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ARTS EDUCATION TEACHER HANDBOOK

THEATRE ARTS :: ELEMENTARY LESSON PLANS - MOVEMENT ADVENTURE

ELEMENTARY LESSON PLANS - MOVEMENT ADVENTURE

 

Submitted by Sandra Dreis

Winston-Salem/Forsyth County Schools

 

Lesson Title:
Movement Adventure
Grade Level or Course: Kindergarten
Time Allotment: 30 Minutes
Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.02 Retell stories through guided dramatic play from text read aloud.

2.03 Role-play a variety of real and non-real characters through guided dramatic play.

2.05 Imitate teacher guided improvisation

3.06 Imagine a variety of real and non-real environments

4.02 Imitate the sounds and movements of objects, animals and people.

6.03 Participation in and use the art form of pantomime

6.02 Use sound, movement and drawing through dramatic play

8.04 Participate in creative drama
Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade Level Competencies, K-12 for other content areas:

Social Studies:

1.01 Participate constructively in school and classroom activities

Second language goals:

2.03 Follow oral directions and commands

2.04 Demonstrate understanding of spoken key words in a variety of materials´┐Żshort narratives, simple rhymes and cartoons.

Mathematics Goals and Objectives:

2.04 Model and use directional and positional words.

Language Arts:

3.01 Connect information and events in text to experience.

Guidance Objectives:

7.04 distinguish between appropriate and inappropriate behaviors

7.06 establish self control

Dance Objectives:

1.02 Demonstrate the element of space in dance through exploration.

1.04 Demonstrate the element of energy/dynamics in dance through exploration

2.05 Move alone and with others

3.01 Express ideas, feelings and stories through dance movement

Music Objectives:

6.04 Respond through purposeful movement to prominent music characteristics

while listening to music
Lesson Objective(s):

To explore the use of pantomime to tell a story.

To demonstrate self control in the use of the physical space and in working with the group.

To create an imaginary environment using gestures and the body with expressive movement.

To explore using the body and not the voice to express action and feelings.

As part of the study of pantomime, students will practice their skills by exploratory movement followed by a group pantomime of an "adventure". Teachers are free to choose their unique "movement adventure" from a variety of sources. This lesson is based on a simple outline of a camping adventure that is created from this teacher's imagination. Two books that have inspired this tale are "Going on a Bear Hunt" and "Blueberries for Sal". The lesson focus is not, however, on simply retelling the story, but experiencing the tale through movement and mime.

A major objective of this lesson is allowing the children to explore the physical space safely and cooperatively, respecting the space of others. This hands-on drama experience will actively involve the global learners in the classroom and fully engage the imaginations of the children.
Materials/Equipment Needed:

CD Player/tape player

Music of Mozart "A Little Night Music"

Any classical selection that builds to a lively pace

A tambourine or hand drum and a mallet
Lesson Procedure:

Warm-up and Introduction:

Have kindergarten students gather five at a time and sit crisscross-applesauce in front of you. Have them check their posture and sit up tall "against a tree". Tell them that we are going to go on a pretend adventure today. We will be using our bodies, but not our voices, is a sentence to keep repeating as you go along. Ask they children to pretend that their fingers are happy spiders and to move them up and down the imaginary web. Model this for them. Tell them to demonstrate their very own spiders climbing up and down their web. Instruct them to freeze their motion when you hit your drum. This is for control. Remind them that when they hear the sound of the tambourine, they are always to freeze.

Now demonstrate the pantomime task of eating an apple for them. Remove it from your pocket or an imaginary tree. Feel it. Admire it. Wipe it on your clothes. Bite it. Chew it. Enjoy it. And hold the core. Use the word "PANTOMIME' to describe your actions.

Have the children imitate your pantomime of the apple. Choose a volunteer to come up and show their apple eating skills to the class. Ask the children to tell how they know it was an apple. Talk about the following skills of pantomime:
  • Where is the apple found?
  • What size is the apple?
  • What is the weight?
  • How does it taste?
  • What do we do with it when we are finished eating?
Part 2 - the Adventure:

Tell the children they are ready to go on the adventure.

Begin the CD music as accompaniment to the action. Remind them to use their bodies and be aware of the their neighbor. Point out areas in the room that are "out of bounds". Remind them not to touch their neighbor.

Have children find a space to lie on the floor as if asleep. You say "WAKE UP YOU SLEEPY HEADS!" 'TIME TO STRETCH AND GET UP FOR OUR CAMPING TRIP". Now the teacher can describe out loud what you are seeing. Example: "Oh, I am seeing some sleepyheads stretching and yawning over here". "Somebody in this corner is still asleep!" Guide them into standing up in their space and looking into an imaginary mirror.

Now have them imitate you as you groom hair, dress, and brush you teeth. Have them put on their rubber imaginary boots. Ask the children, who can raise their hands and tell me what color your boots are? Everyone will want to tell you the color of their boots and this is a good assessment question to determine if all the children are understanding the activity.

Now have the children put on their backpacks. Tell them the packs are heavy. Now have them raise their hands and respond to your question, "What is in the backpack that makes it so heavy?" Then open one of the imaginary backpacks, and for fun, take out some funny imaginary objects. Example: the cat, a television, a phone and say "we can't take everything in the house!" This will make the children laugh and want to find something of their own that is humorous. If there is time, you can have everyone take out something extraneous from the "backpack". Now have them put the backpacks on, and line up behind you.

The trail walk begins. You can change or elaborate on these suggested activities:
  1. Model and have them tiptoe down the trail with flashlight in hand.

  2. Demonstrate and have them trudge up the muddy hill slowly and carefully.

  3. Have them walk side ways along the narrow mountain trail.

  4. Have them duck down when flying bats approach.

  5. Have them demonstrate sitting around a campfire in a circle and eat the lunch surprise that is in their pack. Ask the students what they are eating.

  6. Have them march down the forest trail, picking berries and putting them in an imaginary container. Tell them they will bring this back to someone at home who will make a pie later.

  7. Now have the children skip around a field of wild flowers. Tell them you will hit the tambourine when they are to freeze. Play SKIP AND FREEZE.

  8. Have children put their packs back on for the walk home. Along the way, tell them you can hear the footstep of a _________. Use your drum quietly to make the sound of the footsteps. Tell them when the ______approaches they had better duck. They love to do this several times. You can say, "QUIET, I HEAR THE________(HIT THE DRUM LOUDLY). It is important to tell them not to scream, or the _________will find them! They enjoy this imaginary game.

  9. Have them walk quietly to their seats, (HOME).
Tell them they can put their packs down quietly.

"DOESN'T IT FEEL GOOD TO BE HOME! For fun, you can ask, WHAT ARE WE GOING TO MAKE WITH THOSE BLUEBERRIES?"

Conclusion:

Summarize the pantomime activities that the students accomplished in the "Movement Adventure". This can be accomplished with a question and answer format.
Assessment:

Ask the children to describe their favorite part of the adventure.

Finish the lesson with other assessment activities such as drawing or painting a picture of the imaginary adventure. Have them include a picture of themselves.

Follow - activity assessment to the lesson: Drawing or painting of the "adventure"
  • Art Assessment should include:
  • Where are you? Is it light, or dark?
  • What are you wearing? Is it cold or hot?
  • What color is your backpack? Draw it.
  • What did you make with the blueberries? Who helped you
Special Considerations:

Other follow-up activities for this lesson are, on another day, bring some blueberries or frozen blueberries to class for a cooking project, muffins are popular. Have a parent assist you. Read Blueberries for Sal. Make and bake the muffins. Have a "Movement Adventure" once again, perhaps a review of the lesson. Eat the muffins with the class!

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