1. 07:206:352
Dance
for
Children
2011
Basic
Lesson
Planning
Pre-­‐Impact
Decisions
Pathways
(Lesson
Title)
Authors/Names:
Jessica
Stos
Lesson
Concept:
(Select
from
drop
down
box)
Pathways
(air/floor)
Age/Grade:
5
–
8
years
9-­‐11
years
12
–
15
years
16
–
18
years
Developmental
Indicators:
(List
a
few
important
things
to
keep
in
mind
about
this
age
group):
Type
of
Learner
Interests
Intellectual/Cognitive
Physical
Social-­‐
Emotional
Active
Weaving
factual
information,
previous
experience
&
speculation
together.
Qestion,
invent,
apply,
synthesize
information
Develop
sexual
features
Group/
team
work
Full
body
Current
fads,
fashions,
heroes
&
heroines.
Begin
to
have
organized
continuous
memories.
Erratic
growth
patterns,
especially
in
girls
Outspoken
&
critical
of
adults
but
still
dependent
on
approval.
Analytical
Creative
writing,
storytelling,
dance,
poetry,music
Increased
attention
span
Refine
spatial
directions/sequencing
of
pathways
Same
gender
friendships.

2. &
visual/media
arts.
Prior
Knowledge:
(What,
if
anything,
would
the
students
be
able
to
do,
know
and
understand
before
they
would
be
able
to
do
this
lesson?)
*Directions:
up,
down,
left
,
right
*Lomotor
movement
*Shapes
Learning
Objectives:
(What
students
will
be
able
to
do,
know,
understand,
value
as
a
result
of
participating
in
the
lesson.)
Different
types
of
pathways:
Line,
zig
zag,
circle,
curvy.
Children
will
be
able
to
identify
different
types
of
pathways
found
in
art
forms
such
as
visual
art
and
music.
They
will
also
be
able
to
express
these
pathways
as
ways
to
locomote
through
space.
The
activities
in
this
lesson
provide
children
with
the
tools
necessary
to
create
and
invent
different
movement
patterns,
that
will
ultimately
culminate
in
learning
an
Itallian
folk
dance.
Children
will
also
create
healthy
kinestetic
relationships
with
their
peers
through
working
together
in
groups,
developing
problem
solving
skills,
refining
gross
motor
skills.
These
activities
also
encourage
their
ability
to
question,
invent,
and
synthesize
information.
Materials:
(Music,
props,
etc.)
"Obstacle
Course"
*Props:
cones,
foam
shapes,
and
hula
hoops
*Music:
1)
"Port
De
Bras"
by
Robert
Long
from
the
Ballet
Etudes
II
album
2)
"Thriller"
by
Michael
Jackson
from
the
Thriller
album
3)
"Berimbum
Jam"
by
Kodo
from
Heatbeat
Kodo
25th
Anniversary
album
"Dance
Art”:
*Music:
1)"Claire
De
Lune"
by
Claude
Debussy
2)"Twist
and
Shout"
by
the
Beatles
from
the
Album
"Please
Please
Me"
3)"Whip
My
Hair"
by
Willow
Smith
from
her
self-­‐titled
Album

3. *Paintings:
All
by
Wassily
Kandinsky
1)"Composition
VIII
No.
260"
2)"In
Blue"
2)"Black
and
Violet"
*Wassily
Kandinsky
biography
for
the
children
to
take
home
and
read
from
notable
biographies.com
“Learning
the
Tarantella":
*Music:
"Tarantella
March"
from
the
album
Italian
Festival
Favorites
by
Antony
and
Joseph
*YouTube
video
"Sicilian
Folk
Dance:
No.
1"
http://www.youtube.com/watch?v=7K7zrefNxLo&feature=related
*"YouTube
video
"TARANTELLA",
http://www.youtube.com/watch?v=CM-­‐
B_KL3PFI&feature=related
Preparation:
(What
does
the
teacher
need
to
prepare
prior
to
the
lesson?)
"Sounds":
Board
drawings
of
a
straight
pathway,
a
wavy
pathway,
and
a
zigzag
pathway.
"Dance
Art":
Different
drawings
of
colored
zigzag,
curvy,
and
straight
lines.
Sequence
of
Activities:
(Write
out
the
activity
in
detail
with
changes
discussed
in
your
groups):
"Sounds":
*Before
doing
this
activity
we
want
to
reassure
that
the
students
know
the
different
pathways
that
are
available.
So,
on
the
board
the
teacher
should
draw
a
straight
pathway,
a
wavy
pathway,
and
a
zigzag
pathway.
*The
class
will
be
split
in
half.
One
half
will
spread
around
the
studio/classroom.
(These
students
will
be
our
sound
makers).
The
other
half
will
be
the
travelers.

4. *When
the
teacher
calls
out
a
pathway,
the
sound
makers
must
stand
in
a
designated
spot
of
their
choice
and
make
a
sound
that
represents
that
pathway
being
called
out.
In
addition
they
will
freeze
in
a
shape
that
they
feel
represents
that
pathway.
*The
travelers
must
take
the
specific
pathways
that
the
teacher
has
called
out
and
travel
around
the
sound
makers.
(To
start
out
they
will
only
be
able
to
move
by
using
one
body
part.
*
-­‐Example:
The
teacher
will
call
out
"zigzag."
The
sound
maker
will
make
a
sound
that
represents
a
zigzag
(such
as
"Zzzzip!")
and
freeze
in
a
zigzag
shape.
The
travelers
will
travel
around
their
friends
in
a
zigzag
pathway
leading
with
their
head.
*This
will
continue
and
then
eventually
they
will
be
able
to
use
their
whole
body
to
travel
in
the
different
pathways.
*
All
of
the
student
will
get
a
turn
being
the
sound
makers
and
the
pathway
travelers.
(Adapted
from
Anne
Green
Gilbert's
Creative
Dance
For
All
Ages,
p.
140)
"Obstacle
Course”:
*For
this
activity
the
students
will
be
asked
to
bring
in
one
item
to
contribute
to
the
obstacle
course.
-­‐Examples:
book
bags,
notebooks,
jackets,
baskets,
folding
chairs,
brooms,
mops,
or
anything
from
home
that
is
stable
and
won't
move.
*The
teacher
should
also
bring
in
props
for
this
activity
and
set
them
up
to
make
different
pathways.
-­‐Examples:
cones,
foam
shapes,
and
hula
hoops.
*There
will
be
one
or
two
horizontal
courses
depending
on
the
size
of
the
class
the
day
of
the
activity.
*Each
student
will
get
three
chances
to
dance
their
way
throughout
the
course.
Each
time
they
go
they
must
change
the
pathway
along
with
their
movement
and
quality
depending
on
what
song
is
playing.
*To
enhance
this
activity
once
each
student
has
completed
the
course
three
times
they
will
repeat
it
again,
once
the
student
reaches
the
end
of
the
course
on
the
first
pass
they
will
be
allowed
to
change
the
location
of
one
of
the
items
in
the
course.
Doing
this
change
is
a
great
way
to
keep
the
students
engaged
and
thinking.
Now
each
individual
student
will
have
a
slight
change
in
their
course
and
this
allows
them
to
be
creative
and
find
new
pathways.
(Adapted
from
Anne
Green
Gilbert's
Creative
Dance
For
All
Ages,
p.141).
"Dance
Art":
*The
teacher
holds
up
a
piece
of
paper
with
a
design
on
it.
(Draw
simple
line
designs
made
up
of
curvy,
straight
and
zigzag
lines.)
*Have
the
children
draw
the
same
line
through
space
with
their
whole
body.
They
should
paint
their
body
the
same
color
as
the
design
and
think
of
the
space
as
a
huge
blank
canvas.
*If
the
design
uses
curved
lines,
the
children
will
use
curved
pathways.
When
the
music
stops,
have
the
children
freeze
in
a
shape
they
see
in
the
design.
Then,
hold
up
some
different
paintings
(children
will
break
off
in
small
groups
&
each
group
will
have
a
different
painting).

5. *Introduce
the
artist
Kandinsky
to
the
students
by
reading
some
of
the
biography.
Have
the
children
split
up
into
groups
and
give
each
group
a
painting.
Have
them
find
different
pathways
in
his
paintings.
Using
whatever
color(s)
they
would
like,
have
them
draw
those
pathways
in
space
with
their
bodies.
Tell
them
see
themselves
as
artists
who
are
painting
a
picture
through
space
for
an
art
exhibition.
*One
group
will
go
at
a
time
and
the
rest
of
the
class
will
observe.
Music
that
compliments
different
pathways
will
help
support
the
pathways.
(Adapted
from
Anne
Green
Gilbert's
Creative
Dance
For
All
Ages,
p.
138).
Culminating
Activity:
Describe
how
students
will
apply
the
skills
they
have
learned
in
the
lesson
activities
toward
a
final
synthesis
(learn
a
combination,
learn
a
circle/folk
dance,
participate
in
a
skill
story,
complete
a
choreographic
assignment).
"Learning
the
Tarantella":
The
children
will
create
a
folk
dance
inspired
by
the
Italian
Folk
Dance
known
as
the
Tarantella.
*The
class
will
watch
some
"YouTube"
videos
of
the
Tarantella.
*Then
they
will
be
split
in
small
groups.
Each
group
will
come
up
with
an
8
count
of
movement
in
any
pathway
of
their
choice
such
as:
zigzag
to
the
side,
turn
to
the
front,
walk
in
a
circle
etc.
*All
of
the
8
counts
will
be
combined
to
create
an
original
folk
dance.
*Half
of
the
8
counts
will
be
danced
in
unison
and
the
other
half
will
be
danced
with
partners.
*Parents
will
attend
an
informal
showing
at
the
end
of
class.
Developmental
Adjustments:
Describe
the
adjustments
your
group
decided
to
make
to
the
activities
based
on
the
developmental
indicators
you
discussed
and
why:
"Sounds":
The
changes
made
to
this
activity
allows
the
student
to
not
only
think
of
clever
ways
to
go
through
the
diffrent
pathways
of
non
moving
student,
but
it
also
helps
with
audio
awareness,
shape
awareness,
and
body
part
awareness.
This
group
loves
to
work
in
groups,
and
although
this
is
an
individual
activity
the
students
going
through
the
pathway
need
to
be
aware
of
the
students
around
them,
and
the
sound
student
must
work
as
a
group
to
make
sure
their
sounds
are
being
heard.
"Obstacle
Course":
The
changes
made
to
this
activity
enhanced
it
to
adjust
to
our
specific
age
group.
Adding
music,
changing
movement
quality,
changing
pathways,
changing
location
of
items
in
the
course
are
all
ways
of
keeping
the
students
of
this
age
engaged
and
attentive
of
what
is
taking
place.
This
group
enjoys
finding
new
ways
of
doing
things
so
slight
changes
in
the
activities
will
contribute
to
that.
It
also
allows
them
to
be
crative
and
invent
new
ideas
for
movement
and
pathways
which
is
our
goal.
"Dance
Art":
Children
work
together
in
groups
in
order
to
cultivate
team
work
and
healthy
relationships.
They
were
also
given
freedom
to
choose
pathways
and
colors
found
in
paintings,
because
this
age
group
is
very
inventive
and
creative.
Different
art
work
from
Kandinsky
was
added
inorder
to
futher
ignite
this
group's
interest
in
art/
different
world

6. cultures
and
see
how
they
could
use
it
as
inspiration
for
their
own
expression.
Music
from
the
genres
of
"pop,"
"classical"
and
"rock
and
roll"
were
also
added
to
show
the
children
that
what
is
currently
popular
is
just
as
benificial
in
terms
of
artistic
worth
and
expression.
"Learning
theTarantella":
This
Italian
folk
dance
was
chosen
inorder
to
further
inform
this
age
group
on
a
different
world
culture.
Since
they
enjoy
moving
together
and
in
small
groups,
they
have
partners
as
well
as
the
chance
to
dance
in
a
large
circle
in
unison.
Bibliography

7. Gilbert, Anne Green. Creative Dance For All Ages. Reston: National Dance Association, 2009.
N. pag. Print.