7 b movement intro mar 20
- 1. Teacher: Michele Martyn Grade: 7B Time: 1 hour 42 minutes Lesson: Movement Introduction Subject: Movement Date: March 20, 2014 GLOs: students will develop the ability to initiate, organize and present a project within a given set of guidelines develop the ability to interact effectively and constructively in a group process develop the body and voice as tools of communication become familiar with dramatic terminology and script format SLOs: students will Movement: 2. move within personal and shared space 5. move individual body parts 6. practice proper posture 12. use levels 14. create shapes with the body 16. freeze movement Learning Outcomes: students will 1. discover movement potential of individual body parts 2. create different images with their bodies, individually and in groups 3. interpret sentences into movement Assessments: Classroom observation (1,2,3) Materials: “How to Train Your Dragon” “Percy Jackson & the Lightning Thief” Words from a hat Procedure: Introduction (10 min): Attendance/Question of the Day Introduction to Movement (12 min) (LO#1) We’ve just wrapped up our Tableau Unit, so now we’re going to move from frozen pictures, to moving ones. Before we do any movement, we need to make sure that this is a safe space. That means you always need to be aware of your surroundings (people, walls, chairs, curtain, etc.) Warm up – yoga-type stretching (mountain, forward fold, downward dog, warrior, downward dog, warrior, downward dog, child’s, upward dog, downward dog, forward fold, mountain pose) First, exploring individual body part movement (bringing it more into movement field, and farther away from disco dancing) Start out just moving right pointer finger. See how moving your right pointer finger can make your right wrist move, then right elbow, moving all the way to your feet. By the end of this, students’ entire bodies should be moving, led by their right pointer finger. Repeat, leading with left foot (entire body moving, led by foot). Repeat, leading with head (entire body moving, led by head).
- 2. Now, students will “choreograph” their first “movement piece”. In partners, students repeat previous exercise, but Student A instructs Student B which body part to lead with (first the left ear, then the right knee, then the nose). Switch. Congratulations! You’ve choreographed your first movement piece! Creating Shapes with our Bodies (15min) (LO#2) This is a nice introductory activity to interpreting sentences, because students just need to interpret a single word. The game is “Flamingo” Have the students start walking around the room at a leisurely pace, using the space, but not bumping into each other or hiding in the nooks and crannies. After 10 seconds, have the students freeze wherever they are in the room, and have them take note of where they are standing, they will have to return to this exact spot later. Whenever you call “flamingo”, students must return to this spot and strike a “flamingo” pose (however they choose to interpret that). Students will hold this pose unti l you instruct them to continue walking. As students walk around, call out “flamingo!” to have them return to those spots. As time progresses, have them freeze elsewhere, taking note of where they are, and create a motorcycle with a partner. Now you have 2 words to call out. Add in new positions & objects that students can create (ex: sun (individual), submarine (4 person), lion (individual), dinosaur (3 person), pirate ship (the whole class). As students improve, you can raise the stakes by making this an elimination game (if you choose), where the last person/pair/group to create their object is eliminated until you have a winner. Interpreting Words into Movements (15 min) (LO#3) Students move into a circle for Domino Now instead of creating a frozen shape for a word, we’re going to create a movement that we can repeat Pick words from a hat – start with every student having a different word, then one word for every other student, then one word for half the circle, then one word for whole circle The key is to make sure that the movements are different (the last word should be an adjective or something that is open to more interpretation) Interpreting Sentences into Movements (30 min) (LO#3) Explaining to students the different components of sentences that you can interpret into movement I find it easiest to write a sentence on the board (from the book), and identify the nouns, adjectives and verbs. Verbs are the easiest to translate into movement, because they are action words Next are the nouns, because you just turn your body into the shape of the noun (a lion, a telephone, etc.) Adjectives are a bit harder to interpret into movement, because it’s not as literal. That also means that this is where we can open our movement up to artistic interpretation! What might a soft movement look like? A harsh movement? A loud movement? Have students line up, facing SmartBoard. Each student will interpret one sentence into movement from the book, in order down the line. Begin with Domino action, getting everybody involved and paying attention to what other students are doing. Move on to students performing action down the line, without the repetition
- 3. Students scattered throughout room performing in numbered order. Congratulations! This was the class’s first movement performance! Interpreting Music into Movements (19 min) Circle for Domino with Music (have playlist prepped) Another thing that inspires movement is music. When you’re listening to music, it may be fast or slow, smooth and connected or quick and disjointed, happy or sad or scary. Movement can show this. So whatever your movement is for the music, I should be able to tell what kind of song is being played just from watching your movement. Start with just one song per student. Move on to domino-domino-own thing. Try to get to where students are all just interpreting songs on their own without paying attention to what the other students in the class are doing/getting out of their bodies. Closure (5 min) What are the different ways that we moved our bodies today? What did we interpret into movement? What were the easy things to interpret? Was there anything that was difficult to interpret? Has anyone ever seen a movement performance before? (ex. mime, dance) After spring break, we’ll be creating our own movement pieces!