dance in the elementary physical education curriculum learning creating collaborating

Dance in the ElementaryPhysical Education

CurriculumLearningCreating

Collaborating

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Dr. Theresa Purcell ConeDr. Stephen L. Cone

Department of Health and Exercise Science

School of Biomedical Science and Health

Professions

Rowan University,Glassboro, NJ 08028

conet@rowan.edu or cone@rowan.edu

Webinar Outcomes

• Learn the benefits students gain when they participate in a dance lesson.

• View lessons and lesson ideas in social, cultural and creative dance.

• View dance assessments

What is Dance?

Dance for elementary level students is a way of learning how movement is used to express and

communicate thoughts, feelings, and understandings about themselves and their

world and share the joy of moving with others.

Benefits

• Increase psychomotor skills through learning and creating dance movements.

• Develop cognitive skills such as sequence memory, creative thinking, and analysis.

• Gain experience using movement to express an idea or concept.

• Foster cooperative skills by dancing with others in partners and groups.

Students will:

Dance Unit Approaches

Teach Social, Cultural, or Creative dance forms in one or more units during the school year.

• All grades learn the same dance form during the school year.

• A different dance form for each grade cluster during a school year.

• All three forms taught each year to all grades.

Social Dance

Students will:

• Learn traditional dances, variations and new dances.

• Learn dances they can use in social events.• Increase coordination, spatial awareness,

and fitness levels.• Develop cooperation and acceptance of

others.

Lesson Outline

• Discuss the benefits of social dance such as: make new friends, exercise, have fun, learn new moves, cooperate, express yourself.

• List dances in the lesson.• Teacher provides direction and demonstrates or

uses a student to demonstrate.• Add variations.• Ask about preferences or review.

Social Dance K-2Traditional Dances

• Traditional: Hokey Pokey and Chicken Dance.• Variations:• Use small circles with students as leaders.• Add locomotor movements traveling around

the space.• Hokey Pokey - Transform into a fitness exercise or

call body parts in another language or use geometric shapes.

• Chicken Dance – Replace with another animal movements such as a rabbit or dinosaur.

K-2 Social Dances Using Video

• Dances from Youtube. Show a Video using a LCD and large screen and students can follow. Preview all videos.

• The Learning Station. Get Funky, Body Boogie, Go Bananas among others.

• Just Dance Kids. Videos• Animal Exercises for Kids with Animals.

https://www.youtube.com/watch?v=26guG6wr5so

Hokey Pokey Conga Line Macarena

Affective Assessment - Human Graph

Social Dance 3-5Traditional line dances with Variations

• Macarena – Add fitness using curl up or push up position

• YMCA - Add fitness exercises on verses.

• Cupid Shuffle – students dancing next to or facing a partner or in a random formation.

• Cotton Eye Joe – Vary formations use large circle, teach on right and left side. Use two long lines facing each other.

Social Dance Grades 3-5Traditional -Variation

• The Twist – Change levels, add arm movements.• Cha Cha Slide – Create a new cha cha movement,

add a turn or a kick.• Electric Slide – Use students as leaders in small

groups, use different music.• Conga Line – Small groups move in their own

pathway and then groups connect to make a whole class conga line.

Social Dances 3-5Contemporary

• The Wobble – Check out on YouTube

• The Wop - Check out on YouTube

• Youtube Videos - Just Dance Now - Happy - Pharrell Williams

• Ask students to suggest a popular new dance.

Social Grades 3-5New Dance Ideas

• Students create their own line dance using three or more steps they suggest (e.g., grapevine, side step, turn)

• Partner Dances - Mirror (stationary face each other using slow nonlocomotor movements) Shadow Dances (traveling follow each other using locomotor moves and still shapes).

• Space Jam – class or small group circle. Student in the center performing an imaginary Ball Tricks while others copy.

• Friendship Circle Dance - go to http://users.rowan.edu/~conet/rhythms/SocialDances/friendship-circle.html

• Friendship Double Circle Mixer Dance http://users.rowan.edu/~conet/rhythms/SocialDances/DoubleCircleMixer.html

Assessment Ideas

• Are students willing to dance with others?

• Do students take leadership and/or follow others?

• Can students identify a dance step?

• Can students complete a repetition of the dance sequence?

• Can students express preferences?

Name of Dancer __________________ Name of Observer ________________

Always Working On It

Not evident

Repeats Dance Steps in Correct Order

Stays on Beat with Music

Shows Clear Direction Changes

Uses Arms and Hands

Psychomotor Assessment – Electric Slide

Cultural Dance• Collaborate with classroom teachers for

history or cultural studies.

• Teach dances that represent the cultural diversity in your school. Ask students and family members to share dances.

• Choose dances that are developmentally appropriate for students.

• Show authentic video of dance in the culture.

• Present information on the culture.

Lesson Outline

• Introduce dance adding cultural information, show pictures, videos, artifacts, word wall, clothing, and music.

• Explain the meaning of the dance and how it relates to the culture.

• Teach dance part whole through verbal instruction and demonstration.

• Students perform the dance with and without verbal cues.

Ideas for K-2 Cultural Dance

• Shoemaker’s Dance (Germany) – coordination, theme related to making shoes. Circle formation.

• Seven Jumps (Denmark) – balance, coordination, listening skills. Use a random formation.

• La Raspa (Mexico) – coordination with a partner and changing partners.

• Danish Dance of Greeting (Denmark) – coordination, theme is meeting others. Circle formation

• Kinderpolka (Germany)– coordination dancing with a partner. Circle formation.

Ideas for 3-5 Cultural Dance• Tanko Bushi (Japan) - coal mining gestures.

• Chinese Ribbon Dance (China) – uses streamers to make patterned movements.

• Tinikling (Philippines) Uses sticks and jump/hop patterns.

• Mayim (Israel) Foot coordination and aerobic.

• Troika (Russia) Groups of three and aerobic.

• Samoan Sasa (Samoa) Slapping dance, sitting.

• Haka (New Zealand) Hand and body rhythms.

African Dance Resources on Youtube

• Kennedy Center– Five(ish) Minute Dance Lesson: African Dance:

Lesson 1: Dinhe

– Five(ish) Minute Dance Lesson: African Dance: Lesson 2: Pelvic Isolation and Limb Throws

• Bele Kawe (African Caribbean)– 004 IAFNA Bele Kawe Carriacou Island, Creole

Afro Caribbean P1010924

Cultural Dance Assessment Ideas

• Teacher observes students ability to complete the pattern of steps on the music beat.

• Students discuss how the dance movements represent the cultural values or traditions.

• Peer Assessment. Students take turns as performers and observers. Look for accuracy of steps and cultural style.

• Self assessment describing preferences.

Creative Dance

• Fosters creative and critical thinking skills through movement exploration .

• Promotes understanding of how movement can be used to express and communicate an idea.

• Increases a child’s movement fluency by learning new ways to move.

• Develops cooperation through creating and performing dance movements with others.

Lesson Outline

• Introduce idea for the dance - teacher

• Warm-up – related to movements used in the dance.

• Explore movements – time, space, energy

• Organize a dance sequence – 3 or 4 movements

• Perform dance – practice and refinement.

Creative Dance for K-2

• Choose a topic such as animals, the seasons, weather, or friendship.

• Explore the topic using locomotor and non locomotor movements and shapes.

• Create a short sequence using the explored movements. Add a story to support the sequence or add music for tempo or mood.

• Young children can dance as individuals within the whole class.

K-2 Lesson• Topic: Fall leaves.

• Objectives: Students will use locomotor and nonlocomotor movements using slow and fast tempos to represent the movements of falling leaves.

• Assessment: Psychomotor assessment -Teacher observation of students ability to control their movements while moving slowly and quickly.

• Tool: Checklist noting if student can move slowly and if student can move quickly without falling or bumping into another child.

Falling Leaves

• Introduction: Show pictures of leaves, or real leaves, or use book Fall Leaves Fall (Halpern, 2000). Ask if students have noticed the leaves falling and have them show with their hands the pathway and speed of the falling leaves.

• Warm-up: Skipping around the space, stretching using levels, moving different body parts with slow and fast tempos.

Falling Leaves Dance DevelopmentExploration

• Making Still Leaf Shapes – wide, long, pointed, straight, curled, twisted

• Leaf shapes traveling using locomotor movements slow and fast - Skip, gallop, slide, run.

• Leaf shapes turning slow and fast

• Leaf shape locomotor combination – Skip, Skip, Skip, and Jump. Or Run, Jump, and Turn.

Culmination Dance Story

• Using a story adds meaning to the movements and helps students remember the sequence.

• Leaves of many different shapes are hanging on the trees. (students make a still leaf shape).

• A light wind begins to blow the leaves. (leaf shapes move slowly, small movements side to side).

• The wind becomes stronger. (leaf shapes increase tempo and use bigger movements side to side and forward and backward.)

Culmination Dance continued

• The wind blows the leaves off the trees and they fly around the yard. (Students in their leaf shape use locomotor movements to travel in the space using running, jumping, galloping, and skipping.)

• The wind stops and the leaves slowly turn as they fall to the ground. (Students in their leaf shapes, slowly turn, and slowly lower to the floor.)

Falling Leaves Dance Assessment

Name Slow leaf on tree Traveling leaf Turn and fall leaf

Julie x x 0

Jack 0 0 0

Carmen x x x

Rashid x 0 x

Psychomotor Assessment

Use observation during the culminating dance and record on a checklist, paper or iPad

X = Student moves with control, does not fall down0 = Student falls down

Name __________________________________________

Circle a face that shows how you felt about creating each part of the dance.

1. How did you feel about creating leaf shapes?

2. How did you feel about creating small movements in personal space?

3. How did you feel about creating big movements that traveled in space?

4. How did you feel about creating a falling leaf movement?

5. How do you feel about your ability to create your own dance movements?

Affective Assessment – Falling Leaves Dance

Creative Dance Topics for Gr. 3-5

• Seasons or Weather (Summer fun, snowfall)

• Sports Pics and Movements (football or variety)

• Machines (computer, car wash, blender)

• Science topics (water cycle, molecules)

• Math concepts (fractions, place value)

• Everyday actions (school bus ride, dressing)

• Health topics (My plate, bike safety, washing hands)

• Children’s Literature (picture books, poems)

3-5 Lesson

• Topic: Sports Pictures

• Objectives:– Students will be able to accurately reproduce the

shapes in the pictures.

– Students will collaborate with others to select three pictures, create and perform a dance sequence in unison demonstrating smooth transitions between the movements and fast and slow tempos.

Sport Pictures Part 1

Move and Freeze - Cones with attached pictures are spread around the space.

Sport Pictures Part 1• When the music is

on, the students use locomotor movements to move between cones.

• When the music stops, students look at the nearest picture and freeze in that shape.

• Repeat move and freeze - 8-10 times.

Sport Pictures Part 2

• Start the dance frozen in the shape of picture 1 for 8 counts

• Next, travel to picture 2 using a locomotor movement for 16 counts.

• Slowly freeze into picture 2 for 8 counts.

• Travel to picture 3 using a locomotor movement 16 counts

• End at picture 3, by turning in the shape and freeze.

Individual Dance –Student selects 3 pictures and label them 1, 2, 3

Small group dance• Three pictures are selected by the group.

• They decide an order for the pictures.

• Freeze in the shapes and decide how many counts to freeze.

Sport Pictures Part 3

• Then connect the shapes with a locomotor movement

• Use fast and slow tempos in the dance.

• Practice in unison and perform for another group.

Sport Picture DanceStudent Affective Self Assessment

Yes No

We selected three sport pictures

We chose a picture order

We were exact in our shapes

We danced in unison

We used fast and slow tempos

Resources

• Cone, T. & Cone, S. (2012) Teaching Children Dance, 3rd ed. Champaign IL: Human Kinetics.

• Kaufmann, K.& Dehline. (2014) Dance Integration: 26 Dance Lesson Plans for Science and Mathematics, Champaign IL: Human Kinetics.

• Scheff, H. Sprague, M. & McGreevy-Nichols (2010) Exploring Dance Forms and Styles. Champaign IL: Human Kinetics

Resources

• Cone, T. & Cone, S. (2005). Assessing Dance in Elementary Physical Education. Reston, VA: NASPE. (http://users.rowan.edu/~cone/curriculum/Assessing-Dance-in-Elem-PE.pdf)

• Cone, S. & Cone, T. Assessing Dance in Physical Education. Strategies. July/August 2011. (http://users.rowan.edu/~cone/curriculum/Assessing-Dance-in-PE.pdf)