Day 3 & 4: Rhythmic Activities

Day 3 and 4: The Mannequin

Skills to be utilized in this 2 day lesson: Critical thinking, problem solving, teamwork and compromise, choreography, locomotor movements, space awareness, levels, shapes, time and energy.

Equipment: Tape/CD player, appropriate background music, Sport Props, skill charts listing the above skills as reminders of the necessary elements to be incorporated into the dance.

Objectives: Students will be able to:
- Identify and utilize foundation dance skills and apply them creatively to the dance story.
- Apply critical thinking and problem solving tools to develop the story scenario.
- Demonstrate cooperative teamwork and work within the framework provided to produce a quality dance composition.
- Recognize the importance of showing appreciation for peer choreography and presentation.

Lesson Sequence:
- Gather students together.
- Setting the tone: Through questioning. “Who can tell me, what is a mannequin?” “What would it feel like to be a mannequin?” “Raise your hand if you can think of some characteristics of a mannequin?”
- Input: Tell the students the following: Today we are going to create dances that will fit the story I am about to tell you. I will be dividing the class into 2-4 groups. Each group will have an allotted time (approx 20min) to develop a dance utilizing three types of characters found in a sporting goods store (department store). You will need to think, create, compromise, and practice your compromise. Each group will perform their creation for each other. You should create a dance you will be proud to present to the class. Remember to tell your story through dance, not “act” it out. Movement is your communication tool!
- The Story: The sporting goods store is packed with displays of mannequins modeling and utilizing sportswear and equipment. Mannequins are poised in positions depicting their sport. It is nearly closing time and two sales clerks are busy counting cash and closing out the cash registers. They are also busy moving through the store, checking the mannequins and merchandise and making any necessary adjustments. One of the models is holding a full bottle of water. A security guard enters the store, says hello to the sales clerks and walks around a while, as the clerks are finishing up their store close-up tasks. The store clerks say good night to the guard and leave the store. After checking all the locks, the guard begins to feel sleepy. Since no one else is around, the guard decides to take a nap and quickly drifts off to sleep. You can guess what happens next! The mannequins slowly come to life. They cant wait to begin playing and dancing around the store…….The mannequins sense that the nap is about to end and dance their way back to their original positions. The mannequin cannot resist drinking the bottle of water she/he has been holding. (After all, it has been a busy night!) The guard wakes up, walks slowly around and shortly notices the empty bottle of water. He/she gets an uneasy feeling the something has gone on while he/she was sleeping, looks shocked, and wonders what happened during the nap! The End!
- Task Development: Divide the students into 2-4 groups depending on your class size. Approx 8-10 per group is a good number, Characters needed are as follows: One security guard (minor role), 2 sales clerks (minor roles), and 6-8 mannequins (major roles).
o Remind the students of the lesson objectives: think, create, cooperate and utilize dance skills (refer to skill task cards), choreograph, and communicate the story through movement and dance. Let your imaginations go and practice your composition. Prepare to present to the class.
o Allow time for task development. Play background music, if appropriate for students to practice with.
o Teacher mingles and interacts with groups as they create and practice.
reinforce dance skills needed, when necessary. Encourage students to refine and edit compositions to ensure good quality.
- Pre-Performance: When you feel the groups are ready to perform, gather them together and discuss spectator skills (etiquette).
§ Be polite (Do not talk or whisper while others are performing)
§ Your preparation is over (Do not discuss your dance now)
§ Applaud for each group. Show appreciation for their effort and hard work.
§ Look for things you especially enjoyed. Do not single anyone out for a poor performance, etc.
- Performance: Allow each group ample time to perform their work.
- Assessment: Rubric, self-evaluation and student evaluation.
- Lesson Closure: Draw the class together to discuss the performances. Encourage student feedback through questioning. Also discuss the creative process for each group as they developed and practiced their composition.