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LESSON PLAN FORMAT- DANCE CONTENT AREA

WINTHROP UNIVERSITY
Educator: Brittany M. Johnson
Date: 10/10/2014
Target Age Group/ Grade: 6th
Length of Lesson: 40 minutes
Focus of Lesson: Todays lesson focuses on the potential and kinetic energy in connection to an
exploration of the dance element, energy.
Materials: Promethean board, PowerPoint Presentation, stereo, Behind Barres Music For
Modern Dance CD
Resources: National/ SC State Dance Standards,
http://www.artsconnected.org/collection/158105/the-elements-of-dance?print=true#(1),
http://ed.sc.gov/agency/se/Instructional-Practices-andEvaluations/documents/2014Grade6_SupportDoc.pdf

National/ State Curriculum Standards:


Science
Standard 6.P.3:
The student will demonstrate an understanding of the properties of energy, the transfer and
conservation of energy, and the relationship between energy and forces.
Indicator:
Conceptual Understanding 6.P.3A.
Energy manifests itself in multiple forms, such as mechanical (kinetic energy and potential
energy), electrical, chemical, radiant (solar), and thermal energy. According to the principle of
conservation of energy, energy cannot be created nor destroyed, but it can be transferred from
one place to another and transformed between systems.
Dance
Standard 1: Technique
The student will identify and demonstrate movement elements and skills and apply them while
performing dance.
Indicator:
D6-1.4 Identify and demonstrate an increasing range of movement qualities (for example,
sustained, percussive, vibratory, bound, free- flowing).
Standard 2: Choreography
The student will implement choreographic principles, processes, and structures.
Indicator:
D6-2.1 Use movement exploration to discover, compose, and perform solutions to movement
problems based on a variety of stimuli (for example, sensory cues, ideas, moods).

Vocabulary:
Introduced Vocabulary
Law of Conservation- energy is not created, nor destroyed, it is only transferred to various forms
Potential Energy- the potential to move; stored energy
Kinetic Energy- an object in motion, released energy
Weight- heavy & light
Flow- free, bound, off-balance, & balance
Strength- loose & tight
Reviewed Vocabulary
Energy- how a movement is performed
Attack- sharp & smooth
Lesson Objective

Students will be able to:


1. differentiate between potential and kinetic energy;
2. perform movements with various qualities; such as light,
heavy, sharp, smooth, tight, loose, bound, free, balance, and
off- balance

Instructional
Procedures

Introductory Activity: (7 minutes)


1. Students will be introduced to kinetic and potential energy
with the accompaniment of a PowerPoint presentation.
Developmental Activity: (18 minutes)
1. Students will engage in a movement activity that reinforces
the concept of potential of kinetic energy.
2. We will use the examples used in the PowerPoint to
demonstrate potential and kinetic energy for our movement
phrases. I will say the phrase and the students must respond
with corresponding movements and shout out potential or
kinetic energy. The phrases are as follows:
a. A stretched rubber band Sequential roll through
the spine going into a backward lean with arms
stretching backward also as if the body is a rubber
band stretching POTENTIAL ENERGY
b. Released rubber band Fly forward (jump forward
like a rubber band shooting to the other side of the
room) KINETIC ENERGY
c. Water behind a dam Swaying of the upper body
with arms crossed over chest POTENTIAL
ENERGY
d. Water runs over Runs through the space
KINETIC ENERGY
e. Bookshelf standing upright Tip toeing throughout
the space with arms in second POTENTIAL
ENERGY

f. Bookshelf falls over Tip toe, tip toe, then fall off
balance KINETIC ENERGY
g. Marbles in a jar Everyone crowd in together in one
spot POTENTIAL ENERGY
h. Marbles falling to the floor Everyone rolls to the
floor KINETIC ENERGY
i. Holding a bowling ball Sumo wrestler stomps
forward POTENTIAL ENERGY
j. Dropping a bowling ball Arms float up and body
floats through space KINETIC ENERGY
* I will occasionally change the other of the movement to challenges
students more.
3. We return back to the promethean board to have a brief
discussion about energy in dance.
4. Students will discover how the various energies were used in
our movement activity. Each movement has a certain energy.
a. Attack
i. Smooth: A stretched rubber band- roll
through the spine into backwards stretch
ii. Sharp: Released rubber band fly/ spring
forward
b. Flow
i. Bound: Water behind a dam swaying with
arms crossed over chest
ii. Free: Water running over runs through the
room
iii. Balance: Bookshelf standing upright Tip
toe throughout the room with arms in second
iv. Off- balance: Bookshelf falls over Tip toe,
tip toe, fall off balance
c. Strength
i. Tight: Marbles in a jar Everyone crowd
together in one spot
ii. Loose: Marbles falling to the ground
Everyone roll to the ground
d. Weight
i. Heavy: Holding a bowling ball Sumo
wrestler stomps forward
ii. Light: Dropping a bowling ball Arms float
up and body floats through space

Concluding Activity: (15 minutes)

1. Students will create their own movements for the examples


used for kinetic and potential energy to demonstrate and
explore the various kinds of energy in dance.

Assessment of Each
Objective

I will assess whether students have grasped the scientific concepts of


potential and kinetic energy, as well as the dance concepts of energy
in the last exercise; which requires students to create their own
movements demonstrating the various qualities while telling whether
the example used for the movement cueing is potential or kinetic
energy.

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