Dance Lesson Plan

Dance Introduction Lesson Plan for Grade 6

By. Julia Jeng
Objectives
In this course, student will be introduced Dance, and create a performance in group about a
type of dance they choose.
Length
1-2 class sessions
Materials
Contrasting music (e.g. percussion vs. strings)
TV/DVD player
Computer with CD-ROM
Smartphone with Ballet Class app
Procedures:
1.
2.
3.
4.
5.

Vocabulary introducing
Warm up
Create a dance performance
Perform
Responding Questions

Vocabulary
Beat

Choreograph

Direction

Duration

Focus

Level

Rhythm

Shape

Size

Space

Time

Tempo

Ballet shoes

Pointe shoes

List the steps of Vocabulary on the board:

Levelthe body high or low
Shapeany position the body can make
Durationhow long a movement lasts
Compositiondemonstrate simple ABA pattern (e.g., 3 claps, 3 jumps, 3 claps)
Choreographto create or design a dance

Dance Lesson Plan

Warm Up
Start with a simple warm-up: Have students walk round the space. Use music if you have it.
Suggest they vary their direction, level, and the way they are walking. Have students freeze when
you clap your hands. Suggest they try freezing in different shapes, e.g. twist, reach, angry.
Model the dance with a student volunteer as you give student directions:
1. Face each other. One of you is Dancer A, and the other is Dancer B.
(Ill be A, and I need someone to demonstrate this with me and be B.)
2. Look at the first step on the list and do what it says (any shape or movement). Since Im A, Ill
make a movement (maybe sway side to side).
3. Dancer B then repeats my movement (calling out 1) and then adds the second step on the list
(any shape or movement at a lower level; maybe bend down and touch your toes).
4. As turn again. I do movement 1, movement 2, and add movement 3 (locomotor movement;
maybe skip around in a circle back to my spot).
5. B goes back to the beginning, remembering each movement (1, 2, 3) and adds 4 (different
direction).
6. You get the picture. Continue until the dance is complete.
Theres no need to model the entire list if everyone gets it, but do have them plan steps 9 and 10
together. When youre ready, have students choose partners, decide who is A and who is B, and
follow the numbers on the board to create all 10 steps/movements.
Post the Shape Dance instructions in different parts of the room for easy reference.
As students are creating, walk among the groups coaching and encouraging, or redefining
meaning. Advise the students to practice your dance together once they have completed the
individual choreography. Remind students to create a beginning and ending shape for their
dance.
Creating a dance
Students create and perform dances (choose their own styles) in small and large groups.
Length of Segment: 00:15:00

Perform
Ask each group to take their opening poses. Call out the step numbers and have groups perform
their dances at the same time. Now tell students they will repeat their dances, but vary them
according to your instructions.
Repeat at a slower tempo.
Repeat at a faster tempo.
2

Dance Lesson Plan

Repeat using sharp/abrupt force.
Repeat using sustained, flowing force.
Divide the groups so that some can perform while the others watch. Let each group perform two
or three different variations. Videotape so students can see themselves.
Expansion: Try the dances with different types of music. Use a percussion instrument to create a
beat for the dances or to signal steps without speaking. Let students rehearse the dance several
times so it doesnt look so mechanical and looks more dance-like.
You dont have to do all of these variations the first time you try this. You might only get through
the planning of the 10 dance steps. Repeat the exercise once they know the routine and create
variations of your own. You can create different steps, using other elements of dance as your
guide or even emotions as prompts.
Respond
Ask students to reflect on the experience:
Were the steps/movements difficult to remember?
What was the effect of the different tempos or use of force on your dance?
Is this dance? Why?
Did each dance have a beginning, middle, and end?
What made the dances interesting to watch?
Tips and Suggestions
Create a word search or crossword puzzle with the vocabulary words; use the Dance Glossary to
build vocabulary lists. Watch some of the dances on the KET performance DVDs and see if
students now recognize the use of shape, level, direction, tempo, force, etc.