeria), Rosalina Dance (The Congo), Azonto (Ghana), Bela (Angola), Poco (Nigeria), Vosho (South Africa), Zanku (Nigeria) 8min

 

a)     Component: Movement Skills and Underlying Principles

i)      Objectives:

(1)   Recognizes and understands the need for warming up prior to each ethnic dance experience

(2)   Explains the role of the exercise sequence of at least two ethnic dance styles studied (African, Haitian, Native American, Latin) for injury prevention.

(3)   Recognizes and understands dance terminology specific to ethnic dance across the floor and at the center floor.

(4)   Executes positions, steps, movements, and pattern specific to ethnic dance across the floor and at center floor,

(5)   Uses correct alignment in the execution of positions, steps, movements, and patterns

(6)   Recognizes and demonstrates the role of concentration and artistic expression in movement and performance experiences.

(7)    Understands and applies healthy lifestyle choices that positively affect dancers and their maintenance.

ii)     Competency:

(1)   The students can list and correctly spell terms used in at least two ethnic dance styles studied (African, Haitian, Native American, Latin).

(2)   The student can identify and execute positions, steps, movements, and patterns of at least two ethnic dance styles studied (African, Haitian, Native American, Latin) at the center floor and across the floor.

(3)   The student can perform ethnic dance movements with appropriate artistic expression.

(4)   The student can relate verbally the need for a healthy lifestyle for ethnic dance.

 

III.         Separate the class into groups of 4 where they will come up with their own choreography to accompany the 4 new moves introduced to them with a given piece of music. Then when they perform let the other groups call out the terminology for the moves used in the dance  12min.

 

a)     Component: Dance Making

i)      Objectives:

(1)   Constructs phrases of movement demonstrating the utilization of spatial relationships as they relate to dance.

(2)   Explores his/her creative skills in improvisations and compositions of at least two dance styles studied (African, Haitian, Native American, Latin)

(3)   Identifies basic Elements of Music as the relate to dance.

(4)   Participates in structured improvisations

(5)   Uses motif and manipulation to create original compositions (solo, duet, trio, quartet, group).

(6)   Constructs a dance and revises it according to artistic decisions.

ii)     Competency:

(1)   After listening to 64 counts of a given piece of music, the student can improvise a dance phrase by using axial and locomotor ethnic dance steps from at least one ethnic dance style (African, Haitian, Native American, Latin).

(2)   The student can create and perform for the class an original composition (two minute minimum) using ethnic steps based on at least two ethnic dance styles studied and critique his/her composition either in oral or written form

 

Ø  Key Concept

o   Learning the movement and correctly identify/recognize the dance terminology of an ethnic dance verbally.

Ø  Materials:

o   Bodies, Speaker system, and my personal cellular device

Ø  Activity:

o   The creating choreography to given piece of music and then performing it

Ø  Assessment:

o   Ask the students to identify the correct terminology for the move that was used in their fellow peers improve choreography




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