One of the most wonderful things about dance is that it can be used as a vehicle for many interdisciplinary subjects. That crossover especially holds true within other areas of the arts. Even starting with your youngest dancers, we can incorporate things like visual art to enhance the learning experience. Below is one of my favorite lesson plans you can do with young dancers and well as progressing the lesson for older and more advanced students.
DANCE, FREEZE & DRAW
~MATERIALS
. A very large sheet of paper for each group of 5
.One box of crayons/markers for each group of 5
.A variety of eclectic music to be played (i.e. jazz, classical, pop, Latin, hip-hop, etc)
~LEARNING OUTCOMES
.Musicality
.Visual art integration
.Emoting and expression through movement and drawing
.Group collaboration
.Aesthetic development
.Spatial awareness and travel
.Multi-tasking
.Sensory awareness
.Coordination
~SET UP
.Children sit in a circle while 2 monitors help set up papers and crayons on the floor at each dance/drawing station
INTRODUCTION
.Teacher explains that music can evoke certain feelings and emotions within us. These feelings can “prompt” or motivate us to spontaneously move and create art in a variety of ways.
.Teacher explains that each group of 5 will have a large piece of paper (or their ‘canvas”) and crayons on the floor. Each group will pick a space to start around the paper. Different types of music will be randomly played. When they hear the music they will dance around their paper and move freely according to how the music makes them feel. When the students hear the music pause, they will stop dancing and then have 30 seconds to spontaneously draw what the music sounds like to them and how it makes them feel through their individual, artistic interpretation. Once a new piece of music is played, they are to resume dancing and follow the same directions when the music stops.
EXPLORATION
.The teacher puts the groups of five together by spelling out D-A-N-C-E. When a group is formed, they may pick a station in the room to gather at. At this point, teacher should make sure each group has all the necessary materials and are situated before the exercise begins. Also, teacher should encourage students to dance freely and take chances while maintaining safety rules and being aware of other dancers in close proximity.
DEVELOPMENT
.Once the dancers have a grasp of the activity and shifting between dancing and drawing, teacher can proceed to stop and change music in quicker, shorter intervals to prompt spontaneous creation and stimulate stream of consciousness in their art work. Keep complimenting students when something interesting occurs and commend students who are taking chances and working well with others. Teacher should constantly be circulating and taking note of each group.
CONCLUSIONS
.Teacher and students walk through the “art gallery” together discussing the visual art created, making observations and correlating the music to the choices made and seen in the works. Ask students what feelings the actual finished art work evoke among them. Let students discuss what things they particularly like thereby building and recognizing their aesthetic choices. Hang works of art in classroom as a tribute to the students and the activity.
ADAPTATIONS
.Add silence as a music selection
. Try activity in one large group
.Have groups perform one at a time with one, specific music genre given to each group
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