Making Patterns

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

3

Overview

Students will use curved and straight lines, locomotor and non-locomotor movements, and different levels while moving to music. They will use simple choreography to recall patterns with their bodies and where they will move in space. They will draw a dance map of the movements they performed.  

Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.2

Select and demonstrate a movement solution for a given movement problem.

UP:AE17.D.3.2

Vocabulary

  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase

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 a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.6

Illustrate directions or spatial pathways in a dance phrase by drawing a picture map or using a symbol.

UP:AE17.D.3.6

Vocabulary

  • prompts
  • use elements of dance
  • movement problem
  • choreographic devices
  • structure
  • dance phrase
  • concept and inspirations for choreography
  • feedback and revision
  • dance study
  • notation
  • dance phrase

Essential Questions

EU: Choreographers analyze, evaluate, refine, and document their work to communicate meaning.
EQ: How do choreographers use self-reflection, feedback from others, and documentation to improve the quality of their work?

Skills Examples

  • Use a variety of prompts for inspiration (i.e., music/ sound, text, objects, images, notation, observed dance experiences).
  • Find a way to travel across the floor only using a low level.
  • Select a choreographic device and create a dance phrase (i.e., retrograde, scramble/ deconstruct, transposition, inversion, or fragment).
  • Create a short movement phrase and perform with "sad" emotion then "happy" emotion. Discuss how the movement changed.
  • Discuss and use peer feedback or instructor feedback.
  • Create a floor map, using different colors for different levels of movement.

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.10

Replicate body shapes, movements, qualities, and movement patterns in a dance sequence with awareness of body alignment.

UP:AE17.D.3.10

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • 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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 3 - Dance

AE17.D.3.11

Change levels, directions, and pathway designs safely in a dance phrase while coordinating with a partner or other dancers.

UP:AE17.D.3.11

Vocabulary

  • Space
  • Positive and Negative space
  • Tempo/ Tempi
  • Rhythm
  • Energy
  • Using Intent
  • Embody
  • Alignment
  • Dance phrase
  • Stage directions
  • Performance Space
  • 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

  • Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
  • Identify varied tempi and rhythms in music.
  • Explore moving with and against tempos and rhythms in music or sound stimuli.
    • Practice moving in slow motion during a fast song.
  • Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.
    • Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.
  • Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
  • Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
  • Identify constructive feedback and apply corrections to the practice of group dance.
  • Discuss and revise constructive feedback phrases for peer feedback.
  • Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
  • Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

CR Resource Type

Learning Activity

Resource Provider

Ever Active Schools

License Type

Custom

Resource Provider other

Ever Active Schools
https://everactive.org/blog/dance-lesson-plan-4/

Custom License Type (URL)

https://everactive.org/terms-of-use/

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments or Notes

This is lesson 4 of a four-part series:

Lesson 1:  Movement Quality

Lesson 2:  Levels and Partners

Lesson 3:  Lines and Curves

 

Approved Date

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