Students explore strong and light energy and shapes. They consider how a strong voice sounds dramatic, attention-grabbing, and powerful, and a light voice sounds delicate, calm, and restrained. They connect strong and light voice with strong and light movement. Students create, rehearse, and perform a dance that, like a piece of writing, has a beginning, middle, and end. The beginning is powerful and attention-grabbing. The middle is the longest part in which students express themselves. The ending brings the dance to a conclusion with light energy. The shape at the beginning and end is the same, just as in writing, the thesis is stated at the beginning and restated it at the end. After each performance, the audience describes the beginning, middle, and end of each dance.
Students discuss the attributes of these polygons: parallelogram, rectangle, square, triangle. They dance while traveling (locomotor movements) and moving in one spot (non-locomotor movements) and make polygon shapes with their bodies. With stretchy fabric, they make gigantic shapes and create an Instant Shape Dance about the four polygons. They respond by drawing and describing the polygons with words. Designed to be taught in a sequence, this is lesson one of three: 1) Attributes of Polygons: Stretchy Shapes, 2) Congruent Polygons: Copying Stretchy Shapes, 3) Polygons: Attributes and Congruence, Shape Choreography.
Students describe types of angles, and discuss where they might see them in math, in dance, and in the world around them. They make shapes that show right, acute, and obtuse angles. Students select a type of angle with a small group and made a group shapeline to demonstrate that angle. They observe the shapelines of other groups and identify, draw, and describe their angles. Students learn that by both studying angles in math and by dancing them, it is easier to remember how to identify them and describe their characteristics. Designed to be taught in a sequence, this is lesson two of three: 1) Parallel and Perpendicular Lines and Lines of Symmetry – Rhombus Shadowing, 2) Angles, Shapelines, 3) Transformation Dances, Translations, Reflections, and Angles.
Students act out a personal experience using voice and movement to develop setting, small action and dialogue in order to prompt descriptive storytelling. Individually students select a seed topic, step into the memory, use gesture, movement, and dialogue to explore that moment. Then transfer what they acted and audience feedback into their writing.
Students generate and present ideas for the beginning of a narrative story. Students use a “Character Map” and make vocal and physical choices to explore character feelings, physical traits, and dialogue. The lesson culminates with students writing one sentence based on what was acted in the drama.