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Lesson #3

I. Lesson Number: #3
Grade Levels: 6th Grade to 8th Grade
Title of Lesson: Dance and Movement in Sculptures
Duration: 50 minutes each class period

II. Lesson Rationale:


Students will research dance in the life of humans, also students will watch different
movements that contemporary dancers perform to create their own sculptures; as well students
will associate dance with motion and movement of the body. This is important for students
because they are going to recreate dance movements in a 3D form showing that a static form can
show motion.

III. Key Concepts:


Importance of dance to human beings.
Use of the human body to create art.
Dance as a motion.

IV. Essential Question:


How our bodies are used through history to create and perform art?
Why movement is important through dance?
Why dance is important in the human being?

V. Lesson Objectives:
The student will conduct research about dance in human history by analyzing why dance
is important in different cultures to celebrate body movement. This will be assessed by
class discussion, students will show their research about the different kind of dance in
different cultures.
The Students will study the motion of the body by observing videos of contemporary
dancers. This will be assessed by grading the different drawings that students will do to
practice gesture of dancing people. (see rubric pg. 6-7)
The students will create a 3D form that recreates dance movement by using different
materials and the teachers presentation about dance sculptures. This will be assessed by
how the final sculpture shows motion/dancing. (see rubric pg. 6-7)

VI. Specific Art Content:


Movement
Dance
Sculpture
Human bodies as tools to perform art

VII. Resources & Materials for Teacher:


You tube video about contemporary dance
Computer, Projector
Power Point Presentation about images showing dance movement in sculptures
Art supplies for Demonstration: Wire, scissors, Fabric, Glue, Brush, aluminum foil, Piece
of wood, Toilet paper, paint.

VIII. Resources & Materials for Students:


Sketch book
Wire
Scissors
Fabric
Glue
Brush
Aluminum foil
Piece of wood
Toilet paper
Paint.
Silver Leaf.

IX. Instruction and Its Sequencing:

Day #1

1. Introduction/Motivation:
The students will sit on their respective seats.
Teacher will introduce the lesson to students by asking them why dance is important.
Hook: Teacher will motivate students to work in group to research about dance in the
life of humans, students will share the work in class.

2. Guided Practice
Classroom Discussion Questions:
Why dance is important for humans?
Can different human emotions and feelings be represented through dance?
How can sculptures can represent movement like dance?

Show Demonstration.
Teacher will show the art supplies to the artmaking and a Power Point Presentation
showing how to create the artmaking.

3. Independent Practice
Students will sit on their spots.
Students will start working on sketches illustrating the dance movement of their
sculptures.
Students can use their electronics devices (phones, tablets, computers) to research
contemporary dancers and their movements for their sculpture.
Students will show their ideas to the teacher.

4. Closure
Share what we learned today.
Remind Students to bring their final ideas and sketches, to be approve for the sculptures.

5. Formative Evaluation
I want to see:
How students participate in the class discussions?
How students represent their ideas in their sketch books
How students collaborate in the group research
How students identify and recall the different terms/vocabulary about sculpture?

6. Classroom Management Procedures


Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
others are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

Day #2

1. Introduction/Motivation:
Students will seat on their respective spots.
Teacher will show videos of contemporary dance
Hook: To motivate students the teacher will show an example of the final product,
Students will be able to create their sculpture/work in their own style (free style work)
as long they show dance movement in their sculpture.

2. Guided Practice
Classroom Discussion Questions:
Teacher will ask students about their ideas/drawings for the sculptures
Show Demonstration.
Feedback how to use the art supplies and the class rules.
Teacher will make a demonstration of how to create the sculpture.
While showing the demo, students will take notes for independent work.

3. Independent Practice
Students will start working on their sculptures once they have their drawings/sketches
approve by the teacher
Art supplies are ready to use.
4. Closure
Ask students to sign their sculptures to continue working next class.
Remind Students to put their work on the sculptures rack.

5. Formative Evaluation
I want to see:
How students engage with the artmaking by showing different sketches?
How students follow instructions with the use of the art supplies?
How students participate in class?
How students manage time to finish sculpture?
How students use their creativity to create a well dome piece of art.

6. Classroom Management Procedures


Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation/images ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
teacher or classmates are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

Day #3-4

1. Introduction/Motivation:
The students will continue working on their sculptures.
Hook: Show videos of contemporary dancers.
2. Guided Practice
Classroom Discussion Questions:
Teacher will ask students one by one about their sculptures and their progress.
Teacher will remind students that next class Day #5 is the critique day.
Show Demonstration.
Feedback how to use the art supplies and the class rules when making their
sculptures.

3. Independent Practice
Students will continue working on their sculptures if necessary.

4. Closure
Remind students to put supplies back where they belong, and sculptures on the drying
rack.
Repeat students Late work will not be grade it until finished
Announced students next class is the critique not working class.

5. Formative Evaluation
I want to see:
How students engage with the artmaking by showing different sketches?
How students follow instructions with the use of the art supplies?
How students participate in class?
How students manage time to finish sculpture?
How students use their creativity to create a well dome piece of art.

6. Classroom Management Procedures


Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
others are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

Day #5
1. Introduction/Motivation:
Teacher will ask students to set their sculptures on the center of the classroom.

2. Guided Practice
Classroom Discussion Questions:
How was the process of making this sculpture?
Do you think was difficult to represent dance movement?
Do you think your piece is successfully showing dance movement?
What do you think about recreating dance movement in sculptures?
Show Demonstration.
Students will walk around the sculptures to observe classmates work
3. Independent Practice
Students will seat on their spots.
During the critique time Teacher will display sculptures one by one to the class.
Students will answer what they like about the displayed sculptures and what the
sculptures need to improve it.
Students will write a note about their own work what they like and needs to improve.
4. Closure
Students will leave their sculptures with their written critique on the storage room, the
self-critique should be sign it (name-grade).

5. Formative Evaluation
I want to see:
How students engage with the artmaking in the critique?
How students analyze other classmates work?
How students participate in class?
Quality and creative work that show movement on time.

6. Classroom Management Procedures


Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
others are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.
X. Summative Assessment and Evaluation:

Criteria Needs to improve Good Excellent

Participate in class, Student have low to Student have Good Student have
and use time no class participation participation on class Excellent class
efficiently on class discussions discussions and have participation and
and use part of the good use of time work the entire class
class time well. working on the tasks Did not need to be
Student needed with very few reminded to focus on
several reminders to reminders to focus on task. Table
focus on task. Table task. Table conversation was
conversation is conversation was focused on art talk.
partially focused on focused on art talk.
art talk
Identify and use the Student barely Student have a good Students have an
learned identified or use the use and identification excellent
terms/vocabulary learned of the learned identification and use
appropriately terms/vocabulary in terms/vocabulary in of the learned
class discussions or class discussions or terms/vocabulary in
table conversations. table conversations. class discussions or
table conversations.
Practice The quality of the The quality of the The quality of the
Gestures on the sketches is complete sketches is complete. sketches is complete
sketch book show at the most basic Student could use as the student could
dance movement level. Student could some final touches. make it.
have worked on
further.
Use his/her own Artwork has the Artwork is thought Artwork is
imagination and basics. out and developed innovative,
creativity to create throughout. completely original,
his/her final . well thought out, and
sculpture. thoroughly
developed.

Total /100 = Final Grade

XI. Interdisciplinary Connections:


Literature, students will connect visual arts with illustrated books.
Science, by observation of surroundings such as nature and their environment students will
identify sculptures.
XII. References & Resources:

A. (2015, March 04). Retrieved April 17, 2017, from https://www.youtube.com/watch?


v=2pehkmPW5h0
B. (2016, October 03). Retrieved April 17, 2017, from https://www.youtube.com/watch?
v=wm98afryPf4
U. (2016, October 02). Retrieved April 17, 2017, from https://www.youtube.com/watch?
v=9EMAst0liKE
National Core Arts Anchor Standards. (n.d.). Retrieved April 17, 2017, from
http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-
standards#sthash.BhmrxSHW.dpuf
TEKS. (n.d.). Retrieved April 17, 2017, from http://tea.texas.gov/index2.aspx?id=2147499973
Www.vitalrp.com, E. S. (n.d.). Robert Holmes. Retrieved April 17, 2017, from
http://www.paragonfineart.com/artists/robert-holmes.html

XIII. Art TEKS

117.201. Implementation of Texas Essential Knowledge and Skills for Fine Arts, Middle
School, Adopted 2013.

117.202. Art, Middle School 1, Adopted 2013.

(a) General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of art may
select Art, Middle School 1.
(b) Knowledge and skills.
B) understand and apply the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artworks using art vocabulary
appropriately;
(C) understand and apply the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artworks using art vocabulary appropriately
Creative expression. The student communicates ideas through original artworks using a variety
of media with appropriate skills. The student expresses thoughts and ideas creatively while
challenging the imagination, fostering reflective thinking, and developing disciplined effort and
progressive problem-solving skills.
(A) create original artworks based on direct observations, original sources, personal
experiences, and the community;
(B) apply the art-making process to solve problems and generate design solutions
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of the lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to: (A) create written or oral responses to artwork
using appropriate art vocabulary.

XIV. National Art Standards


Creating: Conceiving and developing new artistic ideas and work.
Anchor Standard #2. Organize and develop artistic ideas and work. Demonstrate
openness in trying new ideas, materials, methods, and approaches in making works of art and
design
Anchor Standard #3. Refine and complete artistic work. Reflect on whether personal artwork
conveys the intended meaning and revise accordingly

Presenting: Interpreting and sharing artistic work.


Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. Analyze
similarities
and differences associated with preserving and presenting two-dimensional, three- dimensional,
and digital artwork
Anchor Standard #5. Develop and refine artistic work for presentation. Anchor Standard #6.
convey meaning through the presentation of artistic work.

Responding: Understanding and evaluating how the arts convey meaning.


Anchor Standard #7. Perceive and analyze artistic work. Analyze ways that
visual components and cultural associations suggested by images influence ideas, emotions, and
action

Connecting: Relating artistic ideas and work with personal meaning and external context.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Generate a collection of ideas reflecting current interests and concerns that could be investigated
in art-making

How to do it

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