Time Activity and Analysis Safety

Factors/Anatomical
Issues
Special Needs/Considerations Teaching Cues Music or
Accompaniment
Class
Organization/For
mation
7 min Teach warmup sequence (a sequence that allows
students to get warm but still interesting enough
to use later on in class).Students perform
sequence several times intermixed with jogging
and other locomotor patterns to get warmer.
Ask for initial
questions.Keep
socks off. Have
them be aware of
their space. Do not
go into deep knee
bends with out
warming up first.
If Falon is not challeneged
enough, have her Retrograde
her material. Jimmy needs extra
time to work where his head
and weight goes. Margaret
needs time to breathe and clear
instructions with peer help with
the sequence, so she is not left
behind and understand the
material. DVD player activity
will prepare the students who
need just a litle bit extra
imagery and practice.
Define the three things. Counts,
tempo, qualitative
descriptions/rhythms, facings, etc.
Have students perform the
sequence once and ask for other
questions that came up as they
tried it. Go over left side. Teach by
developing the sequence.
"Love Story Meets
Love Story", by Jon
Schmidt on Bonus
Tracks
Scatter Pattern
20 min Technique Sequence (include plies, tendus, foot
articulations,etc);students perform sequence once
with no changes. Ask students to choose 2 parts
to repeat.Students perform the sequence again,
this time making a change each time they repeat
something (change facing, timing, energy
quality, etc.) Split the class in half; one partner
performs the sequence with repetitions while
other watches (then reverse roles) - The class
discussion about what was seen from group is
next. Talk about dance history/current figure
(Donald Mckayle - Shaker Life) who used
repetition in choreography to reiterate, recall, add
interest, etc. Show film. WIth a partner, students
will select places in the initial warmup sequence
to repeat. Students will take turns watching each
other and discuss how repetition changes the
choreography itself
Keep plies at demi
plie.
Give a prompt before showing
the film so they have something
to look forward to and have
ready questions and answers
for them right after the class, to
keep the class progressing.
Allow students to make individual
choices about repetition without
following a partner. students are
asked to look for how the
repetitions affect the look of the
overall group (variation on
facings, timing, energy
qualities);what do they like? What
was interesting or confusing?
Discuss on how repetition affected
the choreography/why do you
think Donald Mckayle chose to
use this choreographic device?.
(reiterate, change the feeling, etc.)
"Love Song" by
Sara Barielles on
album "Little Voice:
(Shaker Life by
Donald Mckayle
from BYU Dance in
Concert DVD or
Youtube) "Tidal" by
Imogen Heap
(Instrumental
Version on album
"Ellipse")
Facings will
rotate clockwise.
The class will be
spread out
evenly. Then
spilt into two
groups. They
will huddle next
to the TV.
Lesson Plan: Time
Name: __Brianne Pottorff______
Date: ____October 6, 2014______
Learning Outcome:Day 1: By the end of a 50 min class, Dance 140 students will be able to identify repetition and canons when viewing choregraphy, as well as demonstrate an ability to make choices about using repetition
and canon in a given sequence.
Equipment/Supplies/Special Preparations: Stereo, Computer, Cord
20 min Review a section of "Shaker Life" and look for
canon this time. Have students learn a few brief
locomotorsequences to go across the floor in a
canon. Take the warmup sequence and practice it
in a canon. After students have had sufficient
time to practice, they will perform for each other.
Keep the head tail
connection, and
remind them to
breath through the
sequence. Try to
challenge their
extension.
Ask for if they have any
questions. Define terminology
consistantly. Maybe ask Falon
to demonstrate it for the class.
Allow Johnny to work with
some one other than Tyler.
Make sure Johnny and Tyler
are paired with higher level
dancers.
Explain and discuss how repetitins
we just did invovled the self;
another type of repetition that
invoves others is a canon. Group
discussion on what was seen or
experienced; how did the canon
change the original sequence;
what were the challenges of doing
it as a canon?; what tools were
used to be successful?
(Shaker Life by
Donald Mckayle
from BYU Dance in
Concert DVD or
Youtube) "Tidal" by
Imogen Heap
(Instrumental
Version on album
"Ellipse")
Face mirror in
windows.
3 min Cool down - Stretch the main muscle groups of
the body.
Work through the
joints. Breathe.
Have each student share with
their neighbor what they
learned today. This will include
the students who are not
engaging vocally to me.
Begin standing then bend over.
Swing upper torso. Then move
into lunges, then quad stretch.
CLAP!
Ambient music:
Self Portrait by
Gary Hoffman
Scatter Pattern in
groups.
Specific Objectives &
Evaluations
Speed Hear rate up, warm
muscles. Light sweat, heavier
breathing. Sequence performed
independently to be used later.
Students perform sequence,
create variations to the original
sequence, perform for an
audience, discuss what they
saw, and respond to repetition
choices made by peers.Uses
Repetition at appropriate time.
Clear Artistic Representation
and Intent.
Lesson Plan: Time
Name: __Brianne Pottorff______
Date: ____October 6, 2014______
Learning Outcome:Day 1: By the end of a 50 min class, Dance 140 students will be able to identify repetition and canons when viewing choregraphy, as well as demonstrate an ability to make choices about using repetition
and canon in a given sequence.
Equipment/Supplies/Special Preparations: Stereo, Computer, Cord
(the sequence is structired in
such a way that when done in
a canon, it becomes a duet
where dancers are partnering
and filling each other's
negative space).
Lower heart rate, and find their
breath. Stretch main muscles.
Time Activity and Analysis
Safety
Factors/Anatomical
Issues
Special Needs/Considerations Teaching Cues
Music or
Accompaniment
Class
Organization/Formati
on
Specific Objectives &
Evaluations
7 min Warmup: Quickly Define note values
before you use the terminology. Begin
music students will walk to the beat in a
song on the quarter notes. After everyone
has mastered that, have them toss or flick
their arm on the half notes. Then have the
students hold for a whole note then
continue walking.
Take socks off.
Flicking could be
too intense, so they
to be careful of their
shoulders and hips.
Include relations. The students
need to get comfortable and
prepare to work together in
groups later in class.
Make sure the students are
getting warm.
Balkan Beat Box -
cha cha.
Scatter Pattern Speed Heart rate up, warm
muscles. Accents are following
the music.
15 min Technique Sequence - Big and Small
movement, fast and slow tempos.
Locomotor 10 min
Prance 4, Jump in parallel 4, Prance
4, Jump in first 4, Prance 4, Jump in
second 4, Prance 4, Jump in
changema 4.
Now go across the floor using arms, big,
than small, than big, than small. Then
switch!
Make sure feet are
warmed up. Keep
pelvis aligned when
jumping. Make sure
knees are over toes
and they are
yeilding in their
plie, finding
verticality.
Watch for Margret and her
endurance level, because this
will be quicker to challenge the
higher level dancers.
Big and Small movement
can still keep time. Use this
as a preperation for a petite
allegro.
Balkan Beat Box -
cha cha. Drum
Facings will rotate
clockwise.
Alignment, and strength in the
feet. Contact with their core.
15 min Assigned note values. Each group of four
or three will be assigned note values.
Each will change their shape with in their
own note value and move in each other's
negative space.
Prepare the class to investigate
the movement transitions and
be aware of the integrity of the
movement instead of going
through the motions.
Every beat has a beat or vice
versa. Are they finding a
pattern with their group?
What is challenging? Any
problems solved?
Mirando - Ratatat Face different ways. Team work, finding
individuality in a group,
challenging themselves to find
interesting shapes.
Investgation on what they
personally like to do.
Lesson Plan: Time
Name: __Brianne Pottorff______
Date: ____October 8, 2014______
Learning Outcome:Day 2: By the end of a 50 min class, Dance 140 students will be able to create their own written rhythm using note values and movement scores, adding to a sequence already taught to them.
Equipment/Supplies/Special Preparations: Stereo, Computer, Cord
10 min Creative Collaboration - The students will
write their own movement score and
create a dance together. Following the
ABA form, each will have a beginning,
middle and end. Also work on canon
sequence. Remember to have them be
cooling down after they have finished.
This will not be as
taxing so have them
be cooling down
and slowing their
heart rate.
Spread out the high level
amongst the others. Make sure
the requirements are written on
the board. Have the music
invite accents.
The students will add on to
this note value dance. Next
they will add on repition, big
and small movement,
choreographic shaping,
levels, or directions,
pathways, and accents. This
will all develop through the
unit.
Brian Crane - Piano
and Violn Duet
Scatter Pattern in
groups.
Four beats, four or five
measures, memorized.
Different facings, and different
levels. Spoke, arch, curve.
Written Sequence that
includes four measures, each
note value used at least once.
Team work, in negative and
positive space.
Clear pathways.
3 min Cool down
Time Activity and Analysis Safety Factors
Special
Needs/Considerations
Teaching Cues Accompaniment Class Organization
Specific Objectives &
Evaluations
8 min Have students work on their note value dances with their
group. Then if you have time have students work on the canon
sequence. Discuss what our biological clock is like. Introduce
standing for a minute, then dancing for a minute, moving fast
or moving slow. How does a minute feel between the two
speeds? Discuss QUICKLY!
Do not loose time on
this! And make sure
it is not bad or wrong if
they sit down too early
or too late.
Make sure they are not looking at
the clock. Give a hw assignment to
write a paragraph on there
awareness of time. How fast or
slow do they walk, are they always
late? How do they keep time is it
efficient?
none Scatter Pattern Speed Hear rate up, warm
muscles. Recognize time as an
assistant to life. Help them
recognize their self just a little
bit more.
30 Min Center Floor - Introduce tirnary and odd meter:
Couples will throw to their partner on one and catch on count
three. Perform until you get a steady rhythm. Make the
rhythms longer so the partners have to spread away from each
other. Loose the balls and begin with an imaginary ball.
Continue to improv catching and throwing a ball matching the
energy, but moving further away from pantomiming. Now they
are drawing away from their partners and dancing as an
individual exploring fast and slow rhythms and finding accents
in the swing and sway. Allow them to nicely come out of it.
Next: Options are to split class in quarters. Two groups
assigned binary, the other two assigned ternary. The one of
each perform together while the other half observes. The
students are allowed to switch rhythms in the middle when
they feel it is right and they both begin to dance to the drums
tempo. Have a discussion about combining binary and ternary
making odd meters. 5's, 7's
Make sure warm
feet, but no socks.
Challenge the students
to make contact with
other students on their
own time. Continue to
monitor each step to
make sure the
instructions are clear.
First step is introduce tirnary
rhythm. Define skips, swing, sway,
and waltz. When introducing
accents gor over how to represent
an accent. What does an accent
look like? Walk through accents
that start on one or two or three.
Then introduce accents on both
binary and tirnary rhythms. Then
introduce big and small movements
on these rhythms. Next have the
students combine binary and
ternary to make odd meters, by
improvisation.
Drum Facing away from the
mirror.
Accuracy of timing Incuded
are 5 accents. They can
differentiate between small
and big movements.
10 min Across the floor sequence - Walking with moving accents.
Accent will move starting with 1, then 2, 3, 4 and 5. Have the
students discover walking choosing which count to accent on.
Be sure they have at least two in each 5 counts. The sequence
includes swings, sways, skips, deep plies, grounded runs,
assamble, and walks on eleve. The rhythm will be in a 5/4 time
signature. Have students add accents to their note value
dances.
Keep repeating steps
before I continue. Have
them work on it for a
few minutes.
Make sure I have good pick up
cues, instead of trailing off. Always
keep students engaged by telling
them how far they have to learning
the sequence.
Kaosillator Across the floor Accurate timing. Full body
extensions. Pelvis placement.
Feet articulation. Driving
pelvis, and loose head.
Lesson Plan: Time
Name: __Brianne Pottorff______
Date: ____October 13, 2014______
Learning Outcome:By the end of a 50 min class, Dance 140 students will be able to show technique in musicality by performing a taught sequence. And they will be able to layer rhythms with odd meters and accents, manipulating the
technique sequence taught that day.
Equipment/Supplies/Special Preparations: Stereo, Computer, Cord
5 min cool down Stretch the legs
good.
Explain the importance
of cooling down.
Ask them to work through the body
and joints, instead of tensing
through the stretch. Remind them
to breath.
Ambient music In a circle Lower heart rate, and stretch
used muscles.
Time Activity and Analysis
Safety
Factors/Anatomical
Issues Special Needs/Considerations Teaching Cues Music or Accompaniment Class Organization/Formation Specific Objectives & Evaluations
15 min Technique Sequence - using odd
meters. Includes working through
the feet, opening up the torso,
lubricating the joints, and relaxing
the neck. Warm up and help them
warm up feet and
main muscle
groups and have
no socks.
Allow students to sign up
when they want to go.
Let them practice and
ask questions.
Facings will rotate
clockwise.
Help them warm up and get
ready to clam their nerves.
15 min Note value Group Assessment - Make sure they have a
good start.
Set a video camera up Face mirror in windows. Assessment
15 min Canon Assessment - Make sure they have a
good start.
Set a video Camera up Scatter Pattern in
groups.
Assessment
5 min Cool down Slow heart rate Relaxation Circle
Lesson Plan: Time
Name: __Brianne Pottorff______
Date: ____October 15, 2014______
Learning Outcome: Day 4 By the end of a 50 min class, Dance 140 students will be able to recognize odd and mixed meter rhythms, test on set technique sequences, and perform a group project
performing and changing accents in odd and even meters.
Equipment/Supplies/Special Preparations: Stereo, Computer, Cord