Drum-Beating & Foot-Stomping

Learning Resource Type

Classroom Resource

Subject Area

Mathematics
Arts Education

Grade(s)

4, 5, 6, 7

Overview

Students will watch African dance and identify tempo. Three options are provided for this lesson depending on the class time allotted. The options include recording heartbeat at rest, calculating tempo in terms of stomps per minute, and choreographing an original dance with tempo changes.   

Arts Education (2017) Grade(s): 4 - Dance

AE17.D.4.10

Demonstrate fundamental dance skills and movement qualities when replicating and recalling directed patterns and sequences of movements.

UP:AE17.D.4.10

Vocabulary

  • Static and Dynamic Shapes
  • Negative Space
  • Rhythms
  • Qualities of Movement
  • Use of Energy
  • Dynamics
  • alignment
  • kinesthetic awareness
  • importance of conditioning
  • performance space
  • explore
  • production elements
  • artistic intent

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Perform elevated shapes by jumping in a tucked position (positive space) vs. jumping in a jumping jack formation (large negative spaces).
  • Create a sculpture by filling in the negative space created by a partner.
  • Respond to even and uneven rhythms using a variety of percussive instruments and sounds.
  • Use adjectives and adverbs to describe a movement phrase and identify movement quality. Revise the phrase with energy changes and discuss how/ what changed.
  • Demonstrate alignment, coordination, balance, core support, and kinesthetic awareness while executing movement.
  • Discuss and practice body conditioning for the dancer.
  • Enter stage after eight counts of music, or wait until lights go up for bow.
  • Plan out a performance in a different setting such as a gym, studio, or park.
  • View a dance under different lighting and select the most effective lighting design.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.1

Develop content for choreography using ideas generated from a variety of prompts.

UP:AE17.D.5.1

Vocabulary

  • choreography
  • prompts
  • movement problems
  • choreography
  • elements of dance
  • choreographic devices
  • structure
  • codified movement
  • style
  • dance study
  • concept and inspiration for choreography
  • dance study
  • feedback and revise
  • notate

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?

Skills Examples

  • Create movement from spoken word, text, poetry, images, or nature.
  • Create a dance with a beginning, middle, and end that includes zigzag pathways and changes in energy.
  • Manipulate movement by utilizing choreographic devices such as retrograde, mirroring, or transposition.
  • Utilize ballet movement to create a story.
  • At the end of a dance study, reflect in a journal what changes were made during the process, why were they made, and what was the end result.
  • Record changes in choreography in a dance journal.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 5 - Dance

AE17.D.5.10

Demonstrate a series of dance phrases using fundamental dance skills.

UP:AE17.D.5.10

Vocabulary

  • Space: shapes and pathways
  • dance phrase
  • movement phrase
  • rhythm
  • explore
  • core to distal movement initiation
  • Embody
  • safe practices and injury prevention
  • performance goals
  • alternate performance venue
  • production elements

Essential Questions

EU: Dancers use the mind-body connection and develop the body as an instrument for artistry and artistic expression.
EQ: What must a dancer do to prepare the mind and body for artistic expression?

Skills Examples

  • Create a movement sequence that involves still shapes in various levels along with moving shapes through jumping, rolling or other dynamic movement (i.e., X-jump, C-jump, floor roll).
  • Improv with a call prompt "bound" and other associated words with focus on what body part is starting the movement. Follow with "free" and other associated words with focus on the initiation point. Only explore each for a short period and discuss. Could be done in small groups and they can teach the movement created, or discussed as a class as part of a larger improv.
  • Practice step touch, pivot turn, three-step turn, and clapping.
  • Discuss ways to promote muscular strength, endurance, and injury prevention. Promote healthful eating and good nutrition as proper food for the body.
  • Keep an ongoing list of personal dance goals.
  • Identify ways to improve performance qualities and collaborate with peer group to establish a list of group goals to apply to practice for a dance.
  • Perform a dance in two different locations, such as an auditorium and outdoor venue.
  • Incorporate a fog machine, strobe light, and backlit cyclorama to enhance an eerie dance.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.4

Identify artistic criteria to choreograph a dance study that communicates personal or cultural meaning and evaluate why some movements are more effective than others.

UP:AE17.D.6.4

Vocabulary

  • prompts
  • movement vocabulary
  • artistic expression
  • movement vocabulary
  • choreography
  • utilize elements of dance
  • dance study
  • artistic intent
  • choreographic devices
  • structure
  • artistic criteria
  • dance study
  • concept, impact and inspiration for choreography
  • feedback and revise
  • notation

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?

Skills Examples

  • Create a movement phrase and explore the movement to different sounds of music. Compare how the music changed the way the movement was performed.
  • Listen as the teacher plays different kinds of music. Create and perform movement that suits a particular piece of music. Then create and perform movement that contrasts with (does not suit) the music; discuss the difference.
  • Discuss the way that movements are suited to different social events (i.e., by comparing spectators doing the wave at a sporting event to students walking in pairs down the aisle at their graduation ceremony).
  • Implement practices such as fall and recover, pop and lock, contract and release into a movement phrase.
  • Create dances using choreographic devices, such as expansion, diminution, and reverse.
  • Choreograph a narrative dance that shows relationships, such as friendship.
  • Use inversion to create a dance about opposition.
  • Invent a simple system (such as a = jump, b = skip, and c = reach); then, mix up the order of the letters to explore the sequencing.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 6 - Dance

AE17.D.6.16

Use genre-specific terminology to explain how the elements of dance are used in a variety of dance genres, styles, or cultural movement practices.

UP:AE17.D.6.16

Vocabulary

  • artistic intent
  • genre-specific terminology
  • cultural movement practices
  • artistic expression
  • elements of dance

Essential Questions

EU: Perceive and analyze artistic work.
EQ: How is dance understood?

Skills Examples

  • Read the artistic statement from a professional dance work before viewing. After viewing, discuss as a class what recurring movements were performed and how it contributed to the artistic intent.
  • Observe and reflect on the Rippling back and forth actions in the body parts and spatial design in Alvin Ailey's Wade in the Water.
  • Identify the elements of dance in a specific dance style or culture movement practice.
  • Document in writing a phrase of choreography and underline the elements of dance.
  • Discuss how the elements of dance help to communicate intent.
  • Create a short movement phrase that tells a story using the elements of dance.
  • Identify characteristics in ballet, tap and jazz dance styles and discuss how the qualities contribute to the artistic intent.

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.1

Develop choreography using a variety of prompts through relating similar or contrasting ideas.

UP:AE17.D.7.1

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

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?

Skills Examples

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 7 - Dance

AE17.D.7.2

Demonstrate various codified movement vocabularies to express an artistic intent in choreography and explain the choices made using genre-specific dance terminology.

UP:AE17.D.7.2

Vocabulary

  • choreography
  • prompts
  • codified movement
  • choreography
  • dance terminology
  • artistic intent
  • dance study
  • choreographic devices
  • artistic criteria
  • dance study

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?

Skills Examples

  • Use Music, observed dance, literary forms, notation, natural phenomena, personal experience/ recall, current news, or social events to create movement.
  • Examine how the choreographic process parallels the writing process and how the characteristics of writing relate to the characteristics of dance.
  • Apply dance-related vocabulary/ terminology to compare and discuss the choices made by different choreographers as they sought to express the same theme.
  • Choose an emotion (such as happiness) and apply the elements of dance to perform movements that communicate the emotion to an audience.
  • Apply the elements of dance to perform movements that communicate the idea that they have just received a gift.
  • Draw at random pieces of paper on which devices have been written—draw one from a bowl of ideas, and one from a bowl of emotions (the bowls and papers having been prepared in advance by the teacher); then, perform movements in sequence to convey what is written on one's pieces of paper.
  • Explore the effect of variations in tempo by performing a dance three times; then, identify any parts that could be improved. Use this evaluation to differentiate between what needs more practice and what needs to be changed.
  • Discuss free-and-controlled-flow and sustained-and-percussive-energy when identifying and critiquing qualities of energy in a dance.
  • Examine Labanotation or Benesh movement notation.
  • Research Labanotation or Classical Ballet terminology.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Mathematics (2019) Grade(s): 6

MA19.6.1

Use appropriate notations [a/b, a to b, a:b] to represent a proportional relationship between quantities and use ratio language to describe the relationship between quantities.

UP:MA19.6.1

Vocabulary

  • Ratio
  • Ratio Language
  • Part-to-Part
  • Part-to-Whole
  • Attributes
  • Quantity
  • Measures
  • Fraction

Knowledge

Students know:
  • Characteristics of additive situations.
  • Characteristics of multiplicative situations

Skills

Students are able to:
  • Compare and contrast additive vs. multiplicative contextual situations.
  • Identify all ratios and describe them using "For every…, there are…"
  • Identify a ratio as a part-to-part or a part-to whole comparison.
  • Represent multiplicative comparisons in ratio notation and language (e.g., using words such as "out of" or "to" before using the symbolic notation of the colon and then the fraction bar. for example, 3 out of 7, 3 to 5, 6:7 and then 4/5).

Understanding

Students understand that:
  • In a multiplicative comparison situation one quantity changes at a constant rate with respect to a second related quantity. -Each ratio when expressed in forms: ie 10/5, 10:5 and/or 10 to 5 can be simplified to equivalent ratios, -Explain the relationships and differences between fractions and ratios.

CR Resource Type

Lesson/Unit Plan

Resource Provider

PBS

License Type

Custom
https://aptv.pbslearningmedia.org/resource/ket-6dance/drum-beating-foot-stompin…

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/

Comments or Notes

Log into the website https://aptv.pbslearningmedia.org/.  It will align the standards to the Alabama COS. Also, more activities and lessons are provided once logged in.

 

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