Curriculum-Integration Techniques, and Ideas for K-2

As a Teaching Artist, I often had to generate dance ideas that connect with curriculum.

Here was my approach.

I would research the topic that the grade level was working on, and look for and jot down:

  • Descriptive words (nouns, verbs, adverbs, adjectives)
  • Sequence of events that create structure (such as science processes, words of a poem)

I might brainstorm and partially group-write a script or poem with the kids and clean it up later as needed.

 

Then, I’d seek to match my research with:

  • Action (in place)
  • Locomotion (traveling)
  • Shapes (individual, group) that stay
  • Shapes that move (e.g. water that sways, clams that open and shut)
  • Quality of Movement (including expression, emotion)

 

I’d look for:

  • Music selections
  • Words that would guide the action.

(Words and music could be the score, at the same time or alternately.)

Many of my own creations have come out of this process. 

 

Let’s look at some examples for working with younger students (grades K-2)

From AlphaBeat, a couple of science-integration ideas which you can find written up in the AlphaBeat Companion Guide

For 1st “Little Seed” and “Trees”

For mature 1st grade and 2nd “Snowflake Dance”  

Here are some ideas from other resources for 2nd graders

For a dance about the Water Cycle, see “Water Dance” by Thomas Locker as a terrific point of departure. You can excerpt material for spoken word.
For music, I recommend the storm section of Beethoven’s Pastoral Symphony and Marimba Dances – 1 from Light in Darkness by Evelyn Glennie.

 

For Habitats (Ocean,  Desert, Rainforest):

I group-wrote, very often, an ocean dance with the students (use Aquarium from Carnival of the Animals as your soundtrack).

For desert,  you can glean from Diane Siebert’s book Mojave.

I wrote my own poem and music for a rainforest dance.  (It’s in the Oct/Nov 2010 Issue of Activate Magazine…see later part of this post)

 

Here’s a list of topics I’ve successfully explored with K-2 students:

Language Arts

  • Alphabet Order
  • Simile
  • Metaphor
  • Punctuation
  • Folk and Fairy Tales
  • Verbs and Adverbs (more a 2nd grade and up thing)

For poetry, I particularly love The Random House Book of Poetry for Children edited by Jack Prelutzky  as a resource

Math

  • Telling time
  • Add – Subtract – Multiply

 

Science

  • The Seasons
  • Insects: metamorphosis, life cycle
  • Weather: water and weather, clouds
  • States of Matter
  • Animals: Adaptations, ways they move

 

Social Studies

 

A couple of other integration pieces (and this is just a small sampling)

Interdisciplinary Learning through Dance – 101 MOVEntures

A book/CD/DVD. Curriculum-integration lessons are divided into K-2 and 3-5th lessons

 

Rhythm of Math: Teaching Mathematics with Body Music (A Kinesthetic Approach)

Keith Terry

A 3-5 focused-curriculum

This resource is very rhythm-centric but it’s a very cool blend with movement and VERY math strong.

 

Anne Green Gilbert and her Laban-based, concept-based approach is great for fundamentals
Including Brain-Compatible Dance Education
and Creative Dance for All Ages, 2nd edition (which came out last year, and includes some video and additional resources as downloads).

 

Some of my documented integration lessons are in issues of Activate! Magazine.

This is mainly for music teachers, but also includes some movement. You can back-order some issues of  Volume 5 that include science-integrated activities for K-2 and companion strategies that go with them.

No. 2: Oct/Nov 2010 – Crazy Locomotion Relays (a great strategy for generating lots of locomotor movement ideas) and Rainforest Dance (Done to an original poem and includes music)

No. 3: Dec/Jan 2010/11 – Animal Tracks

No. 5: April/May 2011 – Water and Weather: Exploring Science through Movement (includes music)

 

If you have ideas of your own, kid-tested  favorites, please share!

 

 

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June 14, 2016. Tags: , , , , , , , . Creative Dance Lesson Plans, Curriculum Integration, Favorite Books, Favorite Music, Kate Kuper on Teaching Creative Dance, Teaching Tips, Thoughts on Teaching Series, Working with Kate's Material. 2 comments.

Spread the word!

Dear Friends,
You’ve been telling me how Songs for Dancing and Step On the Beat are meaningful and helpful to you.
You can help me get the word out to more people by writing a review on Amazon.

Here are the rules and regulations for customer reviews.

Then, go to my author page and write a review of which ever piece you are excited about.  More than one is fine!

If you are a fan of AlphaBeat, you can review it here on Amazon.
For Brain Bop, review here.

Appreciatively Yours,
Kate

June 13, 2016. Tags: , , , . Working with Kate's Material. Leave a comment.

What to do with…Show Your Feelings!

Show Your Feelings! is found on AlphaBeat.

Use visual supports to frame the experience.
I recommend Lots of Feelings by Shelley Rotner. This book has photos of children making faces and covers almost all the feelings in the song.
Before you do the song, read the book. For non-readers, I replace the word ‘loving’ with ‘peaceful,’ since that vocabulary appears in the song. I usually skip the page with ‘serious’ and ‘silly.’

As you do the song, you can say, “Hmm, I wonder what’s next?” modeling the feeling of being ‘curious.’

After you’ve done the song,  review the images again.  You can ask them if the group was ‘curious’ about anything during the song….someone will likely chime in “We wondered what was next!”

You can also create your own visual supports by taking pictures of your students (individual or group) as they perform the song. Print the pictures and caption them with the emotions. Make an emotion word wall, and use these as a reference to help children verbally identify and express their emotions.

Thanks to Rachel at the Savoy Head Start for the emotion word wall idea!

Lots of Feelings book cover

 

March 25, 2015. Tags: , , , , , , , , , , , . Favorite Books, Kate Kuper on Teaching Creative Dance, Teaching Tips, What to do with...., Working with Kate's Material. Leave a comment.

Thoughts on building a sequential movement vocabulary in the elementary music classroom

Q: I want to be more intentional about developing a movement vocabulary in my elementary music classes. Which one of your publications would be best for providing a sequence and some activities for doing this? I have all of your books. I just need guidance on where to start.

A: My books and music include many activities that align to concepts in music and dance. A concept-based approach to teaching is more effective and enduring than an activity-based approach. Students learn specific concept-related vocabulary. Teachers can layer on new concepts and vocabulary from week to week.
You, the teacher, can also REPEAT ACTIVITIES in different lessons THROUGH THE LENS OF A DIFFERENT CONCEPT.

Here is a suggested 9-week sequence, organized by concept, rationale, activities, age-ranges, and source material included.

Note:
I always start with a warm up, which may be my second lesson, having captured their interest with something exciting on the first day.

I use Brain Bop for warm ups. Sometimes, for K-1, I change it out with the warm ups on AlphaBeat or Everybody Do This from Songs for Dancing. For the most part, though, I favor the brain-based sequence (Anne Green Gilbert’s Braindance) found on Brain Bop.

  1. Concept: Place (Self & General Space)
    Rationale: To recognize and learn where we are in space, leaving room between self and others, moving and stopping, and traveling safely. The first lesson should be fun and exciting.Activity Examples:
    Step On the Beat (K -5) Step on the Beat
    Action Dance (K-3) AlphaBeat – self-space emphasis
    Do Your Own Dance (K-2) Songs for Dancing

     

  2. Direction (Up/down, Right and Left, Forwards and Backwards)
    Rationale: To learn how to describe and respond to all directional movement, whether moving in self or general space.

Activity Examples:
Sodeo (K-1) AlphaBeat
Apples and Oranges (K-5) Step on the Beat
Over the Top (3-5) Step on the Beat

 

  1. Level (High, Middle, Low)
    Rationale: To learn how to describe and respond to relative distance from the floor.

Activity Examples:
Hinging (3-5) Step on the Beat
Little Seed (K-2) AlphaBeat
Little Birdies (K) Songs for Dancing

 

  1. Spatial Relationships (Over, Under, Near, Far, Between, Around…..)
    Rationale: To understand our relationship to space, self and others in order to move with more skill and awareness. This also builds the vocabulary of preposition words and teaches positive and negative space.

Activity Examples:
Shape Maker/Shape Explorer (2-5) Step on the Beat
Travelers and the Magic Forest (1-2) AlphaBeat
Stick Together Game (K-5) Step on the Beat

 

  1. Expressive Qualities (Energy, Flow, Force, Weight)
    Rationale: To recognize the difference between smooth, sharp, shaky and swinging movement and explore creative ways of changing between these energies as students move in place and through space.

Activity Examples:
Popcorn and Melted Butter (K-2) Songs for Dancing
Imaginary Journey (K-2) AlphaBeat
Action Dance (K-2) AlphaBeat
Show Your Feelings (K-2) AlphaBeat
Near and Far (K-2) AlphaBeat

 

  1. Rhythm & Speed
    Rationale: To make the connection between the music and dance elements of tempo, pulse and pattern

    Activity Examples:
    Trip to the Zoo (Speed) (K-2) Songs for Dancing
    Flea Song (K) Songs for Dancing
    Everybody Do This (K-2) Songs for Dancing
    Apples and Oranges (K-5) Step on the Beat
    Here We Go Round and Round (K-2) Songs for Dancing
    Walking Song (K-2) Songs for Dancing

 

  1. Parts of the Body
    Rationale: To learn body parts vocabulary and explore creative ways of using parts of the body when moving, making shapes and working with others.

Activity Examples:
Hinging (3-5) Step on the Beat
Stick Together Game (K-5) Step on the Beat
Body Shape Jam (K-3) AlphaBeat
Here We Go Round and Round (K-2) Songs for Dancing
Flea Song (K) Songs for Dancing

 

  1. Pathways Floor and Air
    Rationale: To learn that we make patterns on the floor as we travel, and patterns in the air with different body parts, using different levels, directions, and spatial relationships.
     

     

    Activity Examples:
    Step On the Beat (K -5) Step on the Beat
    Down by the Station (K) Songs for Dancing
    Over the Top (3-5) Step on the Beat

 

  1. Shapes: Straight, Curved, Twisted, Angular, Symmetrical and Asymmetrical
    Rationale: To learn shape vocabulary and explore creative ways for use shapes when moving and working with others. Dances begin and end in a shape.

Activity Examples:
Shape Song (K-1) Songs for Dancing
Trees (K-2) AlphaBeat, followed by…
Travelers and the Magic Forest (K-2) AlphaBeat
Stick Together Game (K-5) Step on the Beat
Do Your Own Dance (K-2) Songs for Dancing
Over the Top (3-5) Step on the Beat

 

  1. Locomotor Movement
    Rationale: To learn and recognize the eight basic locomotor movements, individually and in movement sequences.

Activity Examples:
Locomotor Movement (K-5) AlphaBeat
Galloping Song (K) Songs for Dancing
Skipping Song (K-2) Songs for Dancing
Walking Song (K-2) Songs for Dancing

 

 

Other educators share their thoughts: 

Here’s what dance educator Betty A. from Urbana, IL says about her six-week creative dance unit organization:
“I use a variety of resources. But, my top choices would be the Anne Green Gilbert book (Creative Dance for All Ages)* and your resources. Any time someone asks for creative dance resources that is my standard answer. I do concept-based teaching. My focus is creative dance (dance elements -BEST – Body, energy, space, time). I try to teach one dance to all classes to discuss choreography. It might be a folk dance or a dance that we create together. 3rd through 5th grade always has a group choreography project using the concepts we have learned / explored. Of course, I try to cover all of the State Learning Standards, but often cannot get to all of them in 6 weeks.

 

*Kate adds: Anne Green Gilbert created a later publication called Brain-Compatible Dance Education. This book is organized by lesson plan component rather than concept, and included both many Braindance variations (like the material on my Brain Bop CD) AND references to Eric Chappelle’s companion music called Contrast and Continuum, Volumes I – IV. I use both books.

 

Here’s what dance educator Cissy W. from Lafayette, LA says about using my material in her units:

When I started trying to analyze how & when I use your CD’s at my various levels (K-5) and realized it was a very complex thing. I am not absolutely consistent with what I use first. Usually the Welcome Song followed by the Flea Song is a good start with my younger classes. I used to start with the Train Song, but now introduce that later in my sequence when we are studying pathways and sometimes even have 2 or 3 short trains going at once!  If I think they need to calm down and focus, I do the first section of the Brain Dance warm up from Brain Bop. Lately, I have been using the Galloping Song to transition from their table seats to their Poly spots on the dance floor. I use the Action Dance from AlphaBeat to review locomotors and break the ice with my new 3rd graders at the beginning of each 9 weeks. Other things are seasonal: The Haunted House in October, The More We Are Together for Valentine’s Day.

How do YOU organize YOUR dance unit?

January 23, 2015. Tags: , , , , , , , , , , . Creative Dance Lesson Plans, Elements of Creative Dance, Kate Kuper on Teaching Creative Dance, Lesson Plan Organization, Teaching Tips, Working with Kate's Material. 1 comment.

Lesson Plan Series for ages 3-5: Lessons 11-15

This is the third and final post in this Lesson Plan Series.

Notice these things:

  1. Simplify more complex activities to make them age appropriate.
  2. Teach a skill, then apply it in the following activity.
  3. Use visual supports to teach, empower and improve memory.

 

Simplify more complex activities to make them age appropriate.

For Here We Go Round and Round, I adapted a circle dance that is usually done holding hands, traveling around the circle line.
Since the concept was ‘Body Parts.’ I made the circling into ‘circle one body part, one way and the other.’ The sequence of the dance remained the same except for that.  I posted the downloadable visual support for this dance, found on the Songs for Dancing CD, so we could use it as a visual reference. See my post called What to do with…. Here We Go Round and Round for more details on that.

Teach a skill, then apply it in the following activity.

See my post called Using Galloping Song to teach Apples and Oranges  for more details on that!

Use visual supports to teach, empower and improve memory.

Use the letter “S” to teach qualities: smooth, sharp, shaky and swinging.  You can even use letter blends – sh, and sw – if you want to up the challenge level.  Use the “S” visual for review, to check for understanding.

See my post called What to do with….Imaginary Journey to download the visuals for that activity.  Use the visuals before you teach, while you are teaching, and when you review.  Very powerful and empowering for the children.

Finally, use your collection of visuals as an archive.
When it’s free choice time, I place three pictures in front of a child and ask him/her to choose which activity we will do.  If there’s time, pick another child to choose another activity after you’ve done the first one.  There are all kinds of methods you can use to select and sequence free choice activities when the visual supports are available.  I keep my visual supports in page protectors in a binder. I either  put the ones I’m offering for free choice on a 1″ book ring for ease of flipping pages, post them on the board, or lay them out on the floor.

Here are the last 5 lessons in this series.

Lesson 11 Body Parts 2
Lesson 12 Body Parts 3
Lesson 13 – Pulse and Pattern
Lesson 14 – Expression and Quality
Lesson 15 – Imagination and Quality

Enjoy your time with the children!

November 23, 2014. Tags: , , , , , , , , , , , , , . Creative Dance Lesson Plans, Kate Kuper on Teaching Creative Dance, Studio Teaching, Working with Kate's Material. Leave a comment.

Lesson Plan Series for Ages 3-5: Lessons 6 -10

This next set of 25-30 minute lessons would work best in a gross-motor space rather than the classroom. However, if you are restricted to your room, make sure to clear away the obstructions that will hamper your success. Guide children away from the edges of the space and into the open spaces.

I generally teach in a circle, the most democratic of spatial formations and also the one that leaves all that valuable real estate open in the center.  Go ahead and have some students be ‘jelly filling’ inside the ‘doughnut’ when possible.  Different children can have that privilege on different days.  You can also have every other child scoot forward from his/her spot on the circle, to leave more space on either side.

Another strategy for spreading children out is to use tape markings or portable markers, such as yoga squares.  You already may have carpets with designs on them that the children have become accustom to. Just make sure they aren’t jammed together.
Changing the way you use space is NEW and novelty always creates a little chaos.

Give this new spatial arrangement three times……by the third time of doing something differently, the children — and you — will have settled into a ‘new normal’ during movement time.

These lessons are on the concepts of Direction and Speed, Energy, Shape, and Body Parts.  In the middle of the sequence is a new warm up, to change up what you are doing with the children.  After you’ve done this new warm up 3-5 times, you can go back to the previous warm up and switch them out thereafter.  This is also true of welcome and hello songs and dances.

My ‘Rule of Three’ applies here, too.  Do a new hello song times, then switch it out with something different.  The children will appreciate the novelty at that point.

Lesson 6 Direction Speed 2014
Lesson 7 on Energy 2014

Lesson 8 New Warm Up 2014
Lesson 9 Shape
Lesson 10 Body Parts

Enjoy!

October 27, 2014. Tags: , , , , , , , , , , , , , . Creative Dance Lesson Plans, Kate Kuper on Teaching Creative Dance, Studio Teaching, Working with Kate's Material. Leave a comment.

Lesson Plan Series for Ages 3-5: Lessons 1-5

This is the first of three posts. Each will provide you with a set of five lesson plans.

Here’s the back story:  I have been providing creative dance instruction at an early childhood center every spring for the many years.  Since teaching is always an opportunity to mentor the educators in the room, I also provide them with detailed lesson plans.  The plans here are from spring, 2014.

These lessons progress through a variety of dance concepts, such as place, direction, level.

You’ll get a good idea for how to shape a curriculum that moves the children from simple to more complex learning over the course of time, and for the value of repetition.  We know that learners benefit from the comfort of repetition and the excitement of novelty.  Striking a balance between the two is part of our job as educators.

For the most part, I teach in a gross-motor room, blocking off part of the space if it is too large, and indicating where to start as children enter the room in a moving line.  This start spot can be a yoga square or polyspot.   From that start spot, we travel until we arrive in a circle.

I do this to model a different way of experiencing a space that is usually dedicated to tricycle riding, running and climbing.

When I teach in the classroom, we form a circle.   Sometimes, when space is very tight, I bring spots to scatter so we aren’t bunched up together or bumping into the edges of the space (radiators, bookshelves, etc.)

If you teach in a studio, these lessons will work nicely as well.

I use a CD player or, when possible, I use an ipod or iphone with the playlist programmed in.  I also carry a binder with visual supports that I’ve made by downloading images from the internet, drawing my own pictures, or using the downloadable visuals on my Songs for Dancing CD.

In a previous post, I gave you images for Imaginary Journey (a song from Alphabeat).  Check that out to get an idea for how you can let the pictures explain some of the key images and ideas, and empower the children through visual literacy.

Happy Dancing!

As always, I welcome your comments on your experiences with working with the material.   Lesson 1 on Place 2014Lesson 2 Warm Up 2014Lesson 3 Direction 2014Lesson 4 Direction 2014Lesson 5 Level Direction 2014

 

 

October 5, 2014. Tags: , , , , , , , , , , , , . Creative Dance Lesson Plans, Elements of Creative Dance, Kate Kuper on Teaching Creative Dance, Working with Kate's Material. Leave a comment.

What to do with….Imaginary Journey

Imaginary Journey is from AlphaBeat. (You can download the track or the whole CD from itunes or order a disc through my website: katekuper.com)

Use visual supports!

Children may have no knowledge or experience with ‘astronauts’ and their ‘helmets.’ Not to mention ‘ice skates,’ or ‘meadows.’

I link this to the “S” words that demonstrate energy/movement quality: sharp, smooth, shaky and swinging.

I show them the letter ‘S’ and the blended sounds of ‘sh’ /’sm’/’sw’
for the energy words. Every time they identify the energy, we briefly move on our spot, still seated, using that energy. Show me shaky movement…Freeze!

Then, as I show them each picture and we talk about what we see in the pictures, I ask them about the quality. How will we move as astronauts? Smooth. Through blue Jell-O? Shaky.

I add other ‘S’ words as we go along: skate, stick, snow, strong and slow (for taking big steps through the snow).

I also model the line of direction (LOD) we’ll use as we go through the space (generally around in a circle).

Finally, after the dance is done, I show each picture again and ask them: What did we do when we were here? Or “How did we move when we were here?” I can follow that up with “Was it smooth or sharp?”

This is a great way to work on imagination and energy qualities, and make language and vocabulary connections.

I’ve attached a collection of images you can show before you start the activity.

Imaginary Journey Images

June 24, 2014. Tags: , , , , , , , . Elements of Creative Dance, Kate Kuper on Teaching Creative Dance, What to do with...., Working with Kate's Material. 1 comment.

What to do with…The More We Are Together

What to do with….
The More We Are Together (from AlphaBeat)

Use this to teach the concept of Direction to ages 3-5.

The form is

1)   Sway side to side

2)   Swing forward and backward

3)   Sway side to side

Musical Interlude: Make your hands into butterflies.  Fly up and down, and then fly away (hands separate)

1)    Swing forward and backward

2)   Sway side to side

 

How To Teach:

Formation: Circle, sitting Ready Position (Legs crossed)

Teach the word direction.  Clap the syllables: Di-rec-tion.  Do it as call and response.

Teach the six directions.  Point and say each direction, then students respond.  Do this twice.

Forward! Backward!

Up! Down!

Side! Side!

 

In the first part of our dance, we’ll sway side to side.  Let’s do it!

(Sing: The more we are together, together, together, the more we are together the happier we’ll be)

In the next part we’ll swing our arms forward and backward as we sing.

(Sing: For your friends are my friends, and my friends are your friends)

We’ll end this part by swaying side to side again.

(Sing: The more we are together the happier we’ll be)

Stand Tall! 

Now let’s do it standing. (Sing and do.)

Add on:  Let’s add some forward and backward movement with our legs when we swing our arms forward and back.

Model: Step forward with one foot and close the other foot to it.  Step back with one foot and close the other foot to it.

Our feet do “go/stop!” forward and “go/stop!” backward as we swing our arms forward and backward.  Let’s practice!

“Go/stop!” “Go/stop! “Go/stop!” “Go/stop!”

How many times did we do  “Go/stop!”?  Four!

Let’s do it again.

(This teaches body control and shows the children that we only take ONE step forward and close to it before we repeat backward.  Otherwise, most children will run multiple steps forward and back, or ignore body control entirely)

 Now let’s do our dance from the beginning.

Side to side sways!

(Sing: The more we are together, together, together, the more we are together the happier we’ll be)

 

Forward and backward swings

“Go/stop!” “Go/stop! “Go/stop!” “Go/stop!”
(Tip: Sing the prompts to the melody of the song)

 

Side to side sways!

(Sing: The more we are together the happier we’ll be)

Teach the musical interlude:

Sit Ready Position.  Now let’s do butterflies.

Reach your arms straight in front of you, palms up.
Cross your wrists, palms still face up.
Hook your thumbs.  Now you have a butterfly!
(Fingers flutter)

Butterfly flies up … Butterfly flies down…

Butterfly flies up … Butterfly flies down…

Stand Tall!

Let’s do butterflies standing. (Repeat the whole process.  Fly up, fly down, then up to a middle level and butterflies ‘fly away’ – two hands separate, ready for the forward and backward swings.)

 We’ll end with ‘Go/Stop!’ and side sway!

Let’s do it all with music.

After a while you can replace ‘Go/Stop!’ with the lyrics (For your friends are my friends, and my friends are your friends).

Always give the basic cue before the transition, until they know the dance:

Side to side!
Forward and backward!

Make butterflies!

Butterflies fly away and swing forward and back?

Side to side!

 Enjoy!

 

 

January 31, 2014. Tags: , , , , , , , , , , . Creative Dance Lesson Plans, Elements of Creative Dance, Kate Kuper on Teaching Creative Dance, Studio Teaching, What to do with...., Working with Kate's Material. 1 comment.

What to do with… Locomotor Movement (from AlphaBeat)

 

Download the track from iTunes or purchase the recording in its entirety one of the vendors who carries my CDs or from me (katekuper.com)

Kindergarten through 2nd grade
Note: Adaptable for older preschoolers and grades 3-4

Gross motor skills are the building blocks of movement combinations, important for physical fitness enjoyment, play, coordination and brain health.

Group movement in general space encourages students to use awareness and self control in a communal setting.  These skills translate into better interactions on the playground, in the hallways and the lunchrooms.

Teaching locomotor movement is important for all these reasons.

A crucial skill is the ability to successfully guide students as they travel through the general space. This requires using clear language and smart strategies that help students build motor coordination while still being safe.

Strategies include:

Awareness of others;  self control

Use concentration and body control.
Move into the empty spaces, so you don’t get hurt.
Use your peripheral vision, your soft focus.  Eyes everywhere.
Bodies move, mouths don’t.

Awareness of the space

“This is the area for movement and these are the boundaries.”
Jog the periphery (or have a student demonstrator do it) to show the boundaries.
If the space is too big, set up a spatial barrier (e.g. traffic cones)
If the space is too small, take turns. Watchers sit in ready position, hands in laps, while Movers travel around and between.

Clear signals for starts and stops

Teach your signals and use them consistently.

Stops: When I guide children to move on a slow or medium speed, a double-beat on the drum is enough to signal ‘Freeze.’ For faster movement, first shake the drum to alert them that the Freeze sound is coming, then play the double-beat for stillness.

Starts: Stand up. Listen to the drum (or voice) for the speed and pulse of the movement.
Speak on the pulse, over the sound of the drum: “One, two, ready, start.”  After a while, the drum can do all the ‘talking.’

Clear signals for transitions.

As we change from one thing to another in a movement sequence, give advanced notice, several beats ahead.

Choices and Consequences

Don’t be afraid to stop the music/activity, have everyone sit, ask the children to tell you why you stopped the activity, review concentration and body control, and invite everyone to start again.

“If you don’t think you have the body control for this activity, you may sit here or here.”
Always invite the person who sat out to come right back in on the next activity.  This is not a punishment, but an opportunity to observe what others are doing accurately.

Setting Up Instruction for  Locomotor Movement (from AlphaBeat)
There are eight basic locomotor movements: walk, run, hop, jump, gallop, side slide, skip and leap.

Students begin in a seated position, in a circle or in scattered space.


Move your arms like an old fashion locomotive train and say: Locomotor movement goes from one place to another.

Do this as a call and response several times.

Check for understanding: What do you call movement that goes from one place to another?

Next, call on individual students to model different forms of locomotor movement by traveling around the inside of the circle, so that all can see. 

Connect the exploration to letter sound recognition, as modeled in the following examples.

Change students each time.

To address diverse strengths in your students, you might have one student name the movement, and another demonstrate it.

I’m thinking of a locomotor movement that we all use to go from one place to another that starts with the “w” sound? What is it?   (Select one student to model “walk).

I’m thinking of a locomotor movement we use to go quickly from one place to another that starts with the “r” sound(Student models “run.”  Or you could say “j” sound for “jog”)

I’m thinking of a locomotor movement we do on one foot that starts with the “h” sound?  (Student models “hop”).

I’m thinking of a locomotor movement we do on two feet that starts with the “j” sound?  (Student models “jump”).

I’m thinking of a locomotor movement that ponies do that starts with the “g” sound?  (Student models “gallop”).

Now that we are all going to be moving through the space, it’s time to learn about general space

General space is the space we share as we travel from one place to another.

When you move through the general space, you’ll need body control and concentration.  

Let’s scoop up a little concentration dust and rub it in.
You’ll also want to be like a potato…. eyes everywhere, but no mouth.

Remember to move into the empty spaces so you don’t get hurt.  

Stand tall one and all.

Let’s travel through the general space doing these locomotor movements.   My drum will talk to you with the pulse of the movement.  When you hear the freeze sound, stop!  Let’s walk……(freeze) Let’s do the movement that goes on one foot….hop! (freeze) Let’s do the movement that starts with the ‘g’ sound….gallop (freeze).  What locomotor movement starts with the “j” sound and uses two feet off the ground?  Jump…. (Freeze). Good job moving into the empty spaces!

Sit ready position. 

Now play the song!  You have prepared the group to be successful.

Note: The last locomotor movement in the song is RUN.

Options for this:

1)   Divide the group in half. Half will sit while the others run the boundaries. Then trade.

2)   All run the boundaries.

After the song, take time to breath and recover. The song recaps the different locomotor movements musically. This can be a time when students are breathing.  Use some of the language connections for summative reflection.

November 18, 2013. Tags: , , , , , , , . Developing Skills, Elements of Creative Dance, Kate Kuper on Teaching Creative Dance, What to do with...., Working with Kate's Material. Leave a comment.

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