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The Way West - The Oregon Trail: Theme and Variation Folk Dance

Classroom Resource Information

Title:

The Way West - The Oregon Trail: Theme and Variation Folk Dance

URL:

https://www.cde.state.co.us/standardsandinstruction/dan2-thewaywest-pdf

Content Source:

Other
Colorado Department of Education

Type:

Lesson/Unit Plan

Overview:

Students will study and learn various folk dances from the Oregon Trail. They will choreograph a folk dance based on the steps they learned throughout the unit. They will perform the dance for their class.

Content Standard(s):

Arts Education ARTS (2017) Grade: 2 Dance	3) Create a dance phrase with a main idea that has a clear beginning, middle, and end. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Plan Essential Questions: EU: The elements of dance, dance structures, and choreographic devices serve as both a foundation and a departure point for choreographers. EQ: What influences choice-making in creating choreography? Concepts & Vocabulary: prompts elements of dance locomotor non-locomotor dance phrase structure concept and inspirations for choreography dance phrase improvisation notation Skill Examples: Execute a sequence of movements in different ways (i.e., different levels, timing, directions, body parts). Create a dance based on a short story, with a beginning, middle and end. Create a dance to a short poem and explain why movement expressed the idea. Improvise movement to verbs and adjectives. Recall the movement and sequence to repeat. Using basic stick figures to draw shapes used in a series of movements.
Arts Education ARTS (2017) Grade: 2 Dance	13) Perform a dance in a space where the audience and performers occupy different areas while focusing on projecting to the audience. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 6: Convey meaning through the presentation of artistic work. Process Components: Present Essential Questions: EU: Dance performance is an interaction between performer, production elements, and audience that heightens and amplifies artistic expression. EQ: How does a dancer heighten artistry in a public performance? Concepts & Vocabulary: Space Shape Symmetrical Asymmetrical Facing Pathway Time: Accented beat Downbeat Duple meter Triple meter Utilize quality of movement Embody Locomotor Non-locomotor Personal space General space Spatial relationship Body awareness Space Projection in performance Production elements Skill Examples: Identify symmetrical and asymmetrical body shapes and examine relationships between body parts. Differentiate between circling and turning as two separate ways of continuous directional change. Recall and practice given steps or sequencing with facing or level changes (what was up, make it down, face the back instead of the front). Create body shapes that change level and facings. Demonstrate locomotor movement on a straight pathway, circular pathway, zig zag pathway; making clear changes when called out. Identify the beat in metered music and execute movement on the downbeat (the 1) of duple and triple meter. Demonstrate an accented movement (clap, stomp, or jump) only on the downbeat of a piece of music. Practice with different tempos and 2/4, 4/4, and 3/4 music. Other examples: Waltz, triplet, walking, or marching. Review the terms adverb and adjective and make a list of descriptive words, choose several and execute a given movement or sequence with the word in mind or explore the word with their body in free movement. (i.e., bouncy, jiggly, loose, strong, etc.). Other examples: Bouncy leap or floppy fall. Demonstrate movement and sequencing that utilizes a variety of pathways for personal space and group formations. Skipping across the floor followed by skipping in place. Identify modifications for spatial placement in a dance phrase. Repeat movement or sequencing in a group formation or group dance using an awareness of his/her own body in space and make modifications to adjust placement as needed or requested. Practice using production elements (i.e., multimedia equipment, scenery, costumes, lighting).
Arts Education ARTS (2017) Grade: 2 Dance	16) Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Analyze Essential Questions: EU: Perceive and analyze artistic work. EQ: How is dance understood? Concepts & Vocabulary: Identify recurring movement. Create recurring movement. Perform dance movements from a culture or genre and describe movement. Identify meaning utilizing simple dance terminology. Identify and explain movement to convey a theme or concept. Skill Examples: Students create a call and response hand clapping rhythm and allow students to identify the pattern. Students create a short phrase that includes a pattern of movement, then have other students identify the pattern. View and/ or perform the Russian Troika, Charleston Bump, or Hoe Ana cultural dances. Sauté to show surprise, melt to show sadness, leap to show happiness. Identify the characters and describe the story in a narrative dance. Draw a picture and write a caption in response to a live or recorded performance of dance. Create short sentence that tell a story and have students improvise movement to describe the sentence.

Tags:

choreograph, folk dance, Oregon Trail, perform

License Type:

Custom Permission Type
See Terms: http://www.cde.state.co.us/standardsandinstruction/samplecurriculumproject
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

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Author:

Tiffani Stricklin

ALEX Classroom Resource

The Way West - The Oregon Trail: Theme and Variation Folk Dance