Title of Lesson: Building blocks for balance in Modern Movement

Subject: Modern Dance

117.306. Dance, Level I

Grade: 9th

Secondary Subject: Language Arts

110.49. Visual Media Analysis and
Production

Materials Needed: Music

Subject TEKS addressed:
(c) Knowledge and skills.
(1) Foundations: perception. The student
develops an awareness of the body's movement
using sensory information while dancing. The
student is expected to:
(A) define basic kinesthetic and spatial
awareness individually and in groups;
(B) identify a comprehensive understanding of
health, safety, and wellness for dancers;
(2) Creative expression: artistic process. The
student develops knowledge and skills of
dance elements, choreographic processes, and
forms in a variety of dance genres and styles.
The student is expected to:
(A) explain basic principles of proper body
alignment;
(B) explore, improvise, and demonstrate
original movement during the creative process;

Secondary Subject TEKS addressed:

(2) The student analyzes and critiques the
significance of visual representations. The
student is expected to:
(A) evaluate the persuasive techniques of
media messages such as glittering generalities,
associations with personalities, logical
fallacies, and use of symbols;
(B) compare and contrast media with other art
forms;
(C) analyze techniques used in visual media;
(D) explore the emotional and intellectual
effects of visual media on viewers; and
(E) recognize how visual and sound
techniques convey messages in media such as
special effects, editing, camera angles, reaction
shots, sequencing, and music.

Measurable Objective(s) (Written in ABCD format)

A. Execution of new material (to personal ability)
B. Correct posture while completing exercises and basic understanding of importance
C. Oder of exercises memorized (Can the student reteach material)
D. Ability to use new learned material in alternative movement
E. Basic understanding of kinesthetic and spatial awareness
F. Participation in Discussions and Critic work
G. Participation in creating phrase work
SPED Modifications
ELL Modifications
Movements will be modified according
Since this is a movement class, I will
to individual students to the best of
provide written materials with guided
mine and their abilities.
pictures to work alongside worded
instructions. This along with physical
demonstration should bridge any gaps
in language.

Anticipatory Focus

Correct posture from beginning to end during balance exercises

X work
Rollup
Flat back series
Creativitiy

Setting Expectations

My expectation is for my students to pay attention and begin to

understand proper procedure in completing exercise
Input
Students my suggest alterations if needed and we can discuss
musicality and rhythmic speed in order to keep work clean and focused
Modeling
I will demonstrate each section several times until I feel like the
majority of the class has a basic understanding of the activities and how
to complete them properly.
Check for
I will have students preform activities without my modeling as I walk
Understanding
the room to see what each student is actually doing.
Guided Practice
I will work with each student as needed to correct and to make sure
proper posture and movement are created and continued.
Reteaching
Students will be broken into random groupings and I will go over any
portions of the exercises students or I feel need work. Students will
then demonstrate to each other for feedback.
Independent Practice
Students will individually (or in small groups) use the new materials to
create a short 16 count phrase using 4 aspects of new materials.
Mastery Check
Students will perform in front of me and their peers the 16 count phrase
they created.
Extension
Add leg swings onto across the floor (LR)
Add undercurve to T balance front (LR)
o T balance side
Add box crossover (LR)
Closure
I will talk with the class about what we worked on during class time
and allow time for questions and feedback.
Reflective Critique: This lesson depends on the movement abilities of their students. I may find
some accommodations difficult for students with any sever physical disabilities.
3 References:
1. Lester Horton Techniques
2. Various Art Work

Previous Lesson (in class)

How to write a performance critique

How to verbalize a performance critique
Watch 3 short dance videos and practice using proper critique verbiage without
adding opinion.
Examples of Opinion Best, Worse, Beautiful, Ugly, I Like, I did not Like
Examples of proper language Clean lines, Circular Flow, Ridged Bodies
o Home study

Read Strange Space Design

Watch video links provided

1. Warmups
(Proper alignment and execution is necessary so that the body is not injured and that the
full potential of the exercise is acquired)
Roll up/down
A. Standing straight, feet slightly apart and in parallel first
a. Pull chin to chest
b. Let the top of your head guide you and begin to slowly roll until your hands are on
the ground.
c. Plie down and up and then begin to roll body up
d. Pulling the lower back up first and then each vertebrate until finally the head rolls up
last.
e. Repeat (4 times)
i. Turn feet out to a (ballet first Repeat 4 times)
B. Repeat all steps in second and in fourth
Repeat series 2-3 times more quickly each time
X-work
A. Lay on the floor face up arms and legs extended in an X
a. Curl to the right into a fetal position bringing arms and legs in tightly
b. Roll to the right as the body opens back up into X (body is now facing down)
c. Curl to the right into a fetal position again and unwind to face up position
d. Repeat (3 times) Switch sides
B. Lay on the floor face up arms and legs extended in an X
a. Left arm reaches to the right (reach until the body has no choice but to roll to the
right)
b. Left leg reaches to the right (reach until the body has no choice but to roll to the
right)
c. Repeat (2 times) Switch sides
C. Repeat right side B and then add in right side A
a. Switch sides
b. Repeat both sides
D. Adding Around the World, Repeat C up to the last fetal
a. Pull body up and forward to a upright striatal position while continuing to reach
with following arm until body has fallen to opposite side and flows back to the X
b. Add right leg swing, left leg swing(2 times)
c. Right one more time, catch with left hand, hold and look right
d. Release leg, roll to right and pull body into plank( hold 16 counts)
e. Slowly lower body and return to upward facing X
f. Switch sides (repeat)
Flat back series (REMEMBER TO ENGANGED MUSCLES)

A. Standing, legs about a foot and a half apart, straight arms extending downward and held firm
to the body.(arms, fingers, back and abdominal muscles strongly engaged) Head looking
straight forward.
a. Bend body at waist keeping the same alignment from the starting point until back is at
90 degree angle, back is flat and eyes are on the ground. Arms are still firm to body
but fingers are now pointed to the wall behind you.
b. Keeping the muscles engaged, return body the starting position.
c. REPEAT a-b (4 times)
B. REPEAT A
a. Arms raise from the side of the body(through a T position) until they are straight to
the sky Bend body at waist keeping the same alignment from the starting point until
back is at 90 degree angle, back is flat and eyes are on the ground. Arms are still firm
to body but fingers are now pointed to the wall in front of you.
b. Keeping the muscles engaged, return body the starting position.(Bring arms back
through a T position and down to sides)
c. REPEAT a-b (4 times)
C.
a. Arms raise from the side of the body(through a T position) until they are straight to
the sky Bend body at waist keeping the same alignment from the starting point until
back is at 90 degree angle, back is flat and eyes are on the ground. Arms are still firm
to body but fingers are now pointed to the wall in front of you.
b. Plie (when you do this reach arms as far forward and down as possible) When you
pull back up from the plie, body should now be vertical while back remains flat.
c. REPEAT a b(4 times)
D. Repeat C (a and b)
a. NEXT, releve and hold for 5 counts
b. While remaining on releve, slowly pull torso up to start position (arms still raised to
the sky) hold another 5 counts
c. Lower heels to ground; bring arms down to start position.
d. REPEAT a c(4 times)
2. Review and discuss the assigned home study videos
a. What was interesting about the reading?
b. What questions do you have?
c. Did you find the videos helpful?
d. What did you notice in the works?
3. Choose Art Work
a. If the timing works out we will now go to the library to look at abstract artwork.
b. Students will look through books and find art that speaks to them(use phones to
capture picture)
c. I will approve the art for the dance study project.
d. Students will begin the new dance project by studying the art. They will begin to
create theories about the work and how the work makes them feel. They will draw
upon the piece to begin the next step

e. If there is no time, I will provide a book for them to pick from, I choose a
collection of Hans Hofmann works.
4. Next Students will break into groups between 1 and 3 people (solo work is allowed)
a. From here students will begin to form 2-3 minute phrase works incorporating the
aspects of Strange Space and at least one piece of art work.
b. They will be given the rest of the class to work
c. I will have each group show me some of the phrase so that I may suggest
corrections and alternatives.
Next 1-2 classes (depending on how the groups progress)
a. Students will perform their work
b. Peers will use proper critique method after each performance to discuss the
performances.

Extension Go home and find any type of dance on YouTube to watch, write a one to two
paragraph proper critique, and provide the link to where it can be found and any other useful
information.
o Since this is a upper level of thinking I do not except complete comprehension
therefor (Participation grade only, did you try? Did you follow instruction?)
Modification Since this is a movement class there is an expectation of physical ability,
however movements can be altered to reflex capabilities. (my expectation is that the
students work to their best of abilities not some generic set of goals.)