Grade Six Arts Education

Learning Objectives
Activities

Lesson Ten: Dance-making
Components:
creative/productive
critical/responsive
The Warm-up
Time: 5 minutes

extend their ability to use the whole body to clearly articulate spatial designs and pathways

This warm-up is only five minutes so that students will have time in the lesson for sequencing and reflection. Ask students to travel, quickly and slowly throughout the dance space on curved and straight pathways. Coach them to move with clarity of direction, focus and spatial patterns.

develop their abilities to recall and reconstruct their dance compositions

begin to understand the process of developing, sequencing and refining their dance compositions using ongoing reflection, decision making and movement problem-solving

Sequencing the Dance Composition
Time: 20 minutes
In their groups have students recall their dance phrases from last week, referring to their portfolios when needed. Ask students to continue to create dance phrases until four or five are completed.

develop support strategies and the language of encouragement in order to help themselves and peers persevere at learning tasks
(CEL: IL)

Sequence the phrases to create a dance composition. Throughout this process, encourage students to reflect on and refine their work. When completed, students should practice the compositions.
Reflection
Time: 20 minutes

identify a variety of choreographic forms

recognize the effect of repetition in their peers' dance compositions

Ask each group to show its work. Discuss the work, focusing on how repetition was used and which choreographic forms were seen; for example, organic, AB, chance, collage, rondo. Ask students if one form seemed to predominate in the dance compositions and, if so, why?

write about their dance experiences in order to better understand them
(CEL: C)

Homework: Ask students to record reflections about their creative experience in their dance journals. Inform students that this journal entry will be part of assessment.
The Cool-down
Time: 5 minutes

work toward moving with efficient use of their bodies while paying attention to movement fundamentals such as correct alignment, balance, etc.

As in Lesson Seven, this cool-down is used to develop strength and flexibility. Lead the students in exercises to strengthen the abdominal muscles and have them do slow non-bouncing stretches. End the lesson with students standing tall while relaxing different body parts such as shoulders, hands, knees and thighs.

Learning Objectives	Activities
	Lesson Ten: Dance-making Components: creative/productive critical/responsive The Warm-up Time: 5 minutes
extend their ability to use the whole body to clearly articulate spatial designs and pathways	This warm-up is only five minutes so that students will have time in the lesson for sequencing and reflection. Ask students to travel, quickly and slowly throughout the dance space on curved and straight pathways. Coach them to move with clarity of direction, focus and spatial patterns.
develop their abilities to recall and reconstruct their dance compositions begin to understand the process of developing, sequencing and refining their dance compositions using ongoing reflection, decision making and movement problem-solving	Sequencing the Dance Composition Time: 20 minutes In their groups have students recall their dance phrases from last week, referring to their portfolios when needed. Ask students to continue to create dance phrases until four or five are completed.
develop support strategies and the language of encouragement in order to help themselves and peers persevere at learning tasks (CEL: IL)	Sequence the phrases to create a dance composition. Throughout this process, encourage students to reflect on and refine their work. When completed, students should practice the compositions. Reflection Time: 20 minutes
identify a variety of choreographic forms recognize the effect of repetition in their peers' dance compositions	Ask each group to show its work. Discuss the work, focusing on how repetition was used and which choreographic forms were seen; for example, organic, AB, chance, collage, rondo. Ask students if one form seemed to predominate in the dance compositions and, if so, why?
write about their dance experiences in order to better understand them (CEL: C)	Homework: Ask students to record reflections about their creative experience in their dance journals. Inform students that this journal entry will be part of assessment. The Cool-down Time: 5 minutes
work toward moving with efficient use of their bodies while paying attention to movement fundamentals such as correct alignment, balance, etc.	As in Lesson Seven, this cool-down is used to develop strength and flexibility. Lead the students in exercises to strengthen the abdominal muscles and have them do slow non-bouncing stretches. End the lesson with students standing tall while relaxing different body parts such as shoulders, hands, knees and thighs.