1. Major Art Modality Utilized: Creative Movement and Visual Art Multiple Intelligences Addressed: Kinesthetic, Visual/Spatial. Interpersonal Lesson Abstract: Students will become more accepting of different cultures by learning about some of the Aztec Culture through study of the Aztec Sun Calendar. Students will participate in the Sun Dance. They will work cooperatively to create an original dance related to one of the Aztec Glyphs. Students will draw one or more of the Aztec Glyphs. Materials Needed: Computer and a way to project it for the class, websites found in resources, paper, pencils, colored pencils, Aztec Glyphs handouts, large space for moving, beanbag, video camera Procedures: Discuss the history of the Aztec culture and display the Aztec Sun Stone as well as the glyphs for each of the 20 days. Print copies out if needed. Explain to students who feel inadequate with their drawing skills that it is alright if their drawing does not look exactly the same as the example. In the ancient Aztec Empire the glyphs did not always look the same. There were variations depending on which artist created them. Students draw one or more Aztec glyphs of their choice. They may color them with colored pencils if desired. Explain to students that they have used small movements (fine motor skills) to create drawings. “Now it is time to use some large movements!” (gross motor skills) Do the Brain Dance (see resources). “Now it is time to move and think at the same time.” Position students in a circle. Using a beanbag toss the bean bag to a student and have them name a glyph and make a movement with their body to represent it. Have students toss the beanbag back to you each time. Some students may need modeling until they get the idea. Standards Addressed in this Lesson: D3FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance a. Executes and combines a wide range of locomotor movements and movement combinations (e.g., walk, run, hop, jump, gallop, and skip) and foundational technical dance steps (e.g., chasse, grapevine, step-hop) with appropriate energy and coordination, in a variety of pathways, directions, and qualities b. Executes a range and sequence of axial movements comprised of space, force, body shapes and qualities (e.g., levels, sharp/smooth, curved/straight, heavy/light, swing/float) Standards Addressed in this Lesson: D3FD.1 Identifies and demonstrates movement elements, skills, and terminology in dance a. Executes and combines a wide range of locomotor movements and movement combinations (e.g., walk, run, hop, jump, gallop, and skip) and foundational technical dance steps (e.g., chasse, grapevine, step-hop) with appropriate energy and coordination, in a variety of pathways, directions, and qualities b. Executes a range and sequence of axial movements comprised of space, force, body shapes and qualities (e.g., levels, sharp/smooth, curved/straight, heavy/light, swing/float) SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3 rd Grade SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3 rd Grade Page 1 of 10

2. Standards Addressed in this Lesson: D3CR.1 Demonstrates an understanding of creative and choreographic principles, processes, and structures a. Explores working collaboratively with others. VA3MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images, such as magnifying, reducing, repeating or combining them in unusual ways, to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (books, magazines, and Internet). Standards Addressed in this Lesson: D3CR.1 Demonstrates an understanding of creative and choreographic principles, processes, and structures a. Explores working collaboratively with others. VA3MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images, such as magnifying, reducing, repeating or combining them in unusual ways, to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (books, magazines, and Internet). Procedures continued: Now have students move into their own space. Explain that they each have their own personal bubble of space. “Try not to break anyone’s bubble.” Explain that now they should think about sizes and levels. Start out at whatever level you feel comfortable with. Here the students are creating low shapes, then middle shapes, and finally high shapes. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3rd Grade SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3rd Grade Page 2 of 10 Now it is time to perform the Sun Dance. Position the students into 2 concentric circles with a student designated as the sun in the center. Explain how we do not have enough students to represent all of the days of the Aztec calendar. Practice having the circles move in opposite directions and standing still. The students in the inner circle are designated as the days. Have these students pick a day of their choice.. Have them move in a way that represents their day. Go around the circle until everyone’s movement has been added. Modify depending on the size of the class. The students in the outer circle are designated as the Aztec citizens. Their job is to rotate during the ‘night’ when the sun is down and the music is playing to a new ‘day’. Explain how when the sun goes down (the ‘sun’ person will physically lower their body), the outer circle will rotate with the music. When the music stops and the sun comes up, the outer circle stops and the ‘glyphs’ perform their representational movement. Repeat several times. Switch students’ around for variety as needed.

3. Sun Dance Original Dance SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3rd Grade SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3rd Grade Page 3 of 10 Notes for Te3achers: Procedures continued: The next activity is the creation of an original dance. Assemble students into small groups of 3 -5. Have them choose 3 glyphs from the Aztec Calendar. They are to create movements which resemble the glyphs and put them together to create an original dance. The dance should have a beginning, middle, and an end. It should have different levels. It may Things for students to think about while choreographing. Beginning Middle End Levels (high, middle, low) Shape of the space in which the dance takes place Moving around (locomotion)/staying in one place (stationary) Give students 10 -15 minutes to work on their dance. Adjust this time as needed. Music may be played while they create. Then perform for the class. Remind students of polite audience behavior. Record the performances for a critique.

4. : : SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3rd Grade SUBJECT AREA/ SUGGESTED GRADE LEVEL: Aztec Sun Calendar Creative Movement and Visual Arts-3rd Grade Page 4 of 10 Resources/ Links: Copies of Aztec Glyphs for viewing –see following pages Information about the Aztec calendar- http://library.thinkquest.org/27981/calendar.html & http://en.wikipedia.org/wiki/Aztec_calendarhttp://library.thinkquest.org/27981/calendar.html http://en.wikipedia.org/wiki/Aztec_calendar Suggested music pan flute music or music with a sun theme Website with an Aztec Calendar in which you can insert your birthdate and it will tell which Aztec day you born- http://www.mayancalendaronline.info/http://www.mayancalendaronline.info/ Brain Dance- http://education.byu.edu/arts/arts_express/documents/AnneGilbert-BYUBrainDance.doc Assessment: Students should draw one or more of the Aztec Glyphs form the Aztec Calendar. Students will participate in the BrainDance, the bean bag toss, the representational Glyph movements, and the Sun Dance. Students should work in a group and create an original dance and perform it for the class. The video recording of the original dance should be used for assessment.

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