Part of a Unit: Scary Movies

Lesson Overview:

Movement activities are an effective strategy to reach kinesthetic learners. Using language, symbols and texts to make meaning through dance can be a way of creating rich learning contexts. Throughout this series of lessons, teachers lead and facilitate activities related to interpreting, exploring, choreographing and presenting dance ideas based on a popular 1980’s DVD/video, Thriller - by Michael Jackson

Length of Lesson:

Three-Six 45-60 minute lessons

Notes:

This lesson is particularly suitable for Year 5-8 students.

Achievement Objectives L 2 and 3

·  (CI – L3) Use the elements of dance to describe dance movements and share responses

·  (CI – L4) Describe how the purpose of dance is reflected in movement and expression

·  (DI, CI – L3) Select and combine dance elements in response to a stimulus. Prepare and share dance movement

Learning Intention/Success Criteria

We are learning to describe and show how dance movements and expression communicate ideas

I’ll know I have learnt this because I’ll

·  Record and describe dance movements using language of dance

·  Describe how the performers told the story through movements and expression

·  Choose, practice and change a dance movement from the video

·  Teach others the movement and expression, describing the idea/character.

·  Combine and remember group movement sequence

Supplies:

Thriller DVD, data projector, Thriller CD, stereo, drum, large paper, felt pens, video cameras and editing programme e.g imovie (optional)

Instructional Plan:

Teacher Preparation

The use of movement in the classroom can be challenging for many teachers. Unstructured movement activities can become chaotic and uncontrollable. The lessons presented in this unit offer a method for managing movement in the classroom. To use movement as a vehicle for instruction, you must acquaint students with movement concepts before integrating or introducing concepts.

These strategies will help you structure the lesson effectively:

Define expectations:

Let the students know that you expect them to work and behave with the discipline of a dancer. Dance class is a time to focus and work with the body. Be clear that you expect the students to use and remember the space bubble, one's personal space. Be sure to communicate the rewards and consequences for students' behavior.

Prepare the room:

Because a gym or large space may not available, the movement lesson may need to take place in the classroom. Establish a routine for preparing the space (i.e., putting all the desks to the sides of the room and getting the desks back in place at the end of the lesson). Have the children rehearse and memorize the procedure.

Cues:

The more aural and visual cues you can provide for students, the better. Try to use a variety of visual cues and sounds. For example, you can use handclaps, a tambourine, a drum, an electronic keyboard, or any other number of percussive instruments. The word "freeze" is very effective for stopping a student immediately.

Spatial Arrangements:

Use different patterns in class. Have the students arrange themselves in various patterns such as lines, circles, dispersed patterns, groups, sitting, or standing.

Working with Partners:

Either pick partners for students or let them choose their own. (Younger children may have more difficulty picking their own partners.) Tell students that they are expected to work productively with their partners. If students are not working well together, change their partners. Review all of the rules of an activity before the students start working with their partners.

Time limits:

To help keep students on task, set time limits. It is especially important to give time limits when students are working with partners or in a group.

Commenting on students' work:

When you speak about a student's work, use the vocabulary of a dancer. For example, " I see John in a low twisted shape" or "I see Sally in a high curved shape that reminds me of the wind." Be generous with praise and use thoughtful corrections. Remember that dance is a language and a physical skill that requires practice. Be patient. With time and instruction, the students will become adept at using movement to communicate ideas and concepts.

Introductory Activity

1. Interpreting movement using the language of dance

Show the students the Thriller DVD or video through once. Discuss as a class

·  What is the story within the music/dance video?

·  Are there other ideas that you got from watching the video?

·  Why would Michael Jackson want to make a music/dance video like this?

·  How long would the video have taken to film?

·  How much might it have cost to make?

Select a shorter part of the video that focuses on the dancers/performers. Play it through 3 times while students select and draw 3 movements, describe the idea behind each one and identify main elements used to create the movement (referring to elements chart) Students find a partner to show and share recorded ideas with.

2. Practice and adapt movements

Each student tries the first movement on their paper. Adapt it to make it better (more interesting) and add in appropriate expression to communicate the idea. Repeat the same process for movements two and three. Each student then selects the one movement that they feel they can do the best. Practice with the thriller music

3. Teach others, combine ideas and evaluate presentation

The choreographer stands out front of the 3 others in the group, facing out front.

·  He/she tells the dancers the formation that they will all stand in to execute this movement.

·  How many times they will repeat it

·  Any changes of directions during repetition

·  Any changes in levels during repetition etc

·  The appropriate expression that they should use on their face and in their bodies to show the idea.

This process is repeated for each dancer until the group has learnt 4 movement ideas. The entire group must then decide on the best order for these movements and the best transitions from one to another, using locomotor and non-locomotor movements.

Students share their dances with another group who feeds back to them on the quality of the following

·  moving in unison or non-unison with others

·  changing formations smoothly

·  clear and exaggerated shapes and movements

·  expressive use of face and body to represent and idea or depict a character

Assessment Example:

Refer to the student evaluation sheet below

Extensions Ideas:

The class views the Thriller DVD again and in pairs note down any camera angles, shots and effects that they see. Students contribute their ideas by recording them on the whiteboard.

Groups buddy up to work together. Group A act as film crew first, while B are the performers/dancers. A watches B perform and then suggests and negotiates ideas for camera angles and shots during the sequence. Group A practice filming their ideas while the dancers continue rehearsing. Group A play Group B the draft video and ask for any ideas or suggestions. More filming can take place and once the entire team is happy with the results, editing can proceed. The entire process is repeated with Groups A and B reversing roles.

Resources:

http://artsedge.kennedy-center.org

http://www.ahworld.net/pages/hitchcock-info/film-techniques.php

Written by Polly Thin-Rabb

My name is Today’s date is
Draw three movements from the video that you think showed a clear idea. Write what that idea is underneath and the elements used to make the movement…
Movement 1 / Movement 2 / Movement 3
I think the idea the movement shows is… / I think the idea the movement shows is… / I think the idea the movement shows is…
Elements of dance I see in this movement are…. / Elements of dance I see in this movement are…. / Elements of dance I see in this movement are….


Scary Movies – Self and/or Buddy Assessment

My name is…

My buddy’s name is….

How well did I do?

/ I didn’t do this at all / I did this some of the time. I need more practice. / I did this most of the time. I need a bit more practice. / I did this all the time really well.
I could do it again another day.
moving in unison or/and non-unison with others
changing formations smoothly
clear and exaggerated
shapes and movements
Contribute to group decisions when selecting and combing above to communicate part of the story
expressive use of face and body to represent an idea or depict a character