Lesson: Integrating Dance into English Language Arts

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Lesson Objective

Participants volition explore practical applications and case lessons of dance integrated into english language language arts

Dance Concepts

The following are the trip the light fantastic toe concepts most usually or naturally integrated into english language arts courses. However, this list is non exhaustive. Every bit covered in Unit 2, yous should now understand the scope of trip the light fantastic likewise every bit accept access to the standards if you would like to explore other connections.

Trip the light fantastic toe ELEMENTS
At that place are five elements: Body, Action, Space, Time, Energy (B.A.South.T.E.) that tin can serve as lenses to help students analyze, discuss, manipulate, and create motility. Each category describes who is dancing or what is moving (body), what they are doing (activeness), where they are in relation to others or their environment (space), when they are moving or for how long (time), and how they are moving or the quality of movement (free energy).

Perpich Center for Arts Education, & University of MN Dance Program. (2018). The Elements of Dance. Retrieved from https://www.elementsofdance.org/

  • English language Arts Applications: As a non-trip the light fantastic toe teacher, you lot should not experience the need to teach dance elements every bit a broad concept, or feel like you lot need to integrate all 5 elements. In english language arts, typically teachers focus on deportment and/or energy to physically portray tones, themes, and events in literature. Every bit you volition meet in examples beneath, all of these elements can have numerous applications for english linguistic communication arts teachers of every class level or demographic.
    • Actions: Students tin practice different types of movements that relate to events occurring in a story. Examples of different actions include jumping, turning, locomotor (traveling), open/close movements, rise/sink, stretch/bend, etc. ~ Come across Elements of Trip the light fantastic chart above for more
    • Energy: Students can practice move with different qualities that correspond emotions of characters or imagery found in content. Examples of different energy qualities include force (strong/gentle), weight (heavy/light), or flow (bound/gratuitous) ~ Run into Elements of Dance chart in a higher place for more
  • NCAS Artistic Procedure: Dance element concepts can exist developed into activities that facilitate creating, performing, responding, and connecting. With more than space for movement activities, students tin practice and choreograph movement inspired by texts or literature. At a desk-bound, students tin can discuss and write about dances viewed using english language arts concepts.
  • Note: Depending on your resource on Dance Elements you may see only 3 or 4 elements listed. Sometimes the terminology also varies (example: "Energy" may be labeled every bit "force" or "effort")
Here is a quick video on Dance Elements if you are even so unsure well-nigh this dance concept.

CHOREOGRAPHIC Structure AND DEVICES
When designing a brusque phrase of motility or a total length dance piece, choreographers will consider what structure to organize the movement to attain an intended meaning or intent. Then choreographers will utilise different devices to continue manipulating their choreography in new and artistic means.

Fitzgerald, S. (n.d.). Slideshow Presentation. Retrieved from https://slideplayer.com/slide/9165266/

  • English Language Arts Applications: Choreographic structures function similarly to writing structures. In fact, most dancers compare a choreographer to a author, choreography to literary work, and choreographing to the process of writing. In that location are many connections that tin can be made betwixt creating art with words and movement.
    • Structures: Students can practice planning movement in specific patterns. Examples of different structures are AB or ABA which would imply that a choreographer has assigned i step or short phrase as "A" and another as "B". These tin and then be repeated in unlike patterns according to the lettered structure. ~ Encounter Dance Spirit article below for more than
    • Devices: Students can use devices to manipulate already created phrases. Examples of different devices are cannon (multiple dancers begin a phrase at unlike times similar 'row row row your boat') and retrograde (dance is performed 'forrard' unremarkably and so completely reversed 'backwards).
  • NCAS Artistic Processes: Choreographic structures and devices tin can exist best developed into activities that facilitate creating, performing. Ideally with more space for movement activities, students tin can manipulate and choreograph move based on some type of literary inspiration. Notwithstanding, at a desk-bound, students could mayhap also complete responding and connecting activities while watching videos or discussing.
  • Related Concepts: Themes or artistic intent (choreographing with a purpose), structures of choreographic work (dance work=similar to a completed piece of literature; phrase=similar to a sentence; step/movement=word)
  • Annotation: Depending on your resources, choreographic structures may be referred to as forms.

Examples

Creative Dance Integration | BYU by Erika Cravath
These lessons are great examples of dance and science fully integrated for elementary grade levels. They all connect well to all for NCAS artistic processes and permit for plenty of motion.

  • Linguistic communication Arts: Language Arts: Row, Row, Row Your Boat ~ Grades one-ii ~ 1 Course Period: Students learn to understand vocabulary in the song, "Row, Row, Row Your Gunkhole" while completing a guided improvisation inspired by lyrics. They practice and perform movement that interprets different elements of the story in the song.
  • Language Arts: Linguistic communication Arts: Homophones ~ Grade 2 ~ 1 Class Period: Students empathize different meanings of homophone word pairs while choreographing trip the light fantastic sentences related to the pairs. They create sentences with homophones and then choreograph movement to match.
  • Language Arts: Prefixes un- and re- ~ Grade two ~ 1 Course Menstruation: Students acquire how to sympathise meanings of prefixes while choreographing and manipulating movement. Students use choreographic devices (retrograde, repetition) to create motility phrases.

The J. Paul Getty Museum by Patricia Berger
This lesson is a nifty example of dance being used in an english language arts to encourage appreciation of trip the light fantastic every bit an art grade, all while completing physical activity.

  • Scientific discipline: All I want to Do Is Dance, Trip the light fantastic toe, Dance! ~ Grades 3-5 ~ 4-v Grade Periods: Students learn how to utilise language to analyze and describe movement while viewing peers perform frozen shapes or visual art pieces of trip the light fantastic toe. Through partner exercises, they exercise different positions and levels (space). Afterward, students learn how to write persuasive speeches nigh why people may like to dance.

United Arts Council
These lessons are also great examples of dance and english language arts fully integrated for elementary grade levels. Each includes clear activeness outlines, assessments, and differentiated approaches.

  • Moving Sentences: Action Out Sentences with Our Bodies ~ Grade K-1 ~ ane Class Menstruum by Catie Burnette, Jenna Helmink, Victoria Lightfood, Andrea Kisielius: Students learn to empathise simple sentence structures, appropriate capitalization and punctuation, through a guided improvisation. As a form, they perform different loftier/depression levels shapes (space) that represent to each element of the written sentence displayed or read past teacher.
  • Moving Sentences: Lines of Life ~ Grade iii-5 ~ one Class Period by Xan Regan: Students larn to sympathize lines and figurative language while choreographing phrases. They practice manipulating different dance elements (action, infinite, time, energy) and choreographic structures to help portray meaning.
  • Dancing Grapheme Traits ~ Grade v ~ one Form Period by Chelsea Francis: Students larn to empathize a novel's characters while analyzing and performing action verbs from the text. They work in groups to choreograph phrases based around content in the stories.

Interact

Nearpod 1.jpg

Click here to join our Collaboration Nearpod (with code CPGLM) and respond to the question: How practise you plan to integrate dance into your classroom? -- Later reviewing these applications and examples, depict a content topic that interests you.

Your contributions will be public to whatever other participants in this grade. Experience free to peruse other responses.

Additional Resource

  • [The Kenenedy Centre, & Arts Edge. (n.d.) https://artsedge.kennedy-eye.org/educators/how-to/encouraging-arts/how-dance-can-teach-literature] | This resource lists five clear and powerful benefits of incorporating dance into an english language arts class. Accordingly, dance can assistance : clarify procedure of language analysis, place subtle elements in specific texts, compare literary works, assist in writing-essay, and nurture creativity. During that time, students can likewise feel the art of trip the light fantastic toe, physical movement, new creative inspirations, and choreography explorations.

References

  • Berger, P. (n.d.). All I Want to Do Is Dance, Dance, Dance! Retrieved from https://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson38.html
  • Cravath, E., BYU Arts Partnership, E., Arts Span America, E., & BYU | Honors, East. (n.d.). Lesson plan resource.
  • Elements of Dance | Kqed Arts. (2015). Retrieved from https://www.youtube.com/watch?5=UGuD9Geeb2k
  • Fitzgerald, South. (n.d.). Slideshow Presentation. Retrieved from https://slideplayer.com/slide/9165266/
  • PBS, & SGHB Educational Foundation. (due north.d.). Teaching Resource For Students And Teachers. Retrieved from https://world wide web.pbslearningmedia.org/
  • Perpich Center for Arts Instruction, & University of MN Trip the light fantastic Program. (2018). The Elements of Dance. Retrieved from https://www.elementsofdance.org/
  • The Kenenedy Centre, & Arts Edge. (north.d.). How Trip the light fantastic toe Can Teach Literature: V means to use dance in your english form. Retrieved from https://artsedge.kennedy-eye.org/educators/how-to/encouraging-arts/how-dance-can-teach-literature
  • United Arts Council. (n.d.). We Make Art Happen. Retrieved from https://www.unitedarts.org/
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