Unit Map
Topic/Theme:Using poetry to influence dance movements
|
Essential Questions:How do dance and poetry compare and differ?
How did your personal connection with the poetry affect your choreography? What would be different if you choreographed alone instead of in groups? |
Texts:McCutchen, Brenda Pugh. Teaching Dance as Art in Education. Champaign, IL: Human Kinetics, 2006.
Schrader, Constance A. A Sense of Dance: Exploring Your Movement Potential. Champaign, IL: Human Kinetics, 2005.
Poetry Websites
|
How they support the theme:This book provides a simplified way to describe choreographic principles for students. Handouts from this book will be used in this unit.
This book offers help to students with using exploration to inspire and create new movement for their choreography.
http://www.poetry.com
http://www.poetryfoundation.org/poetrymagazine/ http://famouspoetsandpoems.com |
Activities in the unit and how they support each of the following areas of literacy
ReadingDuring this unit students will be reading poetry and analyzing it for choreographic meaning. Students will also learn about the BSTER principles in choreography.
|
WritingStudents will be writing their own poetry during this unit. They will be permitted to select their own style from a list. Students will also use a journal to record various things throughout this unit including choreography, choreographic ideas, thoughts and feelings about choreography/choreographing, questions.
|
SpeakingBefore presenting their choreography, students will read the poems used to inspire the dance. Students will also give a brief summary of what the choreographic process was like for them along with the process of being a dancer as well.
|
ListeningStudents will listen to input of the group mates during choreographing and their peers' presentations at the end of the unit.
|
ViewingStudents will observe their peers' presentations of their choreography put together throughout the unit.
|
Activities and AssessmentPoetry Anticipation Guide
Group Retelling
|
Skill they intend to measureVocabulary
Recall Memorization/Summarization
Teamwork/Cooperation |
Knowledge they intend to measurePrior Knowledge
Content Knowledge Knowledge of their poetry
Learning of others poetry |
Day to day lesson outline
Day 1Poetry Review
Choreography Review Create Groups Discuss Project Rubric Groups Decide Poetry Style |
Day 2Self-written Poem Due
Group Retelling of Poetry Computer research to find other poem and song |
Day 3Begin choreographic process
Share poems/ideas Decide on song as group |
Day 4Teacher Check-ins
Teacher visits each group to check up on their progress and help with struggles |
Day 5Continue choreography
Clean complete areas Aim to finish |
Day 6Teacher Check-ins
Teacher visits each group to check up on their progress and help with struggles Groups should be almost finished with choreo. |
Day 7Review/Finish Choreo
Begin planning oral presentation |
Day 8All Choreo should be done
Plan and practice oral presentation |
Day 9Presentation Day
about half of the groups will present their projects |
Day 10Presentations
the rest of the groups will present Evaluations students will complete self and peer evaluations |