Element of Energy Force and Effort

Transcription

1 Grade 1 Dance Lessn #1 Element f Energy Frce and Effrt Lessn-at-a-Glance Warm Up Shw pictures f amusement park rides and playgrund apparatus. Generate a list f verbs t describe the mvement using dance vcabulary (level, speed, energy, etc.). Mdeling Discuss the wrds frce and energy. Demnstrate a nrmal walk fr the class. Mdify the quality f the walk by adding a different kind f frce/energy. Explre different mvement qualities with ppsing energies. Guided Practice Create a thematic dance abut a Leaf, Rbt, and Vlcan. Identify and explre mvement qualities fr each. Debrief As a grup, discuss which type f frce/effrt; mvement quality, levels, speeds and shapes were used in each f the dances. Extensin Ask students t explain hw they feel when they mve with a particular frce/energy. Make science cnnectins t actin and reactin. Materials Pictures f Amusement Park and Playgrund Apparatus CD Player and Music Student Wrksheet Vide Camera r digital camera Assessment Discussin, Perfrmance, Q&A, Student Wrksheet ELA Standards Addressed Wrd Analysis: 1.1 Match Oral wrds t printed wrds. Reading Cmprehensin: 2.2 Respnd t wh, what, whe, where and hw questins. Writing Strategies: 1.2 Use descriptive wrds when writing. Writing Applicatins: 2.2 Write brief expsitry descriptins f a real bject, persn, place, r event, using sensry details.

2 DANCE GRADE 1 THE ELEMENT OF ENERGY Frce and Effrt Lessn 1 (Dne in cnjunctin with lessn 2) CONTENT STANDARDS 1.1 Demnstrate increased ability t vary cntrl and direct frce/energy used in basic lcmtr and axial mvements (e.g., skip lightly, turn strngly, fall heavily). 2.2 Respnd in mvement t a wide variety f stimuli (e.g., music, bks, pictures, rhymes, fabrics, prps). TOPICAL QUESTIONS What des frce and effrt mean and hw des it relate t energy? Hw can I change the effrt f a mvement t create different qualities f mvement? OBJECTIVES & STUDENT OUTCOMES Students will explre and demnstrate qualities f mvement: shake, vibrate, sharp, smth, swing, twist, wiggle, and spin. Students will demnstrate cntrlling and balancing the bdy as they mve in varius energies while changing speed. ASSESSMENT (Varius strategies t evaluate effectiveness f instructin and student learning) Feedback fr Teacher Assessment Wrksheet (included) Student respnse t inquiry Student perfrmance Feedback fr Student Teacher feedback Assessment Wrksheet WORDS TO KNOW frce/energy: An element f dance characterized by the release f ptential energy int kinetic energy. It utilizes bdy weight, reveals the effects f gravity n the bdy, is prjected int space, and affects emtinal and spatial relatinships and intentins. qualities f mvement: The mst recgnized qualities f mvement are sustained, percussive, suspended, swinging, and cllapsing. Mvement qualities are cnsidered a part f the element f frce/energy. MATERIALS NEEDED Pictures f playgrund apparatus: a swing r swing set, teeter ttter, merry g rund, slide, ladder, rpe pull, mnkey bars, ferris wheel, rllercaster, etc. (included) Pictures r actual bjects: birds, balls, cmputer keybard, trains, hula-hps, tramplines CD Player CD s: Mve Like a Machine Sally the Swinging Snake Get up and G

3 Optinal: Vide Camera and Mnitr Nte: Each activity in the Mdeling and Guided Practice sectins can be brken dwn int individual mvement studies, each being abut 20 minutes in length. Students will need prmpting t increase their range f mvement as they explre variatins in bdy effrt, energy and dynamics. Music Nte: Use ne r tw f the simpler sngs in the mdeling sectin fr daily warm-up. Repeat r rtate sngs thrughut each lessn s that students will gain a strng understanding f mvement dynamics and energy. Yu may use ther musical selectins familiar t the class t teach these cncepts. RESOURCES Perceptual Mtr Rhythm Games, by Capn & Hallum; Mve Like a Machine Sally the Swinging Snake, by Hap Palmer; Sally the Swinging Snake We All Live Tgether, Vl. 5, by Greg and Steve; Get up and G WARM UP (Engage students, access prir learning, review, hk r activity t fcus the student fr learning) Shw pictures f playgrund apparatus r amusement park rides: a swing, teeter ttter, merry g rund, slide, ladder, rpe pull, mnkey bars, rller caster, ferris wheel, carusel, etc. As a class generate a list f verbs that describe hw the apparatus r carnival ride mves: A ladder slides frm a high t a lw level, smth energy A ferris wheel spins r turns slwly in large circles, smth energy A rllercaster uses bth smth and sharp energies as it twists and turns quickly, up and dwn and side t side A bunce huse uses buncy energy Other wrds: swing, shake, twirl, rll, push, pull, reach, wiggle, etc. Select ne verb frm yur list (e.g. swing) and have students warm up their bdy using that energy: swing the head, ne arm, bth arms, swing ne leg frward and back, side t side, bend frward and swing the trs frm side t side, etc. Music: Sally the Swinging Snake r any mderate temp music withut wrds. MODELING (Presentatin f new material, demnstratin f the prcess, direct instructin) Part 1 20 minutes Discuss the wrds frce and energy: there is a certain amunt f effrt r strength it takes t d certain mvements. When we mve with a lt f frce, we use strng r heavy energy. When we mve with less frce, we use light energy. When we mix up mvements using these energies we create qualities f mvement. Demnstrate a nrmal walk fr the class. Mdify the quality f the walk by adding a different kind f frce/energy t the walk: Bunce the walk Swing the walk Walk sharply r jerky Walk wiggly Strut the walk As a whle grup r in smaller grups, ask students t perfrm walking arund the rm using different qualities: bunce, jerky, flating, stmping, etc. Include head, shulders, arms and whle bdy as yu cntinue t change the quality f the walk (e.g. bunce the head and shulders and yu walk with a bunce). Optin: T challenge students, increase r decrease the speed as yu teach the difference between energy-ppsing mvements:

4 Turn slwly ne time arund and spin arund quickly 3 times Melt slwly t the flr like an ice cream cne n a ht day and cllapse t the flr as if yu fainted (practice safe falling by bending the knees, settling n the hip, catch with the hand, and slide t a lying psitin) Part 2, 20 minutes Select 4 r 5 f actin wrds (mvement qualities) frm yur list that explres ppsing energies (e.g. push, swing, flat; pund, punch r slice; and spin). Talk abut what the wrd means (e.g. flat). Then give an example f what the mvement wuld lk like (light and lifting like a balln r clud). Select ne bdy part r the whle bdy and demnstrate and have students mimic r create mvement using different energies: Swing swing ne arm, swing bth arms, ne leg, wrists, head, ankle frm a fixed pint (light energy) Sway lean r bend, frward, backward, side t side (arms, legs, head, whle bdy) Spin - like riding a merry-g-rund twirl r spin a finger, rll yur head, spin yur whle bdy Push smene n a wagn up a hill (heavy energy) Press apply steady and firm (but nt rugh) pressure with hands r arms, hand t hand, t wall, head, t a partner s hand r shulder Pull n a rpe against five ther children (ther wrds t use are drag r tug). Pund/punch with fists, pund dwn n the air r punch like a karate expert r bxer. Bunce like a rubber ball Relax r lse like a limp piece f string (flppy) Wiggle like a wrm r smene hlding and shaking a cked piece f spaghetti Shake like smene shaking a salt shaker Sharp stiff, strng mvement that is percussive r striking (als use the wrd strike) Slice brken, cutting mvement that is mre fluid. Dne quickly, the slice turns int chppy mvement. Flat like a balln r a clud; light energy, lift up n tip tes, smth arms reaching t the sides and abve. Music: Get Up and G, (play the shake, stick man, and bunce and jiggle like a rubberband prtins f this sng) and Mve Like a Machine, r any music withut wrds. GUIDED PRACTICE (Applicatin f knwledge, prblem slving, crrective feedback) Part 1, 20 minutes each Create Thematic Dance: (Mve in persnal and general space) Select ne t three themes. Mve Like a rbt (mvement shuld be sharp and jerky, all bdy parts). Ask students t perfrm the mve like a rbt with a brand new full battery (yu might need t explain what a full battery is and hw quickly smething will perate n a fully charged battery). Slwly the rbt runs ut f battery pwer (gradually get slwer and slwer until in slw mtin). The rbt has received a jlt f electrdes and is stuck in quick sharp mvement that mves and stps, mves and stps. The rbt is stuck n full pwer. Mve like a leaf n a tree (encurage students t increase dynamic range, speed, and level by asking prmpting questins What des a leaf lk like that is attached t a very tall tree in a gentle wind? What happens t the leaf that falls ff the tree? (Remind students that a leaf falls with light energy) What happens t the leaf as it falls frm the tree in a gentle breeze? (The left shuld travel smewhere rather than fall straight dwn). What happens t the leaf as it falls frm the tree in a very strng wind? Hw wuld the leaf mve alng the grund as it is blwn by a strng wind?

5 As students are perfrming, ask them what level (high, medium r lw), speed (fast r slw) and energy/frce (light, heavy) and dynamics (gentle, swaying, sharp, slicing, etc.) they are using Mve like a Vlcan (dynamic mvement wrds are italicized) Dance like a vlcan: student starts at a lw shape with hands pressed tgether, (the bdy is the cne). We press ur hands tgether and create tight pressure as we stretch dwn t the grund. We build the energy up thrugh ur legs, hips, stmach, and chest. We cntinue t press ur hands tgether very strngly as we lift ur arms abve ur head and release the pressure thrugh the hle f the vlcan. We explde! Our arms are sharply pushed away frm ur bdy as we release the pressure and relax in a lse state as we return t where we started. As yu tell the stry, ask the students t identify the quality f mvement (verbs) they are using. Have them say the wrd, then perfrm and say the wrd at the same time. DEBRIEF & EVALUATE (Identify prblems encuntered, ask and answer questins, discuss slutins and learning that tk place, did students meet utcmes?) Give Quality f Mvement Assessment Leaf, Rbt and Vlcan Dance. Ask each student r grup immediately after perfrming t share Which type f frce/effrt was used (heavy, light)? Which qualities were used? What speed (fast, medium r slw), levels (high medium r lw), and shapes (angular, curved, etc.) were used? Optin: Ask the audience t identify the elements seen in each grup s dance. Hw did yu knw when t mve with a particular energy? (Cue was the quality f mvement [verb]) EXTENSION (Expectatins created by the teacher that encurage students t participate in further research, make cnnectins, and apply understanding and skills previusly learned t persnal experiences) Ask students t explain hw they feel when they mve. (e.g., When I mve swingy, I feel happy r When I mve sharply I feel strng. ) Science cnnectin: Actin and Reactin Intrduce vcabulary b. frce c. push d. pull e. gravity 2. Discuss frce: Frce is a push r pull upn an bject resulting frm the bject's interactin with anther bject. Whenever there is an interactin between tw bjects, there is a frce upn each f the bjects. When the interactin ceases, the tw bjects n lnger experience the frce. Frces nly exist as a result f an interactin. 3. Discuss things yur students might knw abut actin and reactin relatinships a. bat and ball b. jumping n a trampline c. disldging ketchup frm a ketchup bttle d. riding a skatebard (r wagn r bicycle), yu hit a curb and fly frward the mtin f the skatebard abruptly stps. Part One (Ref: Learning Thrugh dance/mvement by Susan Cambigue) Actin and Reactin f the Trampline 4. In a large space, assign a grup f 6 t 8 students t freeze in a strng shape. Each shape shuld be unlike any ther shape within the grup.

6 5. Assign ne r tw students t mve quickly frm ne persn t the ther, briefly stpping t lightly (but firmly, n slapping r punching) tuch ne f the students. a. The rest f the class watches. 6. When the frzen student is tuched, that persn will immediately react by quickly changing the shape r a part f the shape. 7. Perfrm this activity fr abut 1 minute. Remember t recgnize and call ut what yu are seeing. Encurage students t react quickly. 8. Repeat with anther grup f students. 9. Optin, have the runner tuch a different bdy part and the frzen persn is allwed t mve ONLY that bdy part. Part tw 1. Discuss the mtin f a trampline. Pse the prblem: if a student were t jump next t yu n a trampline, what wuld happen t yu? (Yu wuld pp up int the air as the ther student came dwn nt the trampline). 2. Set up the class as befre with students frzen in a strng shape. 3. Assign ne r tw students t run and jump up and lands next t a frzen persn in a strng, frzen shape. 4. As sn as the jumper lands, the student wh was frzen jumps up int the air and mves quickly t anther student, jumps up and lands in a shape and s n. Pictures Amusement Park and Playgrund Apparatus

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10 QUALITY OF MOVEMENT ASSESSMENT Student Name ROBOT DANCE Frce/Effrt Used Circle ne Heavy Light Dynamics Used Circle ne Smth Sharp Quality Used Write the verbs here Speed Used Circle ne r mre Fast Medium Slw Levels Used Circle ne r mre High Medium Lw Fr the Teacher: ROBOT DANCE Quality f mvement (verb): slicing, jerky, chppy, slashing, stiff, rigid, etc.

11 QUALITY OF MOVEMENT ASSESSMENT Student Name LEAF DANCE Frce/Effrt Used Circle ne Heavy Light Dynamics Used Circle ne Smth Sharp Quality Used Write the verbs here Speed Used Circle ne r mre Fast Medium Slw Levels Used Circle ne r mre High Medium Lw Fr the Teacher: LEAF DANCE: Quality f mvement (verb): sway, flat, drift, fall, tumble, flip, tss

12 QUALITY OF MOVEMENT ASSESSMENT Student Name VOLCANO DANCE Frce/Effrt Used Circle ne Heavy Light Dynamics Used Circle ne Smth Sharp Quality Used Write the verbs here Speed Used Circle ne r mre Fast Medium Slw Levels Used Circle ne r mre High Medium Lw Fr the Teacher: VOLCANO DANCE: Quality f mvement (verb): press, push, tight, explde, flw, shake