Learning Resource Type

Learning Activity

Lunar New Year Dragon Dance

Subject Area

Arts Education

Grade(s)

1

Overview

After they have learned about the various cultures present in their local communities, students will gain first-hand knowledge and experience of the celebration of Lunar (Chinese) New Year by participating in a Dragon Dance and then comparing/contrasting it to celebrations in their own cultures.

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

    Arts Education (2017) Grade(s): 1 - Dance

    AE17.D.1.7

    Create movement and stillness using changing elements of space.

    Unpacked Content

    UP:AE17.D.1.7

    Vocabulary

    • Elements of Space: Shape, Level, Size, Direction, Pathway
    • Time: Tempo/ Speed
    • Tempi
    • Energy: Movement qualities
    • Embody
    • Locomotor
    • Non-locomotor
    • Direction
    • Explore
    • Spatial Awareness
    • Personal space
    • General space
    • Body awareness
    • Dance phrase
    • Space
    • Props

    Essential Questions

    EU: Space, time, and energy are basic elements of dance.
    EQ: How do dancers work with space, time, and energy to communicate artistic expression?

    Skills Examples

    • Demonstrate changes to level, size, direction and pathways in body shapes, locomotor and non-locomotor movement.
    • Create or recall locomotor movement in a variety of chosen pathways; zig zag, circular, straight (i.e., move in straight, curved, and zigzag pathways).
    • Join with others to make a circle, then work with others to change it to a square or line.
    • Create a curved shape on a low level.
    • Recognize steady beat and move to varying tempi of steady beat.
    • Observe, discuss and demonstrate changes in the energy and quality of given movement (jerky, smooth, melting, growing, bouncy, floppy).
    • Apply changes to a given movement sequence, making practiced steps jerky or smooth.
    • Question how changes in the way we do a movement can change the feel of it and also the appearance of it.
    • Demonstrate movement or steps in different facings and directions.
      • Skipping in a circle, reaching on a diagonal
    • Explore the space around their own body: How can they move without getting too close to another dancer, the wall, mirror, surroundings using perception of sight and body awareness.
    • Demonstrate unison movement in group formation (marching, skipping in a circle, etc.).
    • Discuss, identify and demonstrate ways to modify movement or placement in a group formation using perception of spatial awareness.
    • Modify an existing formation by utilizing more dance pathways.
    • Modify an existing dance phrase to utilize the space differently.
    • Perform a dance in theatre-in-the-round format.
    • Perform a dance in a non-traditional setting such as a football field.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Social Studies (2010) Grade(s): 1

    SS10.1.11

    Identify traditions and contributions of various cultures in the local community and state. (Alabama)

    Unpacked Content

    UP:SS10.1.11

    Vocabulary

    • identify
    • traditions
    • contributions
    • cultures
    • Kwanzaa
    • Hanukkah
    • Christmas
    • Fourth of July
    • Cinco de Mayo
    • cultural foods

    Knowledge

    Students know:
    • Techniques for identifying traditions and contributions of various cultures in the community and Alabama.
    • How to compare cultural similarities and differences (for example, celebrations, food, traditions).
    • Vocabulary: traditions, contributions, cultures, Kwanzaa, Hanukkah, Christmas, Fourth of July, Cinco de Mayo, cultural foods

    Skills

    Students are able to:
    • Describe traditions of various cultures.
    • Describe contributions of various cultures.

    Understanding

    Students understand that:
    • There are traditions of various cultures in the local community and Alabama.
    • Various cultures have made important contributions to the local community and Alabama.

    Phase

    After/Explain/Elaborate
    Learning Objectives

    Learning Objectives

    Students will compare and contrast celebrations from various local cultures in Alabama with the celebration of Lunar New Year.

    Students will perform a dance by creating movements that change by level, shape, pathways, etc.

    Activity Details

    1.) If available, students will listen to the book The Dancing Dragon by Marcia K. Vaughan.

    2.) As a class, the students will discuss the various local cultures that they have previously learned about, with particular attention to the Asian cultures that celebrate Lunar New Year. 

    3.) Students will view the video of a Dragon Dance so they can see how it is done. Note: It is not necessary to watch the entire video, just enough so the students get the idea of how it is performed.

    4.) The teacher will explain that the dancer in the lead carries a golden orb or ball on a stick that is meant to represent either the sun or "knowledge." During Lunar New Year, the orb is usually intended to be the sun and the dragon is chasing it back out after it has been hiding all winter. Other times of the year it is intended to represent knowledge, and the dragon is constantly trying to obtain it.

    5.) As a class, the students and teacher will discuss why, when, and where the dragon dance is typically performed.

    6.) One student will be assigned to be the "sun" or "pearl of knowledge" and will carry the golden ball on a dowel for the dragon to chase. This should be a responsible student that can follow directions and understands how to be a leader. However the ball moves, the dragon should follow its path, i.e. if the ball goes up, the dragon goes up, if the ball goes down to the right, the dragon goes down to the right, etc. 

    7.) One student will be assigned to be the dragon's head and will hold the dragon mask. The remaining students will be the dragon's body and will hold the "body section" (see below) and will follow in line behind the head. 

    8.) Students will line up with the "pearl" carrier in front, followed by the dragon head, then the dragon body.

    9.) With selected Dragon Dance music (or upbeat oriental music) playing, students will perform their version of a Dragon Dance, adding interest by changing level, pathways, direction, etc.

    10.) Once the students have completed the dance, they will use a Venn Diagram to compare/contrast the dragon dance to activities in their own culture or other local cultures that they have studied.

    Assessment Strategies

    Assessment Strategies

    Students will use a Venn Diagram to compare/contrast celebrations from various cultures in their local community to the Lunar New Year Celebration.

    Observing the performance of the dragon dance for aspects such as changing level, pathways, direction, etc.

    Variation Tips

    Instead of using individual body sections, use one long strip of fabric and have students line up under it and hold it above their heads to form the dragon's body. This may cause younger, less coordinated students to trip and fall, so be sure to use this variation with older, more coordinated students.

    Background and Preparation

    Background / Preparation

    This activity is intended to be used after students have already learned about the various cultures in their state and the local community, with particular attention paid to Lunar (Chinese) New Year.

    Materials:

    • Dragon Dance music cd or mp3
    • Music player
    • Computer or device to play video
    • "Pearl" or golden/yellow ball on a stick/dowel
    • Dragon mask on cardstock attached to a dowel
    • Dragon Mask Example 1
    • Dragon Mask Example 2
    • 8" red and yellow circles cut from construction paper, taped to dowels, with yarn or streamers attached (The teacher can pre-make these or have the students make them. Laminate them to reuse them each year.)
    • Ample space is needed to perform the Dragon Dance

    Digital Tools / Resources

    ALSDE LOGO