Anna Atkinson and Luke Foster Hayden

Dr. Gault

M342

6 March 2017

Movement Lesson Plan: Gaelic Waltz

Standards:
Anchor standard 2 Students will organize and develop artistic ideas and work.
Anchor standard 3 Students will refine and complete artistic work.
Anchor standard 5 Students will develop and refine artistic work for
presentation.
Anchor standard 11 Students will relate artistic ideas and works with societal,
cultural and historical context to deepen understanding.

Behavioral Objectives:
Students will perform the movement to identify the form of Gaelic Waltz with
80% accuracy.

Materials:
Gaelic Waltz MP3 recording
IPod or Phone to play the recording
Bluetooth speaker
Gaelic Waltz Teaching Folk Dance, Weikart

Procedures:
Opening:
Luke will tell the students to silently walk into the classroom and sit in
their assigned spot. The teachers will introduce themselves.
Luke will ask the students to listen and think about where the song comes
from.
The teachers will play the recording of Gaelic Waltz and tell the students
to keep a beat with them as they listen to the recording. The teachers will
keep the macrobeat in the air for the A section, on their shoulders for the B
section and on their heads for the C section.
Luke will ask the students what country they thought the music was from
and the students will guess.
Luke will explain that the music is a Gaelic Waltz and give a brief history
of Gaelic Waltz and Scotland.
Main Body:
Anna will tell the students to watch what I do and tell me how many
different parts there are in this song.
 Anna will tell the students to stand up. Anna will play the recording again
and tell the students to keep a steady beat in the air for the A section, on
their shoulders for the B section and on their head for C. Anna will have
the PowerPoint with symbolic representation of the form (sun for A, moon
for B, cloud for C) of the song and point along while Luke models the
different movement. The students will perform the movement.
Anna will tell the students to show how many parts they heard. The
students will hold the answer on their fingers under their chin.
Anna will ask the students Since we have three parts in our song, what
could we call the first section? What could we call the second section?
What should we call the third section? The students will answer A, B, C
Anna will switch the slide to show ABCA instead of sun moon cloud sun.
Luke will ask the students to sit down and model the first movement
(Patting lap alternating hands, RH LH RH LH). The students will perform
this movement several times until they have demonstrated mastery.
Luke will model the second movement (RH on hip, LH on hip, clap clap).
The students will perform this movement several times until they have
demonstrated mastery.
Luke will play the recording and the students will perform the non-
locomotor movements along with the recording.
Anna will tell the students to stand up. Anna will model the first locomotor
movement (stepping in place RF LF RF LF). The students will perform
the movement until they have demonstrated mastery.
Anna will model the second locomotor movement (Rside Lside in out).
The students will perform the movement until they have demonstrated
mastery.
Anna will have the students perform the dance in its entirety without
music one time through.
Anna will play the recording and have the students perform both
movements.
Anna will tell the students to form a circle and face towards the right.
Anna will model how the first movement works in a circle (walking in one
direction in a circle starting with their outside foot). The students will
perform the first movement in a circle until they have demonstrated
mastery.
Anna will model how the second movement works in a circle (stop in
place and do the side side in out movement). The students will perform the
second movement in a circle until they have demonstrated mastery.
Anna will play the recording and have the students perform both
movements in a circle along with the recording.

Closing:
After successful completion and mastery of the dance, Anna will ask the
students How many movements did we have for the second section of our
dance? The students will answer 4
 Anna will ask What else could we do for the second movement of the
song? There need to be four movements that match the music.
The new student-created choreography will now be integrated into the
song and performed in its entirety.
The teacher(s) will note particularly creative or good choreography
created by the students.

Assessment/Evaluation:
Teachers will observe students perform the dance, looking for the students
to perform with 80% accuracy.