Let's Dance

How it works:

Let's Dance is a unit where students learn and choreograph dances over a three month period and then perform their dance steps at an assembly. There are approximately nine dances, and each dance goes with a different piece of music.  The music selections are about 30 seconds,
long and several genres of music are used incorporating varied tempos and rhythmic patterns.  The unit is recommended to be taught either first thing in the morning after stretches or during PE.  Each dance is a different lesson, and after it is taught the children practice it for
about a week before the new step is added to the routine.  

One example of how media plays a role is that during the process of creating the dances the children are video taped.  Then they watch the video and critique the performance, and then apply what they learned to improve
their dances.  In order to stay in compliance with copyright laws, you can use small portions of different songs.  You capture the desired music pieces on your computer and burn a CD with all nine songs to use at school.  The dance is also put onto a tape which is sold and showed at Open House at the end of the school year.   When a new dance is taught, the children line up in the auditorium in a way that is appropriate for the dance to be taught.  The song is played while they
just listen once.  Then next time they clap to the beat with my
guidance.  Then the dance steps are taught with the music off.  Then we go over the step to the music.  For the next few days  the children practice while the teacher watches and gives suggestions.  At least two songs in the dance are open for the children to choreograph their own movements. 

These lessons take more time, because they often need suggestions to get started.  This is a good time to go over the rubric and teach the vocabulary and specific dance movements.  There is a video tape of the finished dance available .

Standards

Grade Two

1.0 Processing, Analyzing, and Responding to Sensory Information
Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement using the
vocabulary of dance.
Development of Motor Skills and Technical Expertise
1.1 Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and
jump, hop and skip, slide and roll).
1.2 Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and stretch, bend and twist).
Comprehension and Analysis of Dance Elements
1.3 Perform short movement problems, emphasizing the element of time (e.g., varied
tempos, rhythmic patterns, counting).
1.4 Expand the ability to incorporate spatial concepts in their movement problems.
Development of Dance Vocabulary
1.5 Name a large number of locomotor and axial movements used in dance.

2.0 Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills to create and communicate meaning through dance improvisation, composition, and performance.
Creation/Invention of Dance Movement
2.1 Create and improvise movement patterns and sequences.
2.2 Demonstrate multiple solutions in response to a given movement problem (e.g., How many ways can you travel from point A to point B?)
Application of Choreographic Principles and Processes to Creating Dance
2.3 Create a simple sequence of movement with a beginning, a middle, and an end, incorporating level and directional changes.
2.4 Create shapes and movements, using fast and slow tempos.
2.5 Develop a dance phrase that has a sense of unity.
Communication of Meaning in Dance
2.6 Create, memorize, and perform original expressive movement for peers.
Development of Partner and Group Skills
2.7 Work cooperatively in small and large groups.
2.8 Demonstrate partner skills (e.g., imitating and leading/following). 
4.0 Responding to, Analyzing, and Making Judgments About Works of Dance
Students critically assess and derive meaning from works of dance, performance of dancers, and original works based on the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance
4.1 Use basic dance vocabulary to name and d
describe a dance they have watched or
performed (e.g., levels, rhythm patterns, type of energy).
4.2 Describe how the movement in dances of peers communicates ideas or moods to the
viewer (e.g., ocean environment or a sad or joyous dance).
Meaning and Impact of Dance
5.1 Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).

Estimated Class Periods to Complete

more than 10

Software and Materials Used:  

It is very important and convenient to use a CD for this dance unit. That requires using a CD ROM drive to capture the segments of the songs that you want to use.  You can use Sound Edit 16, by Macromedia or iMovie by Apple or something else.  You make a folder and save all your
sound clips in that folder.  Then once you have digitized all the sound files, you use Adaptec's Toast to burn a CD.  You open Toast and drag your folder onto the window.  Then you burn the CD, and bring it to school.  To make the movie for Open House and/or student portfolios, you use a video camera and then record your movie over to VHS to play on the TV and VCR in your room.   Video production companies generally charge about $3.50 per video (if you buy 20) to make copies to sell to parents.  The more tapes you copy, the lower the price goes.  You can also use iMove or Final Cut Pro or Adobe Premiere to edit the tape into
a polished professional piece of media.  If you have a digital video camera, you attach the camera into the firewire port of your computer. Then you capture the segments that you want to use into a library of clips.  Then you assemble the clips on a time line adding transitions, effects and titles, if you want.  When you are finished, you render the movie on your computer and then print it to a VHS tape by connecting the
VCR to your computer. On some cameras you go out from the computer into your camera and then out from your camera to the VCR.  The camera's LCD
panel acts as your viewing monitor.

Keywords

dance, rubrics, final cut pro, imovie, elementary arts

The Students:

This unit can be taught to a large number of students.  It has been taught to a group of 2nd and 3rd graders for many years now (approximately 40 students).  It's about self expression and art, so it's suitable to all children.  It's a great chance for the kinesthetic kids to shine. This unit has been a great source for class circles to discuss the issue of "how you are smart" as opposed to "how smart are you". Sometimes the linguistic and logical kids are uncomfortable with dancing and we start a dialogue about different ways to be intelligent.
Often kids will share their feelings about what subjects are difficult for them and which ones are easy.

Overall Value:

Tips for the teacher:

This unit is very joy filled yet standards based.  The laughter and beauty involved with young children learning to express themselves is wonderful.  Dance and music add soul to the curriculum, and give the children another reason to want to come to school.  The dancing provides a good release for the kids that is helpful with the increased pressure of higher standards.  This unit is becoming a tradition at Vista de Las
Cruces School, and the entire campus looks forward to t he new dance each year.  The parents love it too.

It is crucial to have the dance thought up before you begin each segment.  It helps to listen to the music on the way to school over and over again to think up steps that match the rhythm or story of the music.  It helps to team teach this unit because it takes a lot of creative ideas!  Ordering a pizza and going over to a colleges house with your favorite dance CD's to choose the music segments for the CD is
a great way to put together the music.  Remember to write down the track numbers and the exact times when you want to begin and end recording. It is so important to remember to keep the arts in education!

Stacey Hansen has been teaching elementary school on the Central California coast for thirteen years.  She loves technology and has been
a CTAP mentor for the Santa Barbara County for the last year. She enjoys
spreading the intrigue of technology with her colleges and provides
regular training sessions.  She is an artist and enjoys oil painting,
digital video editing, taking photographs, and digital imaging. She enjoys integrating the arts into her curriculum.