Dance and Language Arts
The following lesson is a cross-curricular lesson blending Dance and Language Arts that can be used for any grades! This lesson integrates action based performance based on the syllables of your name. Movements are created based on the syllables of each individual and then the movements from each group member will be combined to create a dance!
Action Syllable:
For our first week of dance class we started with a creative ice-breaker called Action Syllable, where the entire class stood in a gigantic circle passing the focus by going around and introducing yourself and performing an action based on the syllables of your name. We went around the circle and threw in some challenges by trying to remember everyone’s name and their action associated with them!
Then, we were divided up into groups based on the syllables of our names. In each group, we had one person with either 4 or more syllables, one person with three, two and one syllable to form a group. We were formed into groups based on the diversity of our names. Groups picked movements for the syllables of each individual and then the movements from each group member was combined to create a dance. Then in our groups, we were then given movement cards (drop, melt, slide) with a form of movement and then we choreographed the movements in small groups.
Curriculum Element:
The elements of dance we explored through the activities this week were body, energy, and relationship. Body is the use of locomotor and non-locomotor movements and positions to create different shapes. Energy applies different forces to the body movements, for example fast movements would be high energy and slow movements would be low energy. The element of relationship connects two aspects of the dance together. For example it can include dancer to dancer or dancer to objects.
Theory:
Laban's Movement Analysis is a way to describe visualizing, interpreting, and documenting human movements. The theory is divided into four categories; body, effort, shape, and space. Each category describes movements that can be incorporated into dance. A diagram of the movements is shown below.
THE SEA
The sea was calm and glistening under the hot sun, The seagulls and birds happily flew above and around it Under the sea is where the fish, big and small swim, From the sharks, the whales and dolphins to the little clown fish hiding in the coral Perhaps there was a mermaid or a two swishing their tails Or the skeleton pirates of Davy Jones locker! The waves would crash into the rocks as the ships sailed along But then the sea would grow calm once again glistening under the sun.
Action Syllable:
For our first week of dance class we started with a creative ice-breaker called Action Syllable, where the entire class stood in a gigantic circle passing the focus by going around and introducing yourself and performing an action based on the syllables of your name. We went around the circle and threw in some challenges by trying to remember everyone’s name and their action associated with them!
Then, we were divided up into groups based on the syllables of our names. In each group, we had one person with either 4 or more syllables, one person with three, two and one syllable to form a group. We were formed into groups based on the diversity of our names. Groups picked movements for the syllables of each individual and then the movements from each group member was combined to create a dance. Then in our groups, we were then given movement cards (drop, melt, slide) with a form of movement and then we choreographed the movements in small groups.
Curriculum Element:
The elements of dance we explored through the activities this week were body, energy, and relationship. Body is the use of locomotor and non-locomotor movements and positions to create different shapes. Energy applies different forces to the body movements, for example fast movements would be high energy and slow movements would be low energy. The element of relationship connects two aspects of the dance together. For example it can include dancer to dancer or dancer to objects.
Theory:
Laban's Movement Analysis is a way to describe visualizing, interpreting, and documenting human movements. The theory is divided into four categories; body, effort, shape, and space. Each category describes movements that can be incorporated into dance. A diagram of the movements is shown below.
Application and Reflection:
The first week of dance integrated with the language arts through creating poems to have them come alive through dance. We were given a poem to choreograph a dance with unison as the form and it also focused on the elements of energy and space. As a group we tried to use movements that related to the text of the poem, which involved lighter movements and ranged in different levels (high, medium, and low) at different parts of the poem. Here is an example shown below of a poem that students' can integrate literacy through dance. Students would use movements associated with certain words in the poetry to tell a story. Students can use movements such as swaying their body from side to side to show the word “clam” and then to eventually express a meaningful story through movement.
Also, check out this resource on Five Ways to Use Dance in Your English Class in this resource: How Dance can Teach Literature.
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