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TPL    THE PERFORMANCE LAB Interactive Residencies    LESSON PLANS DEV'T & FEEDBACK  ›  III OVERCURVE/UNDERCURVE (2) Moderators: RAH, Di, Di Aldis, dale schmid, gloria mclean, Administrators (DANA)
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III OVERCURVE/UNDERCURVE (2)  This thread currently has 10826 views. Print
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RAH
April 30, 2007, 2:54pm Report to Moderator
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OVERCURVES AND UNDERCURVES

1.     Students should have knowledge of the shape of a curve.  They should also have been exposed to the locomotor movements and the elements of dance.  They should know about music and how to count, as well.
2.     Predictable misunderstandings include confusing symbols and meanings.  Some could also have trouble with counting music and moving at the same time.
3.     Essential Questions:  Where do you see undercurves and overcurves in your everyday life?  Can you draw both of them in the air with your hand?  How can you put them into your whole body?


Listen to Your Dance

Disciplines Addressed:  Dance, Music

3rd – 4th Grade

Necessary Prior Knowledge:  Be familiar with the Language of Dance and know how to count


Lesson Objectives:  The students will demonstrate weight shift and will express it through undercurves and overcurves in Ύ time.

Future Objectives:  Students will recognize where undercurves and overcurves exist in other disciplines, such as art, literature, math, etc.

National Standards Addressed:  
•     1. Identifying and demonstrating movement elements and skills in performing dance.
•     2. Understanding choreographic processes.
•     7. Making connections between dance and other disciplines.

State Standards Addressed:
•     Identify and demonstrate movement elements and skills (such as bend, twist, slide, skip, hop)
•     Demonstrate ways of moving in relation to people, objects, and environments in set dance forms
•     Create and perform simple dances based on their own movement ideas
•     Express to others their understanding of specific dance performances, using appropriate language to describe what they have seen and heard

Intelligences Foci:       Kinesthetic – students will be dancing around the room
Musical – students will be listening to music and for the timing
Interpersonal – students will be working with their classmates to
make up a dance
Logical – students will need to dance and move in time with the
music
               Visual – students will see the shape of movements like
undercurves and overcurves.



Assessment Evidence

Performance Tasks:
The final performance with their partners and their classmates’ analysis will show that they understand the concept.  If they display all three elements in their dances (undercurves/overcurves, dancing with the Ύ time and weight shift) we will know the students understand the concept fully.


Advance Organizer:

     Materials and Resources: music in Ύ time.  Song options in Ύ time to use:    Kelly Clarkson – Breakaway, Silent Night, O Holy Night, Lifehouse – You and Me, Edwin McCain – I’ll Be.
     
Teacher Preparation:  previewing music selections, rearranging room, bringing extra sneakers incase student forgot.

     Vocabulary Listing: under curve, over curve, waltz, weight shift

     Safety Considerations: Make sure there is enough room so no students will bump into each other or something else.

Details of Instructional Activity:

1.     Anticipatory Set: We will have already been studying about music and how to count music in 4/4 time.  Students will know how to clap the beat of music and be able to keep it in their head.  We have also been studying dance and the basic locomotor movements.

2.     Body of the Lesson:
•     While students are seated at their desks, do a quick review of how to count in 4/4 time and how to clap the beat in 4/4 time.
•     Introduce the concept of Ύ time:  explain how there are only 3 quarter notes in a measure and show the hand motions of how to conduct in Ύ time.
•     Use the white board or chalk board to show different arrangements of notes in Ύ time.  Use ikonic symbols to represent notes so the children can understand it better if they are unfamiliar with traditional symbols of eighth, quarter, half, dotted half, and whole notes.  Introduce the traditional symbols afterwards if children show comprehension.
•     Clear out the room and have students stand in their own personal space.
•     Use a drum to keep the tempo, accenting on the 1 (downbeat).  Let the students move around the room in Ύ time and play with the rhythms.
•     Play the 1st music selection and see if the students can find the 123 rhythm and count it out loud.  Have them try to clap the rhythm, too.
•     Let the students move around the room and dance to the Ύ time on their own.
•     Show students a simple waltz, which is a dance performed in Ύ time.
•     Break down the waltz and teach it to them.
o     Step out to the right with your right foot. (1)
o     Step front with your left foot and put all your weight on it. (2)
o     Step back on your right foot. (3)
o     (Repeat on other side) Step out to the left with your left foot. (1)
o     Step front with your right foot and put all your weight on that foot. (2)
o     Step back on your left foot. (3)
•     Use the 1, 2, 3 method to indicate each movement and count while students do the waltz they can hear how the dance goes in Ύ time.
•     Let the students practice this for a few minutes on their own.
•     Ask the students what they noticed about the waltz and some qualities it had.  What did their feet do?  Did their arms do anything?  Was it light or heavy?
•     Introduce weight shift, if no student has already brought it up.  Explain the concept of weight shift and keeping your weight transfer from one side to the other.  Show how the waltz is a dance full of weight shift.
•     Have students experiment with movements that show weight shift that travel around the room (walking, running, leaping, and almost all locomotor movement).  Do this for a few minutes.
•     Ask the students what they notice about weight shift.  How does their body move?  Can they go high?  Can they stay low?  Can they go high to low or low to high?  Does their body make any curves when they practice weight shift?
•     Introduce the concept of undercurves and overcurves.
o     Undercurve:  When your body moves, you make a curve that starts high, gets low and then high again.  This curve feels heavy and low.
o     Overcurve:  When your body moves, you make a curve that starts low, gets high and then low again.  This curve is very light and sometimes you can jump in the air with it.
•     Have drawing of the arcs of undercurves and overcurves to help describe.
•     Ask students to show a move that they think might have a curve in it.
•     Have the students spread out and improvise with these movements and feel the undercurves and overcurves.
•     Tell students to pick one undercurve movements and one overcurve movement to make a dance to.  Then have them pick a partner to work with so they should now have 4 movements all together.  They also need to include some other weight shifting between their curves.  Tell them they will be making up these dances in Ύ time, too.
•     Ask students if they want to use music for their dances, the drum beat, or if they want to try and count it on their own for their dance.
•     Let them practicing their compositions to the music, if they choose, and tell them to make sure their counting 1, 2, 3, just like they did when they danced the waltz.
•     After a few minutes, tell them to end their dance in their favorite shape.
•     Have all the students sit in the front for the room and let the pairs perform their dances for their classmates.
•     After all the performances, have the students take their seats.


3.     Conclusion: Ask the students what thy saw in all their classmate’s dances.  What made them unique?  What was the same? What was different? What is different about dancing in Ύ time than in 4/4 time?  What did you like about undercurves and over curves?  



Ideas for Further Development and/or Interdisciplinary Connections:
•     Turn this into a journal entry of why they liked it or didn’t like it.
•     Have them draw a picture of what they think their dances looked like.
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