Words in Motion!               with         Harlan Brownlee             www.ArtsInEducation.net ©2007 Young Audiences: Art...
Words in Motion!        Purpose: Developing         vocabulary and the         ability to read with        expression thro...
LEVERAGING LEARNINGLiteracy Components:• Vocabulary: Purpose is to develop deep and sustained   word knowledge – to know w...
INTEGRATION - BIG IDEAS• #1: To leverage learning, literacy and  dance instruction are interwoven.• #2: Deep understanding...
GRADUAL RELEASE OF                RESPONSIBILITYT       S              T     S     T   S   T   Swww.ArtsInEducation.net   ...
Standards• Literacy     – NCTE and IRA Language Arts Standards     – NCTE 3 – Students apply a wide range of strategies to...
Words in Motion!                          Unit Resources                    • TEACHER’S INSTRUCTIONS                      ...
WORDS IN MOTION!                 ORGANIZATION• Section One: Unit Introduction• Section Two:  Instruction & Guided Practice...
VISUAL UNIT OVERVIEW            OF WORDS IN MOTIONwww.ArtsInEducation.net                                  9
DANCE CONCEPTSFor communicating vocabulary and poetry meaning through dance• SPACE    – Place – Making shapes or moving wh...
Section Two, LESSON 1                          (Steps 1-2)                    • Introduce Unit:                     Words ...
Section Two, LESSON 2                             (Steps 1-9)                          • Read aloud poem, A Writing       ...
A Writing Kind of Day                           By Ralph Fletcher                             It is raining today,        ...
CHARACTERISTICS OF FREE-VERSE POETRY                          (Post in the room)et   line length                          ...
SAFETY CHART    (recommendations for what to elicit from students)• Respect each other.• Remember your personal space (spa...
Place      Shared Space               stretch          walk                bend             leap                          ...
PROCESS FOR DANCING THE         MEANING OF POEMS         • 1)      Read section of poem / Discuss         • 2)      Explai...
Reflection           How does the movement &dance inform the                     meaning of the word?                     ...
Section Two, LESSON 3                               (Steps 1-6)                          • Instruct on Vocabulary –       ...
Words in Motion Wall    Create a large space on a classroom wall to record targeted    vocabulary and multiple understandi...
“MIRRORING”   A SKILL FOR DANCE MAKING   When students interpret words through mirroring   movements, they build skills as...
Graphic Organizer – Word Explorationwww.ArtsInEducation.net                22
Show What I Know #1 Card         • Student Reflection & Formative                    Assessment Select one of the understa...
A Writing Kind    of DayShape, levels,moving in place,moving throughshared space,mirroringVocabulary:StrengthWords in Moti...
Section Two, LESSON 4                              (Steps 1-6)                          • Read Aloud Poem,                ...
TOPIC WALL                              (sample)                               Alligators                             Fami...
Sparklers                                   By Mark Vinz                          Twirling our frantic loops and circles, ...
CHARACTERISTICS OF FREE-VERSE POETRY            (Post in the room)et   line lengthNo set rhythmNo set rhyming patternPoems...
PROCESS FOR DANCING THE       MEANING OF POEMS      1) Read section of poem / Discuss      2) Explain instructions for the...
Reflection           How does the movement & dance inform the                     meaning of the word?                    ...
Section Two, LESSON 5     Talk Through- Summary of Steps 1-2 and          transition to modeling steps 3-4           • Ins...
Words in Motion Wall    Create a large space on a classroom wall to record targeted    vocabulary and multiple understandi...
Section Two, LESSON 5 Talk Through- Summary of Steps 1-2 and      transition to modeling steps 3-4• Instruct on Dance Conc...
Sparklers                                    By Mark Vinz                          Twirling our frantic loops and circles,...
Reflection            How does the movement & dance inform the                      meaning of the word?                  ...
36
BREAK OVERPlease return to your seat.                              37
Summary of Lesson 6, Steps 1-5 and          Lesson 7, Steps 1-4Section Two• LESSON 6:     • Instruct on Vocabulary – “Inde...
Words in Motion Wall    Create a large space on a classroom wall to record targeted    vocabulary and multiple understandi...
Sparklers                                   By Mark Vinz                          Twirling our frantic loops and circles, ...
Words in Motion Wall    Create a large space on a classroom wall to record targeted    vocabulary and multiple understandi...
A Writing Kind of         Sparklers       DayShape, levels,      Energy Qualities:moving in place,    Smooth, Sharp,moving...
Talk Through: Summary of Lesson 8 Model      & Talk Through Lesson 9, Steps 5-13  • LESSON 8:  • Read Aloud Poem, Dragonfl...
Dragonfly                    By Georgia Heard          It skims the pond’s surface,          Searching for gnats, mosquito...
CHARACTERISTICS OF FREE-VERSE POETRY            (Post in the room)et   line lengthNo set rhythmNo set rhyming patternPoems...
PROCESS FOR DANCING THE       MEANING OF POEMS      • 1)   Read section of poem / Discuss      • 2)   Explain instructions...
TOPIC WALL                              (sample)                               Alligators                             Fami...
Dragonfly                      By Georgia Heard           It skims the pond’s surface,           Searching for gnats, mosq...
MODEL CHOREOGRAPHING WORDS• Say the word and the meaning.• Dance the word.• Dance the word and say the word  with prosody ...
Choreographing Vocabulary Word            Dances          oWhat should our starting shape be?          oShould we move in ...
Reflection          How does movement & dance, prosody, and the            meaning of the word inform one another?        ...
Show What I Know #2 Card   •Student Reflection & Formative             Assessment   Select one of the understandings you c...
A Writing Kind              Sparklers         Dragonfly    of Day Shape, levels,           Energy Qualities: Choreography ...
Section Three, LESSON 1                          (Steps 1-9)                     • Brainstorm Free-Verse                  ...
VISUAL UNIT OVERVIEW            OF WORDS IN MOTIONwww.ArtsInEducation.net                                  55
CHARACTERISTICS OF FREE-VERSE POETRY                          (Post in the room)et   line length                          ...
Section Three, LESSON 2                          (Steps 1-4)  • Students Brainstorm for    Poem       • Refer to Word in M...
A Writing Kind of Day                          By Ralph Fletcher          It is raining today,         A writing kind of d...
Sparklers                           By Mark Vinz                                              Guiding Questions: Twirling ...
Dragonfly                     By Georgia Heard                                              Guiding Questions:It skims the...
New Topic -Your Choice!• Guiding Questions:  – What is the setting like?  – Who are the characters?  – What happens?  – Wh...
Class Poem         Composed During the Workshopwww.ArtsInEducation.net                                        62
Section Three, LESSON 3                          (Steps 1-6) • Introduce Rubric     – Teacher Toolkit pg 8 • Revise Class ...
Section Three, LESSON 4                          (Steps 1-2)          Choreograph           Whole Class           Poemwww....
Choreographing Poems  • Beginning of the poem:        •o      What should our starting shape be?  • For each line or clust...
Guidelines for Breaking Poem into   Sections for Choreography                          .           Group lines together th...
Options for Prosody during         WORDS in Motion dance1) One or several students read the poem with expression/prosody  ...
Reflection         How does movement & dance, prosody, and the           meaning of the word inform one another?          ...
Section Three, LESSONS 5, 6 & 7       (Lesson 5: Steps 1-2, Lesson 6, Lesson 7)                          Create           ...
SNAKE  by Leah & Amber Brownlee  It slithers around and around your hand  Getting tighter and stronger.  Serpentine patter...
WORDS IN MOTION                  Student                Performance                          “Snake”www.ArtsInEducation.ne...
Reflectionwww.ArtsInEducation.net                                       72
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Words In Motion

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For Teachers of Grades 3-6
4 hours of instruction time

This workshop is designed to instruct teachers on how to assist students compose free-verse poems and choreograph them into dances. To prepare, students explore free-verse poetry and delve into the nuances of rich vocabulary and learn how prosody enhances the meaning of text. For the workshop, literacy learning is leveraged, or supported, by dance. The workshop finds the elegant fit between literacy strategies and dance and integrate instruction in ways that promote literacy learning through art. In this workshop, dance is used to strengthen reading skills. As a culminating event, students showcase their poetry and dances for an audience and reflect on their experience.

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Words In Motion

  1. 1. Words in Motion! with Harlan Brownlee www.ArtsInEducation.net ©2007 Young Audiences: Arts For Learning 1
  2. 2. Words in Motion! Purpose: Developing vocabulary and the ability to read with expression through an exploration of free- verse poetry and dance.www.ArtsInEducation.net 2
  3. 3. LEVERAGING LEARNINGLiteracy Components:• Vocabulary: Purpose is to develop deep and sustained word knowledge – to know words well, to explain them, and to use them.• Prosody: Prosody is referred to as “reading with expression.” It is the variation of tone used when speaking or reading aloud and the emphasis given to certain syllables in a word.Art Discipline to Leverage Literacy: Dance• Poets & Choreographers use images to create meaning in people’s mindsProcesses:Dance Concepts & Choreography www.ArtsInEducation.net 3
  4. 4. INTEGRATION - BIG IDEAS• #1: To leverage learning, literacy and dance instruction are interwoven.• #2: Deep understanding of the meaning of words, requires multiple exposures in a variety of contexts.• #3: Dancing poems provides a context to build deep understandings of words.• #4 Prosody fits nicely with vocabulary, poetry, and dance as students express the meaning of poems through their bodies and voices.• #5 Reflection and revision are necessary. www.ArtsInEducation.net 4
  5. 5. GRADUAL RELEASE OF RESPONSIBILITYT S T S T S T Swww.ArtsInEducation.net 5
  6. 6. Standards• Literacy – NCTE and IRA Language Arts Standards – NCTE 3 – Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning, and of other texts, their word identification strategies, and their understanding of textual features. – NCTE 6 – Students apply knowledge of language structure and conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.• National Standards for Dance – NDS 1 – Students identify and demonstrate movement elements and skills in performing dance. – NSD 2 – Students improvise, create, and perform dances based on their own ideas and concepts from other sources. – NSD 3 – Students understand dance as a way to create and communicate meaning. – NSD 7 – Students make connections between dance and other disciplines.www.ArtsInEducation.net 6
  7. 7. Words in Motion! Unit Resources • TEACHER’S INSTRUCTIONS –TABLE OF CONTENTS • STUDENT NOTEBOOK –POEMS • TEACHER TOOLKIT –POEMSwww.ArtsInEducation.net 7
  8. 8. WORDS IN MOTION! ORGANIZATION• Section One: Unit Introduction• Section Two: Instruction & Guided Practice• Section Three: Instruction & Cycles of Independent Practice, Feedback, & Revision• Section Four: Perform, Inform, and Reflectwww.ArtsInEducation.net 8
  9. 9. VISUAL UNIT OVERVIEW OF WORDS IN MOTIONwww.ArtsInEducation.net 9
  10. 10. DANCE CONCEPTSFor communicating vocabulary and poetry meaning through dance• SPACE – Place – Making shapes or moving while staying in one spot – Shared space – Moving while traveling through the empty space in the room• SHAPE – Freezing the body like a statue• LEVEL – Making shapes or moving at high, medium, or low distances from the floor• ENERGY – Sharp – Sudden and jerky; abruptly starts and stops – Shaking –Moving back and forth or up and down quickly – Smooth – Continuous, flowing, and does not stop – Swinging – Swaying or moving as if suspended like a swingwww.ArtsInEducation.net 10
  11. 11. Section Two, LESSON 1 (Steps 1-2) • Introduce Unit: Words in Motion • Show: Visual Unit Overviewwww.ArtsInEducation.net 11
  12. 12. Section Two, LESSON 2 (Steps 1-9) • Read aloud poem, A Writing Kind of Day • Instruct on Free-Verse Poetry • Instruct on Dance Concepts of Shape, Level, Moving in Place, Moving through Shared Space • Explore Meaning of Poem Through Dancewww.ArtsInEducation.net 12
  13. 13. A Writing Kind of Day By Ralph Fletcher It is raining today, A writing kind of day. Each word hits the page Like a drop in a puddle, Creating a tiny circle Of trembling feeling That ripples out And gathers strength Ringing toward the starswww.ArtsInEducation.net 13
  14. 14. CHARACTERISTICS OF FREE-VERSE POETRY (Post in the room)et line length No set rhythm No set rhyming pattern Poems express ideas and feelings Words help the reader form a picture in his/her mindWords are carefully selected to support the meaning.www.ArtsInEducation.net 14
  15. 15. SAFETY CHART (recommendations for what to elicit from students)• Respect each other.• Remember your personal space (space bubble)• Control your body.• Listen to directions and to the music.• Look where you are going.• Use your movement to communicate – not your voice.• Encourage each other to be comfortable• Have fun. Tip: Concentrate on positive strategies like “control your body” rather than “no hitting.”www.ArtsInEducation.net 15
  16. 16. Place Shared Space stretch walk bend leap skip twist jump shake hop swing gallop turn crawl fall roll tip-toe melt forward wiggle backward sway sidewayswww.ArtsInEducation.net 16
  17. 17. PROCESS FOR DANCING THE MEANING OF POEMS • 1) Read section of poem / Discuss • 2) Explain instructions for the dance • 3) Re-read section of poem • 4) Play music / Students dance / Re-read section of poem while students dance • 5) Stop music / Spotlight students • 6) Sit & reflect • 7) Prepare for next section of the poem• Repeat processwww.ArtsInEducation.net 17
  18. 18. Reflection How does the movement &dance inform the meaning of the word? Meaning of Word Movement & Dancewww.ArtsInEducation.net 18
  19. 19. Section Two, LESSON 3 (Steps 1-6) • Instruct on Vocabulary – Graphic Organizer: “Strength” • Instruct on Dance Dance Skill: Mirror •Explore Vocabulary through Dance •Introduce “Words in Motion Wall”www.ArtsInEducation.net 19
  20. 20. Words in Motion Wall Create a large space on a classroom wall to record targeted vocabulary and multiple understandings of each word. These multiple understandings include synonyms, antonyms, and perhaps additional meanings students find in the dictionary and thesaurus. Chunk targeted words and multiple understandings together. For example:• Strength (A Writing Kind of Day)• power• asset• might• force• influence• fault• weakness• flaw• imperfection www.ArtsInEducation.net 20
  21. 21. “MIRRORING” A SKILL FOR DANCE MAKING When students interpret words through mirroring movements, they build skills as improvisers and choreographers. The leaders have an opportunity to see the movements they initiate. They also observe and do the movements that are created by their partners. They give each other feedback, describing their observations of the movements and discuss how the movement choices show their understandings of the words.www.ArtsInEducation.net 21
  22. 22. Graphic Organizer – Word Explorationwww.ArtsInEducation.net 22
  23. 23. Show What I Know #1 Card • Student Reflection & Formative Assessment Select one of the understandings you explored for the word “strength.” Describe the dance concepts you used and how they showed your understanding of the word. Student example response: “I used “force” as inner strength. I started on a low level and my hands were flat. I moved into a high level with my hands still flat like pushing up on something. This showed the force I had to change situations in my life..”www.ArtsInEducation.net 23
  24. 24. A Writing Kind of DayShape, levels,moving in place,moving throughshared space,mirroringVocabulary:StrengthWords in MotionWall www.ArtsInEducation.net 24
  25. 25. Section Two, LESSON 4 (Steps 1-6) • Read Aloud Poem, Sparklers by Mark Vinz •Explore Meaning of Poem through Dance •Frantic, •Independence, •Absorbedwww.ArtsInEducation.net 25
  26. 26. TOPIC WALL (sample) Alligators Family Dinner First Day of School Sadness A Summer Kind of Day Wild Zebras Best Day Ever!www.ArtsInEducation.net 26
  27. 27. Sparklers By Mark Vinz Twirling our frantic loops and circles, We cried out look! to the grownups Watching from their lawn chairs, Afraid they’d somehow miss the Giddy slash of every turn and leap Until the last glow died and we went back, Warned each time about burnt hands And bare feet flying in slippery grass. Again! We shouted, and ran as far Beyond the porch light as we dared, For this was Independence Day And we were too busy to listen, Writing our names in thin air.www.ArtsInEducation.net 27
  28. 28. CHARACTERISTICS OF FREE-VERSE POETRY (Post in the room)et line lengthNo set rhythmNo set rhyming patternPoems express ideas and feelingsWords help the reader form a picture inhis/her mindWords are carefully selected to support themeaning. www.ArtsInEducation.net 28
  29. 29. PROCESS FOR DANCING THE MEANING OF POEMS 1) Read section of poem / Discuss 2) Explain instructions for the dance 3) Re-read section of poem 4) Play music / Students dance / Re-read section of poem while students dance 5) Stop music / Spotlight students 6) Sit & reflect 7) Prepare for next section of the poemRepeat process www.ArtsInEducation.net 29
  30. 30. Reflection How does the movement & dance inform the meaning of the word? Meaning of Word Movement & Dancewww.ArtsInEducation.net 30
  31. 31. Section Two, LESSON 5 Talk Through- Summary of Steps 1-2 and transition to modeling steps 3-4 • Instruct on Vocabulary – “Frantic” • Instruct on Dance Concept of Energy Qualities (Sharp, Smooth, Shaking, Swinging) • Explore Vocabulary Through Dancewww.ArtsInEducation.net 31
  32. 32. Words in Motion Wall Create a large space on a classroom wall to record targeted vocabulary and multiple understandings of each word. These multiple understandings include synonyms, antonyms, and perhaps additional meanings students find in the dictionary and thesaurus. Chunk targeted words and multiple understandings together. For example:• Strength (A Writing Kind of Day) Frantic (Sparklers)• power anxious• asset worried• might wild• force calm• influence relaxed• fault• weakness• flaw• imperfection www.ArtsInEducation.net 32
  33. 33. Section Two, LESSON 5 Talk Through- Summary of Steps 1-2 and transition to modeling steps 3-4• Instruct on Dance Concept of Energy Qualities (Sharp, Smooth, Shaking, Swinging)• ENERGY – Percussive – Sharp, sudden and jerky; abruptly starts and stops – Shaking –Moving back and forth or up and down quickly – Sustained – Continuous, flowing, and does not stop – Swinging – Swaying or moving as if suspended like a swing www.ArtsInEducation.net 33
  34. 34. Sparklers By Mark Vinz Twirling our frantic loops and circles, We cried out look! to the grownups Watching from their lawn chairs, Afraid they’d somehow miss the Giddy slash of every turn and leap Until the last glow died and we went back, Warned each time about burnt hands And bare feet flying in slippery grass. Again! We shouted, and ran as far Beyond the porch light as we dared, For this was Independence Day And we were too busy to listen, Writing our names in thin air.www.ArtsInEducation.net 34
  35. 35. Reflection How does the movement & dance inform the meaning of the word? Meaning of Word Movement & Dancewww.ArtsInEducation.net 35
  36. 36. 36
  37. 37. BREAK OVERPlease return to your seat. 37
  38. 38. Summary of Lesson 6, Steps 1-5 and Lesson 7, Steps 1-4Section Two• LESSON 6: • Instruct on Vocabulary – “Independence” • Explore Vocabulary Through Dance• LESSON 7: • Instruct on Vocabulary – “Absorbed” • Explore Vocabulary through Mirror Dance • Model Prosody (Reading with Expression) www.ArtsInEducation.net 38
  39. 39. Words in Motion Wall Create a large space on a classroom wall to record targeted vocabulary and multiple understandings of each word. These multiple understandings include synonyms, antonyms, and perhaps additional meanings students find in the dictionary and thesaurus. Chunk targeted words and multiple understandings together. For example:• Strength Frantic Independence• power anxious freedom• asset worried liberty• might wild neutral• force calm dependent• influence relaxed reliant• fault• weakness• flaw• imperfection www.ArtsInEducation.net 39
  40. 40. Sparklers By Mark Vinz Twirling our frantic loops and circles, We cried out look! to the grownups Watching from their lawn chairs, Afraid they’d somehow miss the Giddy slash of every turn and leap Until the last glow died and we went back, Warned each time about burnt hands And bare feet flying in slippery grass. Again! We shouted, and ran as far Beyond the porch light as we dared, For this was Independence Day And we were too busy to listen, Writing our names in thin air.www.ArtsInEducation.net 40
  41. 41. Words in Motion Wall Create a large space on a classroom wall to record targeted vocabulary and multiple understandings of each word. These multiple understandings include synonyms, antonyms, and perhaps additional meanings students find in the dictionary and thesaurus. Chunk targeted words and multiple understandings together. For example:• Strength Frantic Independence Absorbed• power anxious freedom fascinated• asset worried liberty engaged• might wild neutral captivated• force calm dependent detached• influence relaxed reliant uninterested• fault• weakness• flaw• imperfection www.ArtsInEducation.net 41
  42. 42. A Writing Kind of Sparklers DayShape, levels, Energy Qualities:moving in place, Smooth, Sharp,moving through Swinging, &shared space. Shaking.Mirroring MirroringVocabulary: Vocabulary:Strength Frantic, Independence, & AbsorbedWords in Motion Topic WallWall Prosody (reading with expression) www.ArtsInEducation.net 42
  43. 43. Talk Through: Summary of Lesson 8 Model & Talk Through Lesson 9, Steps 5-13 • LESSON 8: • Read Aloud Poem, Dragonfly by Georgia Heard • Explore Meaning of Poem through Dance • LESSON 9: • Instruct on Vocabulary – “Surface,” “Flicker,” “Tranquil” • Instruct on Choreography • Apply Prosody to Danceswww.ArtsInEducation.net 43
  44. 44. Dragonfly By Georgia Heard It skims the pond’s surface, Searching for gnats, mosquitoes, and flies. Outspread wings blur with speed. It touches down And stops to sun itself on the dock. Wings flicker and still: Stained-glass windows With sun shining through.www.ArtsInEducation.net 44
  45. 45. CHARACTERISTICS OF FREE-VERSE POETRY (Post in the room)et line lengthNo set rhythmNo set rhyming patternPoems express ideas and feelingsWords help the reader form a picture inhis/her mindWords are carefully selected to support themeaning. www.ArtsInEducation.net 45
  46. 46. PROCESS FOR DANCING THE MEANING OF POEMS • 1) Read section of poem / Discuss • 2) Explain instructions for the dance • 3) Re-read section of poem • 4) Play music / Students dance / Re-read section of poem while students dance • 5) Stop music / Spotlight students • 6) Sit & reflect • 7) Prepare for next section of the poem• Repeat process www.ArtsInEducation.net 46
  47. 47. TOPIC WALL (sample) Alligators Family Dinner First Day of School Sadness A Summer Kind of Day Wild Zebras Best Day Ever!www.ArtsInEducation.net 47
  48. 48. Dragonfly By Georgia Heard It skims the pond’s surface, Searching for gnats, mosquitoes, and flies. Outspread wings blur with speed. It touches down And stops to sun itself on the dock. Wings flicker and still: Stained-glass windows With sun shining through. Concept: Tranquilwww.ArtsInEducation.net 48
  49. 49. MODEL CHOREOGRAPHING WORDS• Say the word and the meaning.• Dance the word.• Dance the word and say the word with prosody at the same time.• Say the dance concepts that were used.• Explain why you chose those concepts.www.ArtsInEducation.net 49
  50. 50. Choreographing Vocabulary Word Dances oWhat should our starting shape be? oShould we move in place or through the shared space? oWhat level should we use? oShould we use sharp, smooth, swinging, or shaking energy? oDescribe the movement. oWhat should our ending shape be? From A4L Notebook p. 4www.ArtsInEducation.net 50
  51. 51. Reflection How does movement & dance, prosody, and the meaning of the word inform one another? Meaning of Word Movement Prosody & Dancewww.ArtsInEducation.net 51
  52. 52. Show What I Know #2 Card •Student Reflection & Formative Assessment Select one of the understandings you choreographed and danced. Describe the dance concepts you used and how they showed your understanding of the word. Student example response:“Our group lined up in straight line to show the long horizontal flat lines that are like the word „surface‟. We kept our hands flat and didn‟t change our level to show that the surface remained even across the space”.www.ArtsInEducation.net 52
  53. 53. A Writing Kind Sparklers Dragonfly of Day Shape, levels, Energy Qualities: Choreography moving in place, Smooth, Sharp, moving through Swinging, & shared space, Shaking mirroring Vocabulary: Vocabulary: Vocabulary: Strength Frantic, Surface, Flicker, Independence, & Tranquil Absorbed Words in Motion Topic Wall Words in Motion Wall Wall & Topic Wallwww.ArtsInEducation.net 53
  54. 54. Section Three, LESSON 1 (Steps 1-9) • Brainstorm Free-Verse Poetry Topics And Words • Instruct on Writing a Free- Verse Poemwww.ArtsInEducation.net 54
  55. 55. VISUAL UNIT OVERVIEW OF WORDS IN MOTIONwww.ArtsInEducation.net 55
  56. 56. CHARACTERISTICS OF FREE-VERSE POETRY (Post in the room)et line length No set rhythm No set rhyming pattern Poems express ideas and feelings Words help the reader form a picture in his/her mind Words are carefully selected to support the meaning.www.ArtsInEducation.net 56
  57. 57. Section Three, LESSON 2 (Steps 1-4) • Students Brainstorm for Poem • Refer to Word in Motion Wall & Topic Wall • Students Write Free-Verse Poemwww.ArtsInEducation.net 57
  58. 58. A Writing Kind of Day By Ralph Fletcher It is raining today, A writing kind of day. Guiding Questions: Each word hits the page Like a drop in a puddle, What kind of day will you Creating a tiny circle write about? What is the day like? Of trembling feeling What happens? That ripples out What is the mood/idea you And gathers strength want to convey? Ringing toward the starswww.ArtsInEducation.net 58
  59. 59. Sparklers By Mark Vinz Guiding Questions: Twirling our frantic loops and circles, We cried out look! to the grownups What celebration/event Watching from their lawn chairs, will you write about? Afraid they’d somehow miss the Giddy slash of every turn and leap What happens at this Until the last glow died and we went back, celebration/event? Warned each time about burnt hands And bare feet flying in slippery grass. Who is there? Again! We shouted, and ran as far Beyond the porch light as we dared, What is the mood? For this was Independence Day What does it And we were too busy to listen, look/smell/taste/sound Writing our names in thin air. like?www.ArtsInEducation.net 59
  60. 60. Dragonfly By Georgia Heard Guiding Questions:It skims the pond’s surface,Searching for gnats, mosquitoes, and flies. What animal orOutspread wings blur with speed. creature will you write about?It touches downAnd stops to sun itself on the dock. Think about how thatWings flicker and still: animal/creature moves.Stained-glass windows What does it eat?With sun shining through. Where does it live? What does it look like? What is the mood of the poem? www.ArtsInEducation.net 60
  61. 61. New Topic -Your Choice!• Guiding Questions: – What is the setting like? – Who are the characters? – What happens? – What feelings or ideas will you express? – What words from the Words In Motion wall can you use?www.ArtsInEducation.net 61
  62. 62. Class Poem Composed During the Workshopwww.ArtsInEducation.net 62
  63. 63. Section Three, LESSON 3 (Steps 1-6) • Introduce Rubric – Teacher Toolkit pg 8 • Revise Class Poem – Teacher Toolkit pg 9 - 10 • Students Use Rubric to Revise Their Poemswww.ArtsInEducation.net 63
  64. 64. Section Three, LESSON 4 (Steps 1-2) Choreograph Whole Class Poemwww.ArtsInEducation.net 64
  65. 65. Choreographing Poems • Beginning of the poem: •o What should our starting shape be? • For each line or cluster of lines: •o Should we move in place or through the shared space? •o What level should we use? •o Should we use sharp, smooth, swinging, or shaking energy? •o Describe the movement. • End of the poem: •o What should our ending shape be? • From A4L Notebook p. 4www.ArtsInEducation.net 65
  66. 66. Guidelines for Breaking Poem into Sections for Choreography . Group lines together that: Introduce the poem’s topic and mood Present a complete thought Contrast with other lines Separate lines that: Convey an important idea that you want the reader to really notice That you want to highlight with a particular movementwww.ArtsInEducation.net 66
  67. 67. Options for Prosody during WORDS in Motion dance1) One or several students read the poem with expression/prosody before the dance. Students dance. Then, finish with a re-reading of the poem. By hearing the poem before and after the dance, the audience is able to apply what they saw to the meaning of the poem.2) One, or several students, read the poem with expression/prosody before the dance. Students say specific words (as many as they can manage) that enhance the meaning of the poem, while they are dancing. They can read the poem again when they are finished dancing.3) Students say each line or section of the poem chorally (all at the same time) as they dance.4) Individual students say each line or section of the poem as they dance.5) In pairs, students say each line or section of the poem together – rotating pairs, as they dance.6) Someone from another group, or the teacher, reads the poem as students dance. www.ArtsInEducation.net 67
  68. 68. Reflection How does movement & dance, prosody, and the meaning of the word inform one another? Meaning of Word Movement Prosody & Dancewww.ArtsInEducation.net 68
  69. 69. Section Three, LESSONS 5, 6 & 7 (Lesson 5: Steps 1-2, Lesson 6, Lesson 7) Create Choreography Groups Students Choreograph Free-Verse Poems Perform Words in Motion! Dances for Class Rehearse for Revisionwww.ArtsInEducation.net 69
  70. 70. SNAKE by Leah & Amber Brownlee It slithers around and around your hand Getting tighter and stronger. Serpentine patterns up and down your arm Muscular rubber, Fast, cool, and wet. Colors by the dozen Wearable art for my wrist, neck, and ankles.www.ArtsInEducation.net 70
  71. 71. WORDS IN MOTION Student Performance “Snake”www.ArtsInEducation.net 71
  72. 72. Reflectionwww.ArtsInEducation.net 72

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