This document provides details of a dance lesson plan focused on developing kinesthetic awareness. The lesson includes explorations of interoception, exteroception, and proprioception to familiarize students with these concepts. Students then work in pairs to choreograph duets using a tennis ball that demonstrate their understanding of kinesthetic awareness. Assessment includes a concept worksheet and presentation of student choreography to evaluate comprehension of vocabulary and ability to apply concepts through movement. The lesson supports literacy by providing opportunities for students to discuss, analyze, and give feedback on choreography using related vocabulary.

1. Kayla Alvarez
2 October 2021
Observation #1
Date: 10/05/21 Subject: Dance IV Grade: 12th (Sr)
Lesson Topic: Mindful Movement Class/Group Size: 5
Instructional Location: County Prep High School
I. Learning Objectives
Central Focus of Lesson
Students will develop their kinesthetic awareness by utilizing stimuli to create & perform a “duet” with a tennis ball.
Lesson Objective(s): Standards Addressed:
Content Objectives:
1. Students will be able to choreograph & perform dynamically rich duets with
their object using the 3 concepts of kinesthetic awareness (Interoception,
Exteroception, & Proprioception) as choreographic stimuli.
Language Objectives:
1. Students will be able to compare Interoception, Exteroception, &
Proprioception.
2. Students will be able to create movement for both themself and their object.
NJPAS 1.1.12acc.Pr5b - Investigate how
kinesthetic principles and various body systems
relate to the dancing body.
NCAS HS:DA:Cr1.1.HSII -
a.) Synthesize content generated from stimulus
materials to choreograph dance studies or dances
using original or codified movement.
Key Vocabulary: Kinesthetic Awareness, Interoception, Exteroception, Proprioception, Effort
II. Lesson Consideration
Prior Academic Learning
and Prerequisite Skills
Students have studied Laban’s Effort factors and elements within 2 previous lessons. These lessons
focused on Effort as an internal & external experience- which relates to the key concepts of kinesthetic
awareness. They will utilize this knowledge to further experiment with choreography to hone in on
their dynamic use of movement, movement awareness & artistic voice.
Misconceptions - Kinesthetic awareness is only an “external” sense of awareness (based in environment, interaction,
and physical space).
III. Lesson Plan Details

2. Lesson Introduction – “Before”
As students gather in the dance space, the teacher welcomes them and directs them to spread themselves out on
the floor and take a seat. Once students have all gathered in the space, teacher begins the introductory activity
Introductory Activity (10 minutes)
Exploration #1- Interoception
Teacher asks students to close their eyes and follow verbal directions. Teacher then prompts students to
reflect on a time in their lives when they felt the most happy- “What made you happy and why? Can you bring
yourself back to that moment, that feeling.” Teacher then instructs students to keep their eyes closed and
express this emotion through movement with clear intention.
Exploration #2- Exteroception
Teacher asks students to keep their eyes closed as they are prompted to use their sense of touch to maneuver
across the floor. Teacher further prompts students by encouraging them to cautiously move across the floor-
“What does the floor feel like? What is the texture? Can you make your way to a new object to investigate
without opening your eyes? Like the wall? Or the carpet? How does this sensation of touch differ from the
previous experience you just had?”
Exploration #3- Proprioception
Teacher lets students know this is the final exploration with closed eyes. If they haven’t come to standing, the
teacher instructs students to stand on their feet and begin improvising in-place. Teacher prompts students-
“As you keep your eyes closed, I want you to think about where you might be in space right now- do you think
you’re in the center? Closer towards the mirror? Far away or close to a peer? If you reach a limb, do you feel it
may touch an object? A peer? I’d like for you to move with this idea of awareness of both your body and the
space in which it’s in.”
Teacher allows time for students to discuss their experience. Teacher asks them to evaluate what made
each experience different- What was the focus for Exploration #1, #2, and #3? (Emotion- or internal
awareness, Touch- external awareness, and body in space- merging internal and external awareness).
Based on student responses, the teacher will connect and explain focus concepts to internal and external
awareness- highlighting how all explorations demonstrated are an aspect of kinesthetic awareness. Teacher lets
students know that kinesthetic awareness will be the objective for the day.
Warm-up (about 15-20 mins)
- Focusing on kinesthetic awareness, strengthening/conditioning & Effort Factors (Weight, Space, Time,
& Flow)
Number of Minutes
25 mins
Learning Activities - “During”:
Activity #1: Vocabulary Review & Concept Check (12 mins)
Students gather near the white board to review the key vocabulary- Kinesthetic Awareness, Interoception,
Exteroception, and Proprioception. Teacher and students list and discuss the important factors of each
vocabulary term. To allow for deeper exploration of concepts before moving, the teacher hands out the
Concept Check Worksheet and describes instructions for completion. Students are paired with a partner(s) to
47 mins

3. complete the worksheet. Teacher and students model 2-3 example responses. Teacher walks around the space,
checking in with each group of students. (worksheet attached below)
Activity #2: Group explorations with Tennis Balls (12 mins)
Teacher places multiple tennis balls throughout the space and guides students to move through them with &
without touching/moving the balls (Exteroception and Proprioception). Teacher then asks students to utilize
specific emotions (sadness, anxiety, excitement) to develop movement responses amongst the tennis balls
(Interoception).
Activity #3: Self explorations with a Tennis Ball (5 mins)
Teacher provides each student with their own tennis ball and asks them to develop 3 movements that represent
Interoception (emotion), Exteroception (sense of touch), and Proprioception (awareness of the body and object
in space). Students can reference the Concept Worksheet for clarification.
Activity #4: Choreographing with the Tennis Ball (15 mins)
Students are given time to generate movement that demonstrates kinesthetic awareness. They are provided
with a checklist to help guide the creation of choreography between themselves and the tennis ball. Students
will demonstrate 1-2 Effort factors (Weight, Time, Space, & Flow) within their choreographic response in
order to merge movement concepts from the lesson prior.
*Student water break* (2 mins)
planned supports
- Vocabulary review & Concept worksheet
- Modeling Movement & Responses
- Independent & Collaborative studies
- Choreographic Checklist
- Sentence Starters
Closure - “After”:
Presentations:
Students will present their choreography to their partners from Activity #1 as the teacher walks around the
space & observes. Students will provide feedback to each other given the following sentence starters-
I noticed ___________ when you __________________.
The Effort factor __(e.g. Time)_____________ was most notable when you ___________.
Your use of __________________ felt most successful.
Once presentations have finished, teacher asks students to reflect on the idea of internal/external awareness
explored through kinesthetic explorations (and Laban’s Effort factors) to ask a final discussion Q:
How can clarity of both the internal and the external help us communicate with our dance partners and
the audience?
- Students write their responses on the white board or share verbally
11 mins
Extension:
- Students will be paired into duets & trios, observe each other’s composition with the tennis ball object, and map directional
changes (right, left, up, down, forward, back) of both the ball and the peer.

4. IV. Assessment
Assessment Strategy #1
Description of Assessment Strategy #1: Informal
Concept Check Worksheet
Alignment with Objectives:
This assessment aligns with Language Objective #1: Students will be able to
compare Interoception, Exteroception, & Proprioception. This worksheet
requires students to compare the instances/events in which Interoception,
Exteroception, & Proprioception are utilized in order to categorize them into the
corresponding column.
Evidence of Student Understanding:
Student understanding is assessed based on accuracy of responses. Teacher is
looking for specific instances/events in which the 3 uses of kinesthetic
awareness are used individually. Students’ ability to differentiate these actions
will showcase their understanding of vocabulary & concepts.
Student Feedback:
Written Feedback
Assessment Strategy #2
Description of Assessment Strategy #2: Formal
Student Choreography & Performance (Activity #4
& Presentation)
Alignment with Objectives:
This assessment aligns with Content Objective #1: students will be able to
choreograph & perform dynamically rich duets with their object using the 3
concepts of kinesthetic awareness (Interoception, Exteroception, &
Proprioception) as choreographic stimuli. Students are provided with a checklist
as a form of stimuli to ensure there is dynamic variety within the choreographed
duet. Students then present their work to peers and exchange feedback.
Evidence of Student Understanding:
Students showcase understanding through their ability to follow the check-list
and interpret movement concepts in the body. They further extend evidence of
understanding through the feedback they both give and receive after
performances.
Student Feedback:
Verbal feedback while walking around the classroom
V. Knowledge of Students
Building on Personal/Cultural/Community Assets:
Students have begun expanding their choreographic toolbox through the use of Laban Movement Analysis, improvisation, &
compositional prompts within previous lessons. They are in the process of planning their own choreography and ideas for their
Spring Showcase. This lesson, which follows a Spectrum of dance teaching styles to support various learning needs (Gibbons 2007),
allows students to further experiment with movement generation to refine and understand their artistic voice/preferences.

5. Grouping Strategies: Students are grouped into pairs based on their Journal responses from the previous lesson on Effort. There is at
least one student who is technically advanced in movement and/or language application within each group.
Planned Supports:
- Vocabulary review & Concept worksheet
- Modeling Movement & Responses
- Independent & Collaborative studies (Spectrum of Styles)
- Choreographic Checklist
- Sentence Starters
- Tactile & Verbal Cues
VI. Supporting Literacy Development through Language
Main Language Function:
The main language function of this learning segment is to create. Students utilize vocabulary (Interoception, Exteroception, &
Proprioception) and lesson concepts (internal/external awareness) to develop choreography. Students synthesize current knowledge
with concepts from the previous lesson (Effort factors) to compare elements and create a dynamically diverse duet between themself
and the object.
Key Learning Task(s):
Students choreograph duets and engage in written/verbal peer-to-peer activities to help partake in the analysis, creation, and
discussion of movement and vocabulary. Additionally, writing and discussion exercises (Activity #1 & Presentations) help students
compare ideas and perspectives central to the lesson concepts. This will help students to justify their movement choices during the
creation & feedback process.
Additional Language Demands (i.e. syntax, vocabulary, discourse): Vocabulary, Syntax (during peer feedback w/ the sentence
starters)
Language Supports:
- Vocabulary review & Concept worksheet
- Modeling Movement & Responses
- Independent & Collaborative studies with vocabulary/lesson content
- Choreographic Checklist
- Sentence Starters for feedback/discussion
Sources:
Gibbons, E. (2007). Teaching dance: The spectrum of styles. AuthorHouse.
Kim, B. (2001). Social constructivism. Emerging perspectives on learning, teaching, and technology,
1(1), 16.