Lesson Plan Two

Name – Sarah Kirschman                                                              Subject – Arts Education [Dance]

Lesson Length – 20 minutes                                                        Grade – 5/6

Content – Story Telling in Dance (Revised as Per Co-op’s Request)

Teaching Strategy – student involvement, direct teaching, demonstration, group work and creation

OutcomesCP 6.1: Create dance compositions that express ideas about identity and how it is influenced (e.g., factors such as pop culture, cultural heritage, peer groups, personal and family interests, gender).
CH 6.1: Investigate how personal, cultural, or regional identity may be reflected in arts expressions.

IndicatorsCP 6.1: d) Reflect on how movement and dance elements can be organized to convey meaning in dance (e.g., What messages or ideas does our movement or dance communicate to an audience about identity?).
CH 6.1:  a) Apply critical thinking when analyzing and describing how identity is expressed in arts expressions (e.g., hip hop, blues, country music).

Prerequisite Learning – Students have received a handout on basic dance theory. Students have learned about Step Dance as well as Sound Collage in previous lessons. Students must have basic knowledge of emotions (sad, happy, etc.).

Lesson Preparation:

Materials – students need materials to write
Advanced Preparation – Videos and music to play

SWBAT – Identify emotion through music and how movement conveys the emotions. Students will be able to create their own stories to fit with music.


Set – Have four clips of songs to play for the students. Stop and discuss between songs. The clips are as follows (the screen will be blank as the videos are playing, so only the music can be heard, and the words given are not necessarily meant for the ‘correct’ answer, just a way of describing how I find the songs to sound):

Development –

  • Ask the students if it was easy to pick out what the emotions of the songs were. Ask them for hints about what made them think it was a happy or sad song (upbeat tempo, violins, deep bass sound)
  • Explain that, when using a song to create a dance, you use both the emotions and the changes that the song goes through to create a story for the dance. Ask the students to watch the next two videos and watch the dances that they will see. Then, we will discuss what kind of story the dancers are showing, and how they moved with the music. As in, when the music swells, the dance became more intense, frantic.
  • All Star – https://www.youtube.com/watch?v=do2vmsmdwlk
  • Dancing With the Stars – https://www.youtube.com/watch?v=s-dwt0EV5PY
  • Explain how the choreographer for the first piece made it about his mother, and the struggle she had when she went through some health issues.
  • The students will get into premade groups that the teacher created for the students to create dances in.
  • We will now play two more songs, all the way through this time.
  • Break the Sword of Justice – https://www.youtube.com/watch?v=M79tap3P1qA
  • Strange Games – https://www.youtube.com/watch?v=rlYcCybxUsE
  • After the songs are finished playing once through, the groups will get together and brainstorm ideas about what ONE of the two songs is about to them, what the story of the song is, and who would be characters in the song. While they are working, I will play the two songs softly in the back if they need to listen.

Conclusion – The groups will share a brief summary of what they have come up with as a story and will hand in their story at the end of class (time permitting)

Adaptive Dimension

  • Having the last activity with two different songs to choose from.
  • The two songs chosen utilize the same types of instruments, but used in very different ways.
  • The students are free to use any words to describe the songs they hear; there is no right or wrong answer.
  • Having the students in their dance groups allows them to work together and come up with ideas as a collective.
  • The length of the play time of songs can vary depending on interest.





Professional Development Plan

Topic: Story in Song

Name: Sarah Kirschman

Professional Target:  Calling on Students

Steps to Achieve Target: Being aware of which kids are being involved in class and calling on students who are not involved to see if they are paying attention. Giving feedback when necessary and not just for every student who answers.

Instructions to Observer: Seeing if I focus on all students and if all students are engaged. Making sure that I am not focused on one section of the room or on certain students. When students are called on, making sure that I do not give everyone the same positive reinforcement.


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