ALEX | Alabama Learning Exchange

Movement Quality

Classroom Resource Information

Title:

Movement Quality

URL:

https://everactive.org/blog/dance-lesson-plan-1/

Content Source:

Other
Ever Active Schools

Type:

Learning Activity

Overview:

Students will identify and demonstrate the Laban Movement Efforts: thrust, float, slash, glide, wring, dab, press, flick. They will use props to show the difference in the energy needed for each effort. They will demonstrate the eight different efforts to a variety of music.

Content Standard(s):

Arts Education
ARTS (2017)
Grade: 3
Dance

9) Change the degree of energy used in movement to heighten the effect of intent.

Example: Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness

Unpacked Content

Artistic Process: Performing

Anchor Standards:

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Express

Essential Questions:

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Concepts & Vocabulary:

Space
Positive and Negative space
Tempo/ Tempi
Rhythm
Energy
Using Intent
Embody
Alignment
Dance phrase
Stage directions
Performance Space
Production elements

Skill Examples:

Observe, identify and explore the idea of positive and negative space with a partner, using still shape for partner 1, exploration (free movement) for partner 2.
Identify varied tempi and rhythms in music.
Explore moving with and against tempos and rhythms in music or sound stimuli.

Practice moving in slow motion during a fast song.

Identify and apply appropriate movement qualities to vary the intended effect from one movement to another.

Add force to a leap to communicate anger; change a reach by making it softer and slower to communicate gentleness.

Identify proper body alignment principles and apply them when practicing dance sequencing (i.e., Engaging the core, shoulders down and back, neck long, standing tall and grounded, energy pushing out through the floor).
Demonstrate movement that coordinates with a partner or group that changes level, direction or pathway design while maintaining safety and personal space (i.e., chasse in a circle holding hands).
Identify constructive feedback and apply corrections to the practice of group dance.
Discuss and revise constructive feedback phrases for peer feedback.
Demonstrate use of stage direction in locomotor and non-locomotor movement. Move from downstage right to upstage left.
Utilize costumes, props, music, scenery, lighting or media for a dance performed for an audience in a designated specific performance space.

Arts Education
ARTS (2017)
Grade: 6
Dance

9) Use energy for initiation and dynamic expression while distinguishing between bound and free-flowing movement.

Unpacked Content

Artistic Process: Performing

Anchor Standards:

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Process Components: Express

Essential Questions:

EU: Space, time, and energy are basic elements of dance.
EQ: How do dancers work with space, time, and energy to communicate artistic expression?

Concepts & Vocabulary:

Spatial Design
Spatial Awareness
Dynamics
Dance phrase
sustained and percussive
Energy: bound and free-flowing
Embody
technical dance skills
anatomical knowledge
injury prevention and safety
problem solving
Performance etiquette
Production terminology
Production elements
Artistic intent

Skill Examples:

Establish diverse pathways, levels, and patterns in space.
Convert inward focus to outward focus in an effort to project from the stage.
Demonstrate accented vs sustained movement by changing the music and performing a phrase with different quality.
Practice soutenu turns across the floor once with focus on an accented initiation, then with focus on a drawn out sustained ending point.
Practice changing the accented movement by repeating the same 8 count phrase with the accent moving from count 1, then count 2, and so on.
Use the practice of alignment, coordination, balance, core support, kinesthetic awareness, clarity of movement in dance phrases.
Discuss injury prevention and safety. Determine additional stretches or conditioning for meeting personal goals.
Design a group shape phrase: each member presents (teaches) 3 shapes using high, middle, low level. After presenting the group decides on an order. Next, use transitions to link shapes or series of shapes and incorporate at least 3 different pathways. Work out different ideas until reaching a successful solution.
Discuss and identify performance etiquette guidelines.
Use a variety of self-assessment methods for maintaining performance goals including journaling strengths and weaknesses, video assessment, journaling note, and feedback.
Discuss and identify production elements successfully used in several pieces crossing different genres of dance.
List, compare, and contrast qualities of production elements. Determine which would be more successful to intensify the artistic intent of a given or created piece of work. Present to the class and explain why certain elements were chosen.

Tags:

dab, effort, energy, flick, float, glide, press, Rudolf Laban, slash, thrust, wring

License Type:

Custom Permission Type
See Terms: https://everactive.org/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This is lesson 1 of a four-part series.

Lesson 2: Levels and Partners

Lesson 3: Lines and Curves

Lesson 4: Making Patterns

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Movement Quality