Lesson Overview:
In this lesson students will look at poetry as a way to express the art of dance metaphorically. Students will read two different poems about break dancing in which one will show dance visually in the way the words are placed on paper and the other using its content to represent dance. The teacher or a student will read the poem while the students express the poems words through movements thus creating a dance. Students will be assessed based on their understanding of the concept, and discussions and demonstrations of movements connected to the lines in the poems.
Length of Lesson:
Two 45-minute class periods
Instructional Objectives:
Students will:
- compare and contrast two poems through a discussion and Venn diagram.
- use facial and/or body movements to express the content of two poems.
- recognize and use dance elements in conjunction with the poem.
Supplies:
- Chart Paper
- Easel
- Markers
Instructional Plan:
Note: Before the students enter the room, write the following on the board or a piece of chart paper and have it covered.
- How are the two poems different?
- How does each poem represent dance?
- How are the two poems the same?
While the author of this lesson is using two poems that are available in most libraries, if you do not have a copy, any poems involving similar subject matter may be used to compare and contrast styles and interpretation. This lesson may be adjusted for lower and upper grade levels.
Warm Up
Begin this lesson by asking the class if anyone can think of ways that you can dance or experience dancing other than by movements. This will probably cause some confusion. Explain that this can take place in our mind and our imagination as we are reading. Discuss this for a few minutes, having students give you examples of moments when this has happened to them when reading a story or a poem.
Guided Practice
Explain to the class that they will look at two poems that "dance" in two different ways. Tell the class that you will read the two poems to them first. Then they will be given copies of them to read themselves. Read the first poem, "The Break Dance Kids or No More Gang Wars," Copies of poems from teacher reference book Multiple Forms of Literacy, page-122, "The Break Dance Kids or No More Gang Wars," and page-123, and then read the second poem "B Boy," both by Lillian Morrison. You can pick up a copy of this book at most libraries. The WorldCat Web site will tell you if your local library has a copy.
After reading the poem to the class, discuss which elements of the poem create a sense of dancing, just by hearing the words. Have the students give examples of where this occurs in the poem. Read the second poem, "B Boy," and then discuss the poem. Again, focusing on the elements of the poem that create a sense of dancing. Divide the class into groups of four or five and hand out copies of the two poems (or any other poems you might use). Tell the class to read the poems to themselves. Distribute copies of the Venn diagram handout.(Cover the questions on the board at this time.) Discuss with the students how a Venn diagram works and draw one on the board. Have the students fill in a Venn diagram comparing and contrasting the two poems. The three basic questions to ask are on the board for them to use as a guide and they are on their Venn diagram sheets as well.
- How are the two poems different?
- How does each poem represent dance?
- How are the two poems the same?
When the students have finished, have them share their Venn diagrams with the group. Have them discuss what they wrote in each circle of the diagram and the middle overlapping section. Have them complete this task first with the members of their group. Have the group elect a recorder who will take down the thoughts and ideas of the group. It is then also their job to report to the class on what was discussed in their group from the notes they took.
Make sure that the students have a basic understanding of the "Elements of Dance. Refer to the ARTSEDGE How To Dancing The Elements. Review each element with the class using a few students to demonstrate as you explain.
Independent Work
Next, explain to the class that they will create facial expressions and/or body movements to represent the lines of each poem. Remind them that not everyone will create the same facial expressions and/or body movements. You may refer to one of the ARTSEDGE Look-Listen-Learn Bodies Tell Stories. If you can, take the students to the computer room, and have them complete this activity on their own. Otherwise, you can show it to the class with an LCD Projector.
Students are now ready to begin creating these movements. Take the class outside to a field, the blacktop, gymnasium or the cafeteria and have them sit down in a group. Ask the class how they think facial and/or body movement can express feelings. After they have given several answers and are focused have the class stand up and have them spread out and give themselves enough space to move. Model several movements and facial expressions and have the students tell you what feeling they think you are representing. Tell them you will say a feeling and then you want them to show the facial and/or body movements that you think represent that feeling. For example: happy, demonstrate a movement that you think represents happy. Do three to four emotions then have the class sit down. Ask them; are there certain types of facial and/or body movements that may indicate a certain feeling better than others? Discuss some of them. It might be helpful to have chart paper on an easel to write down the answers so that they can be reviewed and used in further activities.
Have them sit back down in a group and read a poem or nursery rhyme to them. While listening to the poem they are to think about the facial expressions and/or body movements that might accompany it. Remind them that everyone will create different facial and/or body movements. They should not copy, but try to create what they feel in their own way. You may use several simple nursery rhymes that are available at the Enchanted Learning Web site. You may print them out so that students can have their own copy to study and work from as they create their movement. You may also use any short poems you might have in your collection. Have them stand up and spread out and as you are reading the nursery rhyme or poem have them create movement and expression. Ask for students to demonstrate. Have them read an individual line and demonstrate the movement and expression they came up with.
Final Sharing
Have them sit down again close their eyes and read "The Break Dance Kids or No More Gang Wars," poem to them. Ask them to visualize what movements they would create to express the movement in the poem. When finished have them stand up and move to the words of the poem. Read, "The Break Dance Kids or No More Gang Wars," poem again and observe students facial and/or body movements stopping to ask students why they did a certain facial and/or body movement. Do the same for the second poem, "B Boy," again stopping to ask students why they created certain facial and/or body movements.
Close by returning to class and discussing as a group how facial and/or body movements and poetry can express ideas and which expressions or movements worked for them and they liked the best. (This could be from their own interpretations or ones that they saw there classmates come up with.) Here are some questions you may ask:
- How can dance or movements express the same ideas as a poem?
- Was it hard to express the lines in the poem?
- Is it possible to show a dance through words or are movements better?
- Do you think the poems did a good job of expressing dance? Why or Why not?
Assessment:
Assess students on their discussions and comparing and contrasting the way the two poems represent break dancing through the Venn diagram. Also students assess their expression of the poems content through facial and/or body moves. Refer to the Assessment Rubric for criteria.
Extensions:
You may also have the students draw, paint, etc. pictures to represent lines in the poems. Explain that they are again visualizing and displaying their expressions from listening to the poem in another manner. Have the students explain their drawings to one another in small groups. Display the students' artwork around the classroom.
Sources:
Print:
- Piazza, Carolyn L. Multiple Forms of Literacy. New Jersey: Prentice-Hall, Inc., 1999
Web:
Authors:
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Marisa Ramirez-Branco
California State University, Chico
Chico, CA
Collaborating Organizations:
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California State University, Chico
Chico, CA
