Day 5: Rhythmic Activities

Day 5: Line Dancing- Ghost Busters

Learning Objectives:
N.S. 1.1 Demonstrate competency in the movement patterns needed to perform the line dance Ghost Busters.
N.S. 5.1 Demonstrate independence and good use of time while participating in physical activity.
N.S. 5.2 Demonstrate respect for all students, regardless of individual differences in skills and abilities.
D.S. 1.1 Identify and demonstrate movement elements and skills in performing the line dance Ghost Busters.

Setting the tone: Explain to students what a line dance is, what scattered position is and why they are going to learn the dance in scattered formation. Tell them you are going to teach them the line dance Ghost Busters today and they are going to learn it eight counts at a time.

Group Activity/Instruction:
1. Have the students get in scattered formation on the floor and teach the students the 1st eight counts, and then have them do the steps with you.
2. Teach the students the next eight counts, have them do the steps with you and then do all 16 steps with the students until they are comfortable.
3. Teach the students the last eight counts of the dance, have them do the steps with you and then go through the entire dance.
4. Put the dance with music.
5. After the students are comfortable with the dance, take volunteers to be callers during the dance and have them call for 48 counts.

The steps i will call for the students/they will learn to call:

• 4 steps forward. Begin on Rt. foot (R,L,R,L clap on ct. 4)
• 4 steps backward. Begin on Rt. foot (R,L,R,L clap on ct 4)
• 4 steps to the right side (Rt. together Lt., Rt. touch Lt.)
• 4 steps to the right side (Lt. together Rt., Lt, touch Rt.)
• Kick Rt., Kick Lt., Kick Rt., Kick Lt. (4 kicks total)
• With Rt. foot, tap 2x in front, 2x in back, 1 front, 1 back, and one to the side as you turn 1/4 turn to Lt. (Rt. foot is now ready to move forward and have them call for 48 counts). Repeat!!

Closure:

Ask students what line dance they just performed. Ask if they liked the dance. Remind them that starting teaching in scattered formation is better.

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.

Rhythmic Activities: Day 2

DAY 2: Tinkling

Lesson Objectives: (National Standard- N.S./Dance Standard- D.S.)

N.S. 1.1 Demonstrates competency in movement patterns needed to perform Tinkling routines.
N.S. 1.2 Demonstrates competency in movement patterns needed to strike the tinkling ropes/poles with 4 ropes crossed.
N.S. 5.1 Display appropriate behavior and cooperation when working in a group.
N.S. 6.1 Students will value the benefits of physical activity and enjoy being active.
D.S. Identify and demonstrate movement elements and skills in performing the Tinkling routines the Straddle Jump, Mashed Potatoes, and the Jogging Step.
D.S. 2.1 Understand choreographic principles when learning tinkling routines.
D.S. 5.1 Understand the dance Tinkling and where it comes from (Philippines).

Setting the tone: (my talking points will be highlighted in red)

I will ask the students: Does anybody remember what Tinkling is and where it came from?
Example of a correct answer: A rhythmic game that came from the Philippines.

Remind the students that: Tinkling depicts the movements of a long-legged, long-necked tinkling bird. Today we are going to learn how to strike using 4 poles crossed and stay on beat. We will also be learning how to perform the 3 different Tinkling dance routines we learned yesturday with the 4 poled crossed.

Day 2 Group activity/Instruction-Crossed 4 bands/poles: Striking, Straddle Jump stationary and Mashed Potatoes in a circle, the Circle Formation: Mashed Potatoes in a circle.

1. Begin by showing the students how to set up the crossed 4 bands and show them how to strike (in,in,out,out) and have the students go back in their groups and practice striking with no jumpers.

2. Have the students jump 4 at a time doing the Straddle Jump, switching off stikers and jumpers.

3. Call the students over and show them how to do the Mashed Potatoes jump in a clockwise circle with 4 strikers, and then have them go back in their groups and practice it, switching strikers and jumpers.

4. Set all the bands up in a circle and have the strikers practice striking in that large circle formation.

5. Have the jumping students all pick a set of bands to start at, then have them perform the Mashed Potatoes jump in the large circle clockwise, switching off striking and jumpers.

I chose to include a second day of tinkling in my Rhythmic Activities lesson with the crossed 4 bands/poles because the dances, especially in a large cirlce, spikes the interest of the students. Tinkling, as i already mentioned has many benefits to students. When the students form a large circle and strike together it teaches them how to work together because they all have to be on the same beat.

Closure:
Ask the students: Did everyone enjoy our 2 days of Tinkling? Where does Tinkling come from? How do we strike?

Rhythmic Activities

Topic: Rhythmic Activities

Devlopmental Level: Upper Elementary (grades 4-6)

40 min class periods

I chose to include Tinkling, The Mannequin activity and Line Dances in my 5 day lesson plan because there are many benfits of dance activities. They include appreciation and enjoyment of dance as an art medium from both a spectator and performance standpoint; using the body as an expressive tool; combining locomotor movement patterns in time with music in repeatable patterns; interpret and move to various rhythms, awareness of various cultures and historical periods of dance, recognize the importance of demonstrating appropriate social etiquette while dancing, an excellent form of exercise and can become a lifelong, enjoyable activity.

5 Day Outline:

Day 1: Tinkling

10 min- Warm up (aerobic)

5 min- Set the tone

22min- Group Activity/Instruction (Striking, Straddle Jump, Mashed Potatoes and The Jogging Step)

3min- Closure

Day 2: Tinkling

10min- Warm-up (aerobic)

2min- Set the tone

25min- Group Activity/Instruction (Crossed 4 bands: Striking, Straddle Jump stationary and Mashed Potatoes in a circle, the Cricle Formation: Mashed Poataoes in a circle)

3min- Closure

Day 3&4: The Mannequin

10min- Warm-up (aerobic) 10min- Warm-up activity (aerobic)

5min- Setting the tone 2min- Pre-performance

20min- Group Activity (Preparation) 20min- Group Performances

5min- Closure 3min- Closure

Day 5: Line Dancing-Ghost Busters

10min- Warm-up (aerobic)

5min- Set the tone

15min- Activity/Instruction

5min- Student Calling

5min- Closure

Lesson Plan for each day:

DAY 1: Tinkling

Lesson objectives: (National Standard-N.S./Dance Standard D.S.)

N.S. 1.1 Demonstrates competency in movement patterns needed to perform tinkling routines.

N.S. 1.2 Demonstrates competency in movement patterns needed to strike the tinkling ropes/poles.

N.S. 5.1 Display appropriate behavior and cooperation when working in a group.

N.S. 6.1 Students will value the benefits of physical activity and enjoy being active.

D.S. 1.1 Identify and demonstrate movement elements and skills in performing the tinkling routines the straddle jump, mashed potatoes, and the jogging step.

D.S. 2.1 Understand choreographic principles when learning tinkling routines.

D.S. 5.1 Understand the dance tinkling and where it comes from (Philippines).

Setting the tone: (my talking points are highlighted in red)

I will ask the students does anybody know what Tinkling is?

- A rhythmic game that cam from the Philippine Islands.

Tinkling depicts the movements of a long-legged, long-necked tinkling bird. Today we are going to learn how to strike the poles and stay on beat. We will also be learning 3 different tinkling dance routines today.

Group Activity/Instruction of each dance:

1. Begin by teaching the striking pattern (in,in,out,out) and group student off (4-6 in each group) and have them practice striking with no jumpers.

2. Call the students over and show them how to perform the Straddle Jump, and then have them go back in their groups and practice it, switching strikers and jumpers.

3. Call the students over and show them how to perform the Mashed Potatoes jump, then have them go back in their groups and practice it, switching off strikers and jumpers.

4. Call the students over and show them how to perform The Jogging Step, and then have them go back in their groups and practice it, switching strikers and jumpers.

5. After the students feel comfortable with a jump routine, have them do it with a partner.

During the instruction of each dance routine i will be calling the steps and helping keep the strikers on beat with a tamberine.

I chose to include a Tinkling lesson in my Rhythmic Activities Unit because the dances spike the interest of students and it has many benefits to students. I already mentioned many benefits of dance as a whole but Tinkling specifically teaches students to work together, creates a value for physical activity and teaches them movement patterns (long term memory) and how to stay on beat.