1. chapter 8 Teaching Dance and Rhythms

2. Place for Dance in Elementary Schools Dance is part of the physical education curriculum. Dance can be a part of the before- and after- school physical activity program.

3. What Is Dance? Rhythmical experiences Composed of locomotor and nonlocomotor skills Performed by varying the movement qualities of body, space, effort, and relationships Typically labeled as folk, line, or creative dances

4. Folk Dance Folk dances derive from different characteristics of the people of a land and their culture. They may tell the story of a historical event. Folk dance can easily be integrated with social studies content. Some folk dances are simple enough for the young child, while others challenge the upper elementary–age child.

5. Line Dances Line dances are made up of repetition of movements and typically include changes in direction. They are composed of basic locomotor and gesture-like or axial movements. No partner is required, and all are moving together. Students can be taught basic dance steps and easily create their own line dances.

6. Creative Dance Children make decisions on where and how the body moves. Through creative dance, children learn the qualities of body, space, effort, and relationships. Creative dance provides opportunities to express feelings, thoughts, and ideas through movement. Stimuli such as objects, poetry, or books may be used to aid the creative process.

7. Selecting Dances Considerations: Music with a strong beat and 8-count phrases Dances with lots of repetition Simple formations For folk dances—what is being taught in social studies provides a good opportunity to integrate

8. Understanding Directions and Preparing to Teach a Dance Carefully read the steps and formations so as to get to know the dance. Most resources for dances provide a description of the dance, the formation, counts and steps, and variations. Most explain the dance terms. The formation refers to the relationship of the students (e.g., line, circle, square, scattered). (continued)

9. Understanding Directions and Preparing to Teach a Dance (continued) Listen to the music and identify the beat and rhythmical qualities. –Steps are usually given with a time signature (usually 4/4, or 2/4 in children’s dances). –The first number (4 or 2 above) tells how many beats are in each measure. –Typically actions are repeated. Put the steps to the music. (continued)

10. Understanding Directions and Preparing to Teach a Dance (continued) Practice the steps until the transitions between movements are smooth. –You need to be ready for the next action while completing the previous one. –Most dances do not have a pause opportunity. Place the dance into its organizational pattern. Practice it solo, with a partner, and then with a small group before performing the dance in the organizational pattern.

11. Teaching the Dance Demonstrate the entire dance via a DVD or your own performance. Begin by having children hear the music and identify the beat (e.g., clap hands, tap feet, snap fingers, step to the beat). Teach the dance in scattered formation first. Break the steps into small sections. –Demonstrate step. –Practice without music. –Practice with music. (continued)

12. Teaching the Dance (continued) Teach the steps in progression. Teach the steps with a partner (if called for). –Gender of partner does not matter in elementary school. –Avoid using gender-specific terminology (i.e., say “inside circle” and “outside circle,” not “gents” and “ladies”). Teach the dance in formation.

13. Teaching Hints Use one-word cues to help students learn the steps and sequences. Teach the dance in the tempo (pace and time) at which it will be performed. In dances with more than one part, teach using a progressive method (A; A+B; A+B+ C; and so on) Be highly repetitive with difficult parts. (continued)

14. Teaching Hints (continued) Once children learn the dance, use it over and over to promote vigorous physical activity. Encourage students to create their own steps (in a small group) to a folk or line dance: –Select 8-count movements. –Repeat for 36 counts. –Teach the class your dance. Consult the physical education teacher for more ideas and dances.

15. Using Children’s Literature to Stimulate Movement Sequences Look for books with themes or action words. Select action words and place on a chart. Keep them to a manageable number. Explore the movement qualities. Have children organize the words into a logical creative movement sequence with a beginning, middle, and end. Have students share their sequences.

16. Integrating Dance With Academic Content Folk dances can be selected from an era or location being taught in social studies. Creative movement can be integrated with most subject areas. Examples: –Science (plant growth, weather conditions, cycle of water) –Language arts (books, poetry, action words, adverbs) –Health (daily hygiene routines, safety, nutrition) The physical education teacher teaches the dance at the same time you teach the given content.

17. Management Issues in Dance Formations –Use markers or floor tape for circles. –For double circles, create the inner circle first. Hesitant learners –Instead of saying “dance,” say “rhythmic activity.” –Be an enthusiastic teacher (“sell” it); be positive; communicate your confidence in the students. –Begin with a dance most students know and like. –Talk with the students about the experience. (continued)

18. Management Issues in Dance (continued) Choosing partners –It is not necessary for students to select opposite gender. –Have students select a partner they can cooperate with. –Mix up partners occasionally. –You can assign or randomly pair partners. Colored jerseys—use to denote different roles or positions that are typically for boys and girls (continued)

19. Management Issues in Dance (continued) Teaching with music –Use remote controls and variable-speed controls. –Provide cues for the upcoming dance steps a couple of beats in advance. Demonstrations –Clarify direction of travel. –Mirror the movement when facing students. –Match the movement when your back is to students.