LESSON PLAN ANALYSIS

Grade_____1______ School __Evers_Park_Elementary_____________________________________

GOAL: Students will be able to recognize and demonstrate elements of dance body, motion, energy, space, and time.

Day
Date

10/23/14

Theme

BrainDance

Movement
Principles/Skills

Movement
Elements

Cultural/Social

Creative
Process

Performance

Appreciation

Transfer of weight,
elongation of spine,
articulation of body
parts, momentum,
gravity, core, etc.;
locomotor, axial
movements;
coordination; specific
genre vocabulary

Includes:
Elements of the
following
Concepts:
Space, Time,
Force, Body,

Includes: working
with others and
awareness of
individuality and
cultural
movements

Includes:
Sequencing
movement,
dance making,
risk taking,
problem solving,
decision making ,
choreographic
forms, original
movements

Includes:
individual
movement
choices and
differences,
nutrition,
historical
relationships,
audience
etiquette, and
observation skills

The students went

through all of the
elements of the
BrainDance, which
incorporates axial
movements,
coordination, and the
articulation of body
parts.

In the
BrainDance I
made sure to
put special
emphasis on the
movement of
the body.

In my lesson plan
students had to
play a name
game where they
had to respect
each others
movements and
then repeat
them.

During the
BrainDance
students were
simply prompted
what body parts
to use and the
rest was their
own original
movement and
decision-making.

Includes:
expression/e
motion,
feeling,
internal
projection,
breath,
definite
beginning/end
, clear
articulation of
movements
During the
BrainDance
the students
had to clearly
demonstrate
whether they
were using
head-tail or
body halves
etc.

During the name

game students
had to use
observation skills
and audience
etiquette in order
to correctly repeat
a peers
movement.

10/28/14

Motion

Locomotion is a main
focus of this lesson as
a characteristic of
motion. Students will
be leaping, jumping
and running.

Students will
have to use
different body
parts in order to
accurately
perform the
locomotor
movements.

In this lesson
students will be
actively listening
to their peers
answers for the
word web.

The students will

be given across
the floor
sequences that
need to be
performed.

10/30/14

Energy

Students will still be

exploring motion
with different
movement qualities.

Students will be
performing
elements of
body and
energy.

Students will
have to
choreograph how
they want to use
energy in their
dance.

11/4/14

Shape

Students will be
moving their letter
shapes through
space.

Students will be
focusing on the
body shape
attribute of
space.

Students will
make up their
own three
movement
phrase with
every student
providing one
movement.
Students will
have majority
group work
activities.

Students will
have to make
decisions about
what shapes they
would like to take
during the statue
activity. They will
have to problem
solve if their
spot is taken by
another student.
And they will be
exploring a
choreographic

When
students go
across the
floor they
need to make
sure that they
are showing
that they
know the
beginning and
ending of the
sequence.
The student
will have
project what
energy they
are portraying
during
performance.

The students will

have to use a
great amount of
observational
skills in order to
execute across the
floor sequences.

Students will
need to
display a clear
articulation of
movements,
in order for
other
classmates to
recognize the
shapes they
are making.

Students will have

to exercise
audience skills,
and observational
skills while other
groups are
performing.
Students will have
to come up with
individual
movements for all
activities in this
lesson.

Students will have

to demonstrate
proper audience
etiquette while
watching peers
perform phrases.

form during the

moving of
shapes.

11/6/2014

11/11/2014

Direction
&
Pathways

Students will have to

coordinate
maintaining a shape
while locomoting and
changing direction or
while traveling on a
specific pathway.

Students will be
working with
direction and
pathway as
attributes of
Space.

Students will be
made to
recognize the
difference of
ideas amongst
classmates and
respect those
ideas.

The students will

have to
remember
elements from
the Simon Says
game in order to
make a short
dance phrase
using direction
and pathway.

Time

Students will have to

use clear body
articulations to
demonstrate that
theyve learned the
Macarena dance.

Students will
have rhythm
embedded in
the learning of
the Macarena
dance and
students will
need to
recognize a
downbeat and
clap it out.

Students will be
informed that
this dance
originated in
Latin America
and will respect
the movements
as they being to
learn the phrase.

Students will
have to problemsolve and make
quick decisions
when prompted
to change the
element of dance
they are
performing with
during the
Macarena dance.

Stuednts will
have to show
clear
articulation of
movements
while holding
a shape. They
will so have to
be clear in
their
directional
facings and
deliberate in
the pathways
they make in
the space.
Clear
articulation of
movements
will need to
be displayed
during the
manipulation
of the phrase.

Students will have

the opportunity to
make individual
choices about
their pathways
and spatial
directions during
the phrase work
section of the
lesson.

This lesson
supports the
individuality of the
movement once
the students are
able to
manipulate the
phrase for
themselves.

11/18/2014

Counting

Students will have to

transfer weight from
a still two foot stand
to a designated
movement if the
counting game.

Students will be
assigned
different shapes
to demonstrate
as the game
progresses.

Students will
have to be
respectful of
each others
chosen
movements; not
every student
will make the
same square
shape and that is
acceptable.

11/20/2014

Dance
Making

Students will be
incorporating
locomotor and nonlocomotor
movements while
creating movements
and articulate their
arms and legs.

Students will be
making several
shapes in the
performing of
the dance
phrase and will
be instructed to
use different
elements of
dance to
perform it in.
(slowly, high
energy, low level
etc.)

Students will be
demonstrating
individual
movements that
they believe
correlate with
their answers to
the tasks and
jobs of a
scientist.

Students will
have to display
problem-solving
and decisionmaking skills as
they are
participating in
the counting
game by being
able to know
when it is their
turn to produce a
movement and
the correct type
of movement.
Students will be
sequencing
movements after
they have been
guided through
choreographing
movements to
tell a story an
about a scientist.

The student
who is up for
a movement
must clearly
articulate the
correct type of
movement
asked of them
for it to be
accepted.

Students will
be using
emotion and
expression
while
performing
the dance
phrase and
will have to
show a clear
beginning and
a clear end of
the phrase
work.

Students will be
able to observe a
pattern of who
will be the next
person to have to
dance when a
multiple of two or
five lands on them
or their
classmates.
Students will have
the opportunity to
make individual
movement
choices.
During the
creation of
movements
students will have
several
opportunities to
make different
movement
choices and
exercise their
observational
skills so that they
can duplicate the
movements for
the performance.