Movement Sequence

Allie Hunter
MUED380

Understanding Statement: Through this experience learners will be able to understand how to
create movement in time with music. Learners will do this through understanding of beats in the
music and an ability to change movements with corresponding phrases. The phrases will
correlate to the overall format of the piece to help give learners a basic understanding of the form
and structure of the piece.
I can Statements:

I can keep a steady beat

I can move my body in time with the music
I can use my eyes and ears to stay with the music and my peers
I can use my ears to hear changes in the music
I can relate the changes in the music to my motions
I can understand the connection between my movements and the music
I can understand why we change movements at certain times

Materials: Forked Deer / Fisher's Hornpipe by Clark Wright, speaker

Procedure:

Teacher demonstrates entirety of dance verbalizing directions to correlate with motions

Teacher does toe heel motions on right side continuously after announcing the motion
Students joining in with heel toe motion first saying the motion then whispering the

motion then thinking the motion

Teacher switches to heel toe motion with right foot after instructing to move to the right
foot

Students copy teacher doing heel toe motion on right foot first saying the motion then

whispering the motion then thinking the motion

Teacher alternates right foot heel toe and left foot heel toe every 8 beats after saying

Alternate
Students continue to follow teachers motions first saying the motion then whispering the

motion then thinking the motion

Teacher puts hands on hips while still alternating heel toe and students follow
Teacher continues heel toe motion but adds arm movement instead of hands on hips

alternating sides
Students follow until all are demonstrating the same motion in their arms first saying the

motion then whispering the motion then thinking the motion

Teacher demonstrates does 16 beats of heel toe with hands on hips and 16 beats of arms

moving back and forth with heel toe

Class repeats demonstration twice
Teacher demonstrates grapevine continuously alternating direction each time
Students join in with grapevine motion first saying the motion then whispering the

motion then thinking the motion

Teacher adds kicks to the end of each grape vine and students continue to follow motions
Teacher demonstrates britches motion in the grape vine
Students imitate britches motion first saying the motion then whispering the motion

then thinking the motion

Teacher goes back to normal grape vine to allow students to catch up and students follow
Teacher demonstrates lasso motion alternating hands during the grapevine
Student imitate alternating lasso move first saying the motion then whispering the motion

then thinking the motion

Teacher demonstrates 16 beats of britches grape vine and 16 beats of lasso grapevine

together
Students imitate this pattern twice
Teacher demonstrates the 2 sections put together showing the whole dance
Class executes the whole dance several times through for continuity

Assessment:

-Will monitor students to see if they are keeping up with the movements, If not we will review
without music or simplify movements
-Will ask students to identify any patterns they notice relating the movements with the
progression of the music
-Will ask students what musically they learned from moving along with the music and their peers
-Will ask students what was difficult about these movements or didnt work well, and what did
work will
Extension:

Talk about rests in the movements and how they relate to musical style
Look at similar song with that style
Find dances that utilize similar music
Ask the students to create their own movements to the beat in a different style
Learn about phrasing and when the phrases sound like they end
Fit our new movements into phrases