LESSON PLAN ANALYSIS: Kristen Hamilton

Grade___4th_____ School _________Evers_____________

GOAL:
Day
Date

10/23/1
4

Theme

Space

Movemen
t
Principles
/Skills

Movement
Elements

Cultural/Social

Creative
Process

Performanc
e

Appreciation

Transfer of
weight,
elongation
of spine,
articulation
of body
parts,
momentum
, gravity,
core, etc.;
locomotor,
axial
movement
s;
coordinatio
n; specific
genre
vocabulary
Articulation
during
BrainDance
when
exploring
large and
small

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:
expression/e
motion,
feeling,
internal
projection,
breath,
definite
beginning/en
d, clear
articulation
of
movements

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

How large or
small their
movements
are, how
quickly or
slowly the
change

Working in
groups to create
movements that
embody the
concept of space

Improvisationa
l score, and
working in
groups to
generate
movement

BrainDance,
beginning in
a small ball
and ending
in a large X,
vice versa

Observing each
group as they
perform for one
another

movement
s
10/28/1
4

Weight

BrainDance
: working
with heavy
and light
movement
s to
articulate
between
core-distal

11/04/1
4

Shape

BrainDance
and the
use of
shapes to
inspire
different
articulation
s of the
body

11/06/1
4

Relationshi
p

BrainDance
and
introductio
n of
relationshi
ps
concepts

between
large and
small
Exploring the
differences
when
working with
heavy vs
light weight
and how that
effects time
and force

Group discussion
that allows each
student to voice
their opinions on
weighted
movements and
how it affects
them

Working in
groups to
create a
phrase

Body: they
will be
working to
create
different
shapes and
then apply
others
shapes to
themselves

Working in
groups they will
be asked to
come up with 5
shapes or
movements in
that shape that
will demonstrate
their
understanding

Space:
where they
are in
relationship
to their
partners

Partnering which
allows for
leaders and
followers,
allowing one
another to move
in their own way
while guided by
another

Working in
group they will
have to
problem solve,
make
decisions,
choreograph
with one
another and
come up with
original
movement
They will come
up with their
own
movement
while
partnering,
and when they
are presenting
to the class in

Clear
articulation
of
movements
when
performing
with groups
showing
heavier
movements
and lighter
movements
They will be
asked to
reflect on
their
experiences
both as a
performer
and an
audience
member
They will be
asked to
reflect on
their
experience
with
partnering,
and
individual

Observing each
group as they
perform for one
another

They will observe

with audience
etiquette and
both
demonstrate and
reflect on
individual
movements/choi
ces

They will be
working on
relationships
through the
entire lesson,
and will explore
individual
movement when
they present in

groups of 3-4

movement

11/11/1
4

Music

BrainDance
and
introductio
n of music
concepts

When talking
about
rhythm,
speed,
tempo

Working in
partnering and
groups
developing
material
together

In groups they
create
movement
that focuses
on the
concepts of
the class

BrainDance
and
reflecting on
their
experiences

11/18/1
4

Artsy

BrainDance
and intro to
concepts of
line,
texture and
color

When they
are working
as a group to
achieve
pathways

Working in
groups to
develop material
to show the
group

BrainDance
and
reflection on
experiences

11/20/1
4

Energy and
Emotion

BrainDance
and intro to
concepts of
emotion
and energy

When they
are exploring
emotions
and energy
through
improvisatio
n

Final activity
where they grow
into emotions
and are asked to
copy whatever
their partner has
created

As a whole
group and in
two groups
they create
movements
that focus on
concepts
Problem
solving when
deciding how
an emotion
matches or is
contradictory
to an energy
provided in a
song

BrainDance,
improv,
working with
emotions
and energy
and as
partners

their groups, at
this time
audience
etiquette and
observation will
take place
Working in
groups to create
individual
movement.
Performance and
audience
participation to
pay attention to
the different or
similar choices
that were made
When they are
participating as
an audience

Final activity:
students create
different
emotions in their
bodies and other
students are
asked to observe
and recreate
them in their own
bodies