Name: Kristen Hamilton

School/Grade Level: Evers 4nd Grade

Date of Lesson 11/18/14

GOAL: For the students to be able explore different movements in high and low
levels, large and small space and pathways.
Lesson Title: Artsy
Learner Outcomes (3 to 5)
(Objectives should be S.M.A.R.T.Specific, Measurable, Action-oriented, Relevant, and Time-based.)
Upon completion of this lesson, the student will be able to:
1.
2.
3.
4.

Identify and demonstrate the visual at elements of line and texture.

Identify and demonstrate the visual art element of color.
Work cooperatively with others.
Reflect on their experiences.

Student Learning Standards: 2015 TEKS/National

Guidelines

K-8 Texas Dance

Basic Kinesthetic and spatial awareness with others: Apply

movement dynamics while traveling in a variety of directions
while maintaining awareness of personal and general space.
Experimentation: Create movement experience relating the
elements used in dance to elements of space, e.g. size, shape,
texture, relationship.

Assessment Rubric
Lesson Learner
Outcomes
Identify and
demonstrate the
visual at elements of
line and texture.
Identify and
demonstrate the
visual art element of
color.
Work cooperatively
with others.

Reflect on their
experiences.

Exemplary

Proficient

Developing

Beginning

Students can
clearly
demonstrate 5 or
more concepts of
line and texture
Students can
clearly
demonstrate 5 or
more concepts of
color
Students clearly
demonstrate
cooperative
behavior and work
well with others.

Students can
demonstrate 4 concepts
of line and texture

Students can
demonstrate 3
concepts of line
and texture

Student can
demonstrate 2 or
less concepts of line
and texture

Students can
demonstrate 4 concepts
of color

Student can
demonstrate 3
concepts of color

Student can
demonstrate 2 or
less concepts of color

Students moderately
demonstrate cooperative
behavior and work well
with others.

Students can not

demonstrate
cooperative behavior
and is unable to work
well with others.

Students can
clearly articulate
their experiences

Students can moderately

articulate their
experiences

Students vaguely
demonstrate
cooperative
behavior and can
generally work with
others.
Students can
vaguely articulate
their experiences

Differentiation/Modification Strategies:
These concepts can be explored from a seated position
Pathways can be made with hands
Group work can be removed if behavioral issues arise

Student is unable to
articulate their
experiences

Instructional Sequence: Include transition between phases and activities

Description

21st Century skills

/Cognitive
(Blooms)

Introduce the concepts of the day: line, texture and color.

Question: Who in here likes to draw? Paint?
What are some of your favorite colors?
How do they make you feel?
Talk about texture: smooth, sharp, shaky, swingy
Talk about lines: straight, curved, zigzag
Talk about color: bright, dull, warm colors, cool colors

Learning and Innovation

Skills: Communication /
Remember

BrainDance: to be performed while focusing the concepts

(line, texture and color) breathe can be explore smoothly
and bumpy, lines/pathways can be used for core-distal,
upper lower, body halves, while doing tactile have them
feel the fabrics they are wearing and describe

Learning and Innovation

Skills: Creativity and
Innovation / Understand

Students will listen to music and draw line designs on

paper. Then they will dance through the space using the
designs that they created.
Then (if time permits) they will travel from paper to
paper using straight, curved and zigzag pathways.

Learning and Innovation

Skills: Creativity and
Innovation, Collaboration /
Apply/Create

7 Es/ Time
Phase 1

5 min

Elicit
Accessing and
ascertaining prior
knowledge and
understanding.

Phase 2 10 min

Engage

This part of the lesson

should capture
students attention,
and pique their
interest in the subject.

Phase 3

10 min

Explore
The next part of the
lesson should allow
students time to
explore the concept
being covered.

Phase 4

10 min

Explain
Through questioning
strategies, teachers
probe and facilitate
student discussion

Phase 5

10 min

Elaborate
Students are
encouraged to apply
their learning to new
situations, use the
new terms, and
deepen their
understanding of the
subject matter through
questions and
activities.

Phase 6

5 min

Evaluate

During Phase 6,
students demonstrate
their understanding
through products or
performances.
Students should
understand the rubric
by which they are
being evaluated.
Ideally, the student
and teacher will go
over the rubric at the

Questions: Did you notice many different line designs or

were they similar? (respond by sitting if they felt they
were different, and standing if they felt they were
similar).
Did you notice that you used different types
of energy while moving in straight, curved and zigzag
pathways?
Raise your hand for discussion
Students will move through pathways that I have already
created using the idea of texture and color for their
movements.
There will be three pathways: straight, curved and zigzag
Each student must cooperate while creating a line, so
that they can work their way through the pathway given.
They will improv different movements based on the
concepts above with guidance from me.
Then we will discuss what textures they enjoyed, what
pathways they enjoyed, what might have been
challenging, etc.

Students will be broken up into groups of 3-4, depending

on absences. They will be asked to think of their favorite
movements within this lesson, and from lessons before.
Each group will perform while watching and noticing
what the other group did that may be different, or the
same. They will focus on the concepts of line, texture
and color.

Learning and Innovation

Skills: Critical Thinking and
Problem Solving / Analyze

Learning and Innovation

Skills: Critical Thinking and
Problem Solving /
Analyze/Evaluate

Learning and Innovation

Skills: Creativity and
Innovation, Critical Thinking
and Problem Solving, and
Communication and
Collaboration / Apply/Create

outset of the lesson.

Phase 7

5 min

Extend

Provide additional
challenges that
allow students to
apply knowledge

When go home tonight, talk to your mom, dad, dog, cat,

sister, brother, or stuffed animal about relationships and
show them what you learned today in class.

Resources & Materials:

Instrument
Music: iPhone
Speakers
Paper and pens/pencils

Bibliography & References

Anne Green Gilbert Brain-Compatible Dance Education

Learning and Innovation:

Critical Thinking and
Problem Solving,
Communication and Life and
Career Skills / Apply/Create