Standards-Based Planned Instruction Template

Project Title: PA Governor’s Institute for Arts Educators 2001

Teacher Name: Bernardine Vojtko

Teacher E-Mail Address: bvojtko@wyomingseminary.org

Your School District or Diocese: Wyoming Seminary College Preparatory School

Your School Building:

I Will Pilot This Plan with Students in Grade: One

Planned Instruction Title: Dance With Me: Social Dances~Then and Now

Grade Level (Check one):

Primary

Intermediate

Middle

High School

Other

PA ARTS and HUMANITIES STANDARDS CATEGORY:

9.1 Production, Performance and Exhibition

9.2 Historical and Cultural Contexts

9.3 Critical Response

9.4 Aesthetic Response

Standard Statement: (Write out from grades 3, 5, 8 or 12 in standards document) (Example: 9.2.8.A. – Explain the historical, cultural and social context of an individual work in the arts.) 9.2.3.E. Analyze how historical events and culture impact forms,techiniques and purposes of works in the arts. 9.1.3.B. Recognize, know,use and demonstrate a variety of appropriate arts elements and principles to produce,review and revise original works in the arts.

Overview: (A brief description of your instructional plan) After listening to period music, viewing pictures/art work depicting people of the time, and learning two social dances (the Virginia Reel and Electric Slide), students will be able to demonstrate the similarities and differences between the movement styles and identify the historical and cultural elements that contributed to the differences.

Keywords: (Key words are search terms that enable other teachers to locate your plan on the Web.) Children's Dance, 1800-1850,1950-2000, Dance Movements, "Dos a dos"

Learning Objective(s): (What will students know and be able to do to demonstrate that they have reached the standard? List student competencies in clear, measurable terms.)

Students will be able to name historical elements that influenced the Virginia Reel and the Electric Slide. Students will be able to compare and contrast the syles of movement in the Virginia Reel and the Electric Slide. Students will be able to dance the Virginia Reel and the Electric Slide.

Assessment-Task and Criteria: What is the student performance that demonstrates they have met each objective? Include actual assessment and scoring tool(s). How will you judge “below basic,” “basic,” “proficient” and “advanced”? Do you have a model/exemplar of your expectations?)

1 and 2)Advanced~Student is clearly able to compare and contrast the historical elements and styles of the Virginia Reel and the Electric Slide in class discussion.

Proficient~Student is able to compare and contrast the historical elements and styles of the Virginia Reel and the Electric Slide in class discussion

Basic~Student is able to compare and contrast the historical elements and styles of the Virginia Reel and the Electric Slide with teacher prompting

Below Basic~Student has difficulty in comparing and contrasting the historical elements and styles of the Virginia Reel and the Electric Slide in class discussions

3)Advanced~Student dances selected piece from memory without help from peers or teacher

Proficient~Student dances selected piece with brief vocal instructions/reminders from teacher Basic~Student dances selected piece with physical help from peers or teacher Below Basic~Student moves only with peers directing/leading the student

Materials: (Resources, URL’s, videoconference information, books, works of art, audio recordings, CD’s, videotapes)

Recording:Early American Roots.(1997). Hesperus. Maggie's Music: P.O. Box4144, Annapolis, MD. 410-268-3394 Book: Chimes of Dunkirk.(1991).Edited by Peter Amidon, Mary Cay Brass, Andy Davis. New England Dancing Masters Productions: Brattleboro, Vermont. CD player,photographs/art of historic periods, Electric Slide music Additional sources: http://www.geocities.com/Heartland/Woods?3501/19th1.htm, http://www.tnte.com/govins/overview.htm,gjjones2gettysburg.k12.pa.us

Warm-Up: Day 1:Brief physical warm-up. Play music from 1800's. Allow students to move freely to music. Display pictures/art work from period to show students period dress. Have students move now with appropriate dress in mind. Discuss how children had fun in the 1800's. Talk about the social dances of the time.

Instruction: (What will you teach to prepare students to demonstrate proficiency in mastery of the standard(s) identified?) Individually introduce the basic steps of the Virginia Reel. Let children practice them. Change partners and do again. Repeat until children can do the movements to counts then add music. Finish class with sliding travel steps across the floor (sashay). Day 2: Brief warm-up. Review historic elements and steps from previous class. Teach peel the willow movement. Practice. Put the entire dance together. If time permits, have students improvise instead of the sashay step. Day 3: Brief warm-up. Talk about the 1990's including television shows, contemporary music, popular toys and games. Show pictures, art work and magazine ads from the time. As with the Virginia Reel, introduce small portions of the dance. Have the children do the movements with counts and music. Put the entire dance together. Now that both dances are learned, compare/contrast the styles of the dance, the historical elements of each period and how they affected the movements.

Correctives: (Activities for students who have not met the objectives at proficient or advanced level)

1)Students will be matched with partners that know the dances. Have the students not yet secure with the movements become shadows to those who do.

2)Students will be matched with partners secure in the piece to help lead them in the dance.

3)Review photographs/art work of the periods. Make group shapes from the pictures.

4)Review the concept of same and opposite. Give examples. Return back to the 1800's and 1990's. Discuss again.

Extensions: (Enrichment activities for students who have met the objectives at a proficient or advanced level)

1)Do the Virginia Reel steps to the Electric Slide music. Do the Electric Slide to the Virginia Reel music.

2)Divide students into small groups. Have each group design new steps for each/either period. Share the dance steps. Teach each other the steps creating a new dance.

3)Change the quality of the movements. Dance sharp/smooth; strong/light.