ARTS EDUCATION TEACHER HANDBOOK
ARTS EDUCATION TEACHER HANDBOOKTIPS: STRATEGIES FOR TEACHING THE ELEMENTS OF DANCE
Elements of Dance - Time (Tempo)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Time
Lesson Objective
The students will experience the element of Time by exploring tempo.
Focus and Review
Warm-up: Isolation of the body parts at various tempos.
Define tempo.
Statement of Objectives
Students will explore moving/dancing to varying/various tempos.
Teacher Input
Review- Space-shape and levels- nonlocomotion with tempo:
Slow tempo shapes from low level to high level, then from high to low level.
Fast tempo shapes from low to high, then from high to low.
Locomotion (creating pathways) in a slow tempo, then a fast tempo, then a combination
of slow to fast tempos.
Guided Practice
Students will move across the floor in a fast tempo/high level, then a slow
tempo/high level. Students will move across the floor in a fast tempo roll/low
level, then a slow tempo roll. Students will combine tempos choosing the level
of their work, and changing the levels throughout- start in a slow tempo, change
to a fast tempo, then change back to a slow tempo before reaching the other
side of the floor.
Independent Practice
With a hand drum, students beat out one tempo as others perform that tempo,
utilizing all elements of dance. Students, who want to play, try to stay true
to their tempo.
Closure
Varying the speed of movements provides variety.
Elements of Dance - Time (Rhythm and Notation)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Time
Lesson Objective
The students will experience the element of Time by exploring Rhythm.
Focus and Review
Review Rhythmic Notation - quarter notes, half notes and whole notes.
Statement of Objectives
Students will learn a movement combination to perform - then notate the phrase.
Teacher Input
Teacher will choreograph a phrase and teach it to the students.
Guided Practice
Rehearsal - notate first measure. Decide number of measures.
Independent Practice
Students will notate dance.
Students will perform notation: movement and instrument(s).
Closure
Rhythmic vs. non-rhythmic movement (quarter note, half notes and whole notes)
may still be within a meter.
Elements of Dance - Time (Rhythm and Notation as Structure for Choreography)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Time
Lesson Objective
The students will experience the element of Time by exploring Rhythm.
Focus and Review
Review Rhythmic Notation - quarter notes, half notes and whole notes and eighth
notes.
Statement of Objectives
Students will notate a rhythm phrase played on a drum, choreograph movements
to that notation, creating a phrase of movements, rehearse, and perform and
have the audience notate the movement phrase.
Teacher Input
Teacher will clarify and assist where and when necessary.
Guided Practice
Notate, create, rehearse, and perform.
Independent Practice
Students, as an audience, will notate dance.
Closure
Dance may begin with music or rhythm as a structure the choreographer will need
to deal with, or choose to contrast.
Elements of Dance - Time (Rhythm and Meter)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Time
Lesson Objective
The students will experience the element of Time by exploring Rhythm.
Focus and Review
Warm-up: 8counts/8 shapes from high to low level, then from low to high
4 counts/4 shapes from high to low, then from low to high.
2 counts/2 shapes from high to low, then from low to high
1 count/1 shape from high to low, then from low to high.
Statement of Objectives
Students will identify the meter of beats/rhythms and movements.
Teacher Input
Teacher will beat out various rhythms on a drum. Students will identify the
"1" in an 8 count, 5 count, 3 count and a 1 count. Students will identify
how many beats are in each phrase. Students will identify the "1"
in recorded music (4/4, 3/4, 2/4, 9/8 time signatures).
Guided Practice
Teacher will demonstrate a walk across the floor in a 4/4 rhythm - 4steps forward,
four steps backward, 4 forwards. Students will identify the rhythm, by the accent/
the turn. Students will perform the 4/4 across the floor.
Teacher will ask students to identify a triplet by the accent/ the "down".
Students will perform triplets forward, then backwards and then a combination
utilizing forward and backward triplets.
Teacher will demonstrate a leap combination with a descending meter - 4/4, leap
on the accent, the "1" (leap, step, step, step)- 3/4 (leap, step,
step) - 2/4 (leap, step) - 9/8 (leap, leap, leap).
Closure
With or without music or a drumbeat, rhythm and meter can be identified through
movement.
Elements of Dance - Space (Symmetrical and Asymmetrical Shapes)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Space
Lesson Objective
The students will experience the element of Space by exploring Shapes - individual
and group shapes symmetrical and asymmetrical shapes.
Focus and Review
Define symmetry and asymmetry.
Warm-up with individual straight lined and curved lined shapes, symmetrical
and asymmetrical shapes. Sitting on the floor with crossed legs (asymmetrical),
contract (curved lined shape), release (straight lined shape), circle torso/
repeat in "diamond shape of the legs", "butterfly" (symmetrical),
parallel straight legs in front (symmetrical), in an asymmetrical shape with
the legs in front of the body, in a second position on the floor( symmetrical)
and an asymmetrical shape with the legs open.
Statement of Objectives
Body Symmetry and Asymmetry vs. Group Symmetry and Asymmetry.
Teacher Input
Body Shape = individual
Group Shape = connects, must be responsible for one's own body weight.
Guided Practice
Teacher demonstrates group shapes with a student - Symmetrical Body Shape/ Symmetrical
Group Shape
-
Symmetrical Body/ Asymmetrical Group Shape
-
Asymmetrical Body/ Symmetrical Group Shape
-
Asymmetrical Body/ Asymmetrical Group Shape
Independent Practice
Duets create the four group shapes mentioned above. Divide the students into
trios, quartets, etc. Each group performs for the class audience. Discuss each
performance - which shapes were the most interesting?
Closure
Symmetry offers balance and security, strength and safety.
Asymmetry offers unbalanced, varied and different shapes.
Elements of Dance - Space (Levels)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Space
Lesson Objective
Students will experience the element of Space by exploring Levels in Space.
Focus and Review
Warm-up - Shapes - straight lined shapes, curved lined shapes, symmetrical shapes
and asymmetrical shapes.
Statement of Objectives
Define levels - high, medium and low.
Teacher Input
Students will create individual non-locomotive shapes on each level: straight
lined shapes on low level, curved lined shapes on low, symmetrical shapes on
low, and asymmetrical shapes on low, then the four types of shapes on medium,
then high.
Students will create individual locomotive shapes - all on high - all on medium - all on low level (symmetrical group).
Students will create locomotive shapes on different levels (asymmetrical group).
Guided Practice and Independent Practice
Define solo (sole, solitary), duet (dos, Dynamic Duo), trio (triangle, triplet,
tricycle), quartet (quarters, quadrangle), quintet (5 babies), sextet*if you
are brave*(hexagon), septet (September), octet(octagon, octopus), etc. Have
students form trios or quartets and perform a level study. Students create a
new group frozen shape every 8 counts - a group shape that incorporates all
three levels. The group may not talk/ discuss. Group members must be on a different
level with each freeze, don't allow one student to "always be the low level
shaper". The group shape should be innovative, unique and interesting.
Have the students be an audience for each trio. Discuss strengths of each group.
Closure
Variety is interesting. Asymmetry of shape and level gives a variety.
Symmetry of level offers strength, sometimes monotony.
Elements of Dance - Space (Shapes)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All grades
Lesson Focus
The Elements of Dance - Space
Lesson Objective
The students will experience the element of Space by exploring Shapes - individual
shapes, straight lined shapes and curved lined shapes.
Focus and Review
Dance is made up of the use of space by defining the shape of the dancer's body.
Each body is a shape - a dancer's body must create interesting shapes to keep
an audience's attention.
Statement of Objectives
Students will explore the many ways they can create with their bodies, working
in their own personal space, with their individual body shapes.
Teacher Input
Warm-up - In a parallel first position, students will draw circular/curved-lined
shapes and straight lined shapes, performing this movement by isolation of body
parts.
Guided Practice
Students will create non-locomotive stagnant shapes- straight lined shapes,
curved lined shapes.
Students will create locomotive, straight and curved lined shapes.
Students will create locomotive shapes with a freeze.
Independent Practice
Divide the class into audience and performers. Observe shapes - innovative,
creative, interesting.
Closure
Everything we see has shape. As a dancer, be aware of all shapes around you
as possible material for dance.
Elements of Dance - Space (Shapes, Levels, Volume and Pathways)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
Review the Elements of Dance - Space
Lesson Objective
Students will review the element of Space - shapes, levels, volume and pathways.
Focus and Review
The students will define the elements of dance - space (shapes- straight, curved,
symmetrical and asymmetrical shapes, level - high, medium and low, volume and
pathways).
Statement of Objectives
Students will explore space utilizing shape, level, volume, and pathways.
Teacher Input
Warm-up - straight lined shape/ high level, curved line shape/high level, symmetrical
shape/high level, asymmetrical shape/high level, maximum space/high level, minimum
space/high level- all on medium level, all on low level.
Walk on particular pathways within the student's personal space:
Square (emphasizing the angles) 4 steps per side - walk forward, side, back,
side.
Circle (direction - forward, sideways, backward).
Guided Practice
Teacher will demonstrate and teach a choreographed combination:
Open, open, close, close (symmetrical, asymmetrical shapes - straight and curved
lined shapes- maximum and minimum volume)
Repeat open, open, close, close
Turn around yourself (3 steps), leap forward (pathway, asymmetrical shape, maximum
volume)
Step, hop, step, hop (asymmetrical shape)
Roll 2,3, stand up on 4 (level). Repeat.
Independent Practice
Students practice. Students perform.
Closure
The use of space is found in all types and styles of dance.
Elements of Dance - Space (Pathways)
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Space
Lesson Objective
The students will experience the element of Space by exploring pathways through
space.
Focus and Review
Warm-up: Volume /on levels/ shapes/ nonlocomotive.
Define pathways through space as locomotion/traveling.
Statement of Objectives
Students will draw a map/pathway to follow, utilizing shape, levels, and volume.
Teacher Input
Teacher will instruct students to put an X on their paper, label this A. Draw
a straight line from A, put another X at the end of this straight line, label
B. From B, draw a curved line, label the end C. Draw a straight line from C,
label this D. Draw a zig-zag line from D, label this E. I end here - you could
certainly go on.
Guided Practice
Students will walk their pathways.
Students will determine their beginning shape, level, way of locomotion (changing
at each X), and an ending shape.
Independent Practice
Ask one person, a solo, to perform their map. Add another student who will perform
their map, a duet. A trio. A quartet. Etc. Have the audience watch this accumulation,
progression and relationships between dancers. Discuss how students may need
to compromise and alter their pathways to make it possible for more dancers
to intersect pathways.
Closure
The use of space- nonlocomotion/locomotion- provides another aspect of variety,
interest and potential for dance.
Elements of Dance - Space and Time
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
The Elements of Dance - Space and Time
Lesson Objective
The students will experience the use of Space within the limitations of a count
(rhythm).
Focus and Review
Review the elements of space, time and energy.
Statement of Objectives
Students will warm-up and explore space and time utilizing shape, level, volume,
pathways, tempos, rhythm and energy.
Teacher Input
Teacher will lead a warm-up - "personal space" - sitting- stretch
face, twist face, stretch and twist spine, stretch to standing - stretch/twist/shake/freeze/melt
to floor- stretch and twist body.
Guided Practice
Teacher will instruct students to take 10 counts to "locomote" from
personal space to spread out all over the floor, standing - do it silently,
do it in exactly 10 counts, no more, no less.
10 counts to go from personal space through general space back to the same personal space (5 out, 5 in)
8 counts to a new personal space.
8 counts through general space, back to the same personal space.
4 counts
2 counts
1 count
Students will be encouraged to utilize all the elements of dance.
Closure
Dance requires discipline, control, limitations, and restrictions. But within
these restraints emerges creativity, excitement and the energy of dance.
Elements of Dance - Time and Energy
Submitted by Susan Hartley, Wake County Public Schools
Grade Level
All levels
Lesson Focus
Review the Elements of Dance - Time and Energy
Lesson Objective
Students will review the elements of Time - Tempo and Rhythm- and Energy.
Focus and Review
The students will define the elements of dance - time (tempo and rhythm) and
energy.
Statement of Objectives
Students will explore space utilizing time and energy.
Teacher Input
Warm-up -
-
8 counts/ 8shapes to move from high to low level.
-
4 counts/ 4 shapes
-
2 counts/ 2 shapes
-
1 count/ 1 shape - increase the tempo
Ask students what happened to the "time" of the "1's. The rhythm stayed the same - the tempo changed.
Guided Practice and Independent Practice
Teacher has choreographed a combination.
Students clap one measure of 4/4,-second measure of 3/4,-third measure of 2/4,
and -fourth measure of 1.
Demonstrate:
Kick, rock, rock, step
Hop, step, step
Leap, step
Jump
Define, hop (going off of one foot and landing on the same foot), leap (going off of one foot and landing on the other), and jump (going off of both feet and landing on both feet). Students practice and perform.
Closure
Identify the various rhythms throughout the combination. If students have mastered
the combination, change the tempo of the performance/execution. (slow, moderate,
fast). Identify the use of energy - accent/high energy on every "1".
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