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University of Utah Fine Arts 4000 Spring 2012 U of U Teachers: Sarah Magnuson, Justin Davidson and Kellie Sloan

Classroom Teachers: Mrs. Allen-Gibby Age/Grade Level: Third Grade Curriculum Tie-In Art Objectives: Rainbow Charts 3rd grade Dance Investigating: Explore different ways of moving body parts and combinations of body parts. Investigating: Explore combining loco-motor steps with directions, pathways, etc. Moving: Explore the differences in 4/4, 2/4, and meters. Investigating: Practice moving to 4/4, 2/4, and meters using body parts alone (isolations) body facings (directions) levels (high, medium, and low). Creating: Choreograph a short dance based on one body part include change of shape, pathway, axial, and locomotor steps. Curriculum Objectives/Springboards: 3rd grade Science Standard 3 Objective 1: Students will understand the relationship between the force applied to an object and resulting motion of the object. Demonstrate how forces cause changes in speed or direction of objects. a) Show that objects at rest will not move unless a force is applied to them. b) Compare the forces of pushing and pulling. Objective 2: Demonstrate that the greater the force applied to an object, the greater the change in speed or direction of the object. Introduction: Students will participate in building and creating a collective dance piece that illustrates force in motion and the scientific properties behind it. Development: Part 1: (5 minutes) Introduce the 8 locomotors (running, walking, skipping, galloping, jumping, hopping, sliding, and leaping). Have students dance to even and uneven beats using the corresponding

locomotors while also exploring the differences in 4/4, 2/4, and meters. Part 2: (25 minutes) Have students practice moving to 4/4, 2/4, and meters using: 1. Body parts alone (isolations) 2. Body facings (directions) 3. Levels (high, medium, low) 4. After completing steps 1, 2, and 3 have students take what they have learned and use the 8 locomotors (running, walking, skipping, galloping, jumping, hopping, sliding, and leaping) to move through space. During this time play with tempo of music to encourage change in speed of movement. Have students freeze and hold a shape several times throughout this process and during different tempos. Continue moving after several seconds of holding still. Stop to ask the following questions: When the music tempo becomes faster what happens to the speed of your movement? Was it harder to stop when you were moving fast versus moving slow? Explanation: Forces cause changes in the speed or direction of the motion of an object. The greater the force placed on an object, the greater the change in motion. Therefore the faster you are dancing the greater force is required to stop yourself. 5. Earths gravity pulls objects toward it without touching them. We can use force to push and pull each other as well. If two people pull against each other with an equal amount of force they can balance without falling. An uneven distribution of weight will result in a fall. (Show example of counterbalance). Repeat step 4 from above but replace the freezes with partner counterbalance shapes. Explore counterbalances using a variety of body parts and interesting variations of push and pull. Questions: What happened if your counterbalance shape had an uneven distribution of weight?

What was the result in your partnership if pushed with too much force?

Part 3: (5 minutes) Students will be asked to examine their marble art from a previous lesson. By looking at the art students will pick out 3-4 pathways that the marble created in the paint and use these pathways as inspiration for dance pathways. Part 4: (10 minutes) Students will choreograph a 16 count locomotor dance using a variation of the 8 locomotors (running, walking, skipping, galloping, jumping, hopping, sliding, leaping) and 3 or 4 changes in their pathway. Other elements to include in the dance are changes in shape, unusual variations including back and arms, changes in space (high, medium, low), changes in speed, and at least 1 freeze. On day 6 (3/22) Students will review their choreography and present in groups giving each group an opportunity to be the audience and the performers. Conclusion/Assessment and Evaluation: The conclusion to this lesson is that each student has developed a dance and ways to move that reflect their new knowledge of force of motion. Each step in the lesson added new material to go into our informance. To assess that students understand the concept of force in relation to dance we will evaluate along the way. The questions that are asked in part 2 will be helpful in assessing their understanding before moving on to the marble art pathway activity. Materials, Music Suggestions, Props, Other Ideas, Teaching Aides and Vocabulary: Materials Drum

Students marble artwork. Teaching Aides We will use a rehearsed clap to make sure we can keep are students attention. Vocabulary
Locomotor Steps: Steps that travel through space Axial Movement: movement that revolves around the axis and is performed in place. Time: defines when one moves. Uses Duration and Tempo. Space: defines where one moves Energy: defines how one moves. Uses the qualities of motion and the degree, intensity, or power in execution of movements. Force: A push or pull Weight: the pull of gravity on an object