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TRANSCRIPT
Dancing Around the World
A Unit of Study in Dance for Grades 4-5
Submitted by: Sheila Zeng
Dance 4501
Dr. Dixon
5 December 2015
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Introduction
At the elementary school level, the brain is able to retain more information for a long
period of time than adults. It is said that if you wish to learn a foreign language, it is best to start
learning at a younger age as the brain retention of information is at its best. Dance is like another
language that can be learned and added to the vast amount of knowledge children can have.
However, dance is more than just a language. Dance offers a creative outlet for children to free
their mind and dance how they are feeling in a way that may not be able be said through words.
It also gives an artistic freedom for children that they may not have received before which helps
develop different ways of learning/intelligences. Dance allows children to not concern
themselves with an object, game, or writing, but it allows them to concentrate and be aware of
the act of moving. This allows children to discover about their bodies, minds, imagination, and
ideas (Joyce 5). I think dance is something that should be implemented into the school system to
help children realize that there are different ways of learning and expanding upon what their
mind and body can do. The idea of different ways of learning and intelligences helps children
realize that there is no right or wrong way of learning. Dancing offers a great outlet for children
to use these different intelligences to help guide their learning for different situations; which can
then be translated to other subjects.
Not only does dancing help children use different ways of learning, it can also provide a
means of physical education. With the growth of technology, children seldom get up off the
couch to go pursue active sports or activities. If dance is being taught in schools, it’ll offer
children a creative outlet as well as physical education. Dance reinforces motor and physical
development as well as spatial awareness (Dunkin 1). Dancing offers a ‘feel good’ feeling that
makes children be aware of their physicality as well as a measure of what they can accomplish
physically and mentally through dancing. If most children these days don’t want to participate in
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sports or physical activity outside of school, having it in school will provide that physical
education that they need in order to maintain a healthy lifestyle. Having dance incorporated in
the school education will hopefully convince the children to do more physical activity on their
own.
In this unit, the main focus is multicultural dance from around the world. Dance offers a
great way to work with other disciplines in the school system such as history, geography, social
studies, mathematics, etc. In this case, learning different cultures’ way of living, their history,
and their purpose will offer children a new way of seeing dance with different perspectives, as
well as learning about different cultures around the world. Some outcomes that can come out of
this include cooperating with others through partner and group work, individual differences,
problem-solving, and respecting each other. In Anne Dunkin’s Dancing in Your School: A Guide
for Preschool and Elementary School Teachers, one of the main benefits of dance she menetions
is cultural play. As the children gain knowledge of different cultures and their experiences, the
students begin to develop their own knowledge about themselves and their individual perceptions
and positions in their own culture (72). As they become more aware of themselves and their
individuality, they begin to build self-esteem and understand everyone else’s cultural
backgrounds to help build a shared culture in the classroom.
Facilitating dance in the education system can help bring about many beneficial ideas for
children to learn from. Learning dance not only offers a creative outlet for children, it offers an
opportunity to test multiple intelligences, physical fitness, and interdisciplinary aid with other
subjects. Dance also provides an outlet for children that allows them a space for creativity,
respect, and understanding for themselves and their surroundings.
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Unit Description
In this unit, students will learn the history, movement, and influences on nine different
cultural dances from around the world. The last lesson culminating the 10 weeks will have the
class create their own cultural dance, using things that they identify with in their own life as an
origin for movement generation. One of the main foci of this unit is expanding the student’s
knowledge of different cultures. Another focus of this unit is to identify similarities and
differences in the different cultural dances through the elements of dance. Learning about other
cultures’ dances, along with the history and purpose behind these dances, will hopefully open the
student’s mind about different ways of dancing and the meaning behind it. I hope to expand the
student’s movement vocabulary through these lessons, as well as help them respect other
cultures.
During the nine weeks, students will learn the history, influence, and movement to nine
different cultures around the world. These cultures include: Native American Dance, Country
Line Dance, European Court Dance, Tarantella, Russian Folk Dance, Tibetan Dance, Chinese
Fan Dance, Indian Dance, and West African Dance. As mentioned above, the concluding week
will be class collaboration. Each lesson structure will be conducted in roughly the same format,
with several changes based on what is being taught. Each lesson will start out with an
introduction to the geography of where the country or culture is located, and the history of the
culture. Additional visual aid such as pictures and videos will also be shown. The warm-up will
consist of movement that will help prepare the students for the specific lesson for the week,
incorporating some of the movement from the dance or an element from it. The rest of the class
will be used to teach either a specific dance from a culture or to teach a certain element that is
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very prevalent in that cultural dance and have the students showcase what they learn towards the
end of class. Each class will conclude with a reflection asking students what they learned.
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Major Goals of Unit
1. To expand on the student’s knowledge of different cultures and their history.
2. Understanding the ideas behind different culture’s dances, and the different meanings
they hold.
3. Utilizing the elements of dance in their movement effectively.
4. Have students be able to perform various styles of cultural dance adequately.
5. Educate students on other cultures, and learning to respect them.
6. Notice similarities and differences between different cultures.
7. Help them find their own culture, and what culture means to them, and develop
movement that goes with who they are.
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Class Description
Population profile- Students will range from 4-5th graders at Indianola K-8. Indianola is located
in Columbus, OH just outside the OSU campus area. The student’s ages will range from 9-10
years with ten girls and ten boys.
Class information: Each class will be held on Tuesdays from 3:30-4:15pm (45 min). The class
can have a maximum of 30 students to participate.
Dance Space: There is a nice spacious gym that will be used for each class.
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Weekly Outline
Week 1: Native American Dance- the history, uses of dance in their culture, importance of
animals, exploring shapes.
Week 2: Country Line Dance- the history, origins (relating it to the next unit), use of directions.
Week 3: European Court Dance- the Pavane, the history, geography, who danced it, its influence
on other dance styles, use of pathways.
Week 4: Tarantella- the history of Tarantella, geography, influence, repetition, fast tempo.
Week 5: Russian Folk Dance- history, geography, group work, use of direction.
Week 6: Tibetan Dance- geography, history, shapes, use of flow and energy.
Week 7: Chinese Kung Fu Fan Dance- history, geography, transitions between free and bound
flow.
Week 8: Indian Dance- geography, history, specific use of body parts, different use of force.
Week 9: West African Dance- geography, history, use of body shapes, time and energy.
Week 10: Their own cultural dance- each student chooses one element from their culture to put
together, class chooses a song.
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Lesson Plan #1 (Week 1)
Theme: Native American Culture
Objectives:
1. Students will gain understanding Native American culture and history.
2. They will understand the meanings behind Native American dances, in particular,
animals, by exploring different shapes.
3. They will choose an animal that they identify with, and make a short dance phrase with
of that animal.
Activity Why? Teaching Cues Pacing
Introduction Discuss the history and geographic location of various Native American tribes, as well as what they use dance for.
Name several examples of commonly used animals in Native American dances: beaver, eagle, etc. Show pictures of Native American dance and costumes.
10 min.
Warm Up Practice making shapes with their bodies, as well as embodying animals.
In a large circle, going around the room, having each student say their favorite animal, along with a move that goes with it. Everyone will repeat each other’s, until everyone has gone. Then the instructor will say an animal, and the students will move how they think that animal might move. Do this with 3 animals (relating to Native American dance animals).
10 min.
Exploration Embodying Native American specific animals, like the ones mentioned above.
Students will move through the space embodying the animal the instructor says. We will focus on three main animals that Native Americans dance about, and have students explore how those animals move.
10 min.
Dance Making Use the descriptions of their animal, to put into a small phrase of movement.
Students will choose three particular shapes or movement from their animal descriptions, and put them into a small phrase. They will then do this phrase across the floor.
10 min.
Reflection Ask students about their animal and what it means
Ask the students why they chose the animal that they did, and what it
5 min.
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to them. means to them.
Equipment:
Bring percussion instruments- percussion is very prevalent in Native American culture.
Photos of Native American dancers, costumes, and animals.
Recorded music on phone of traditional Native American music.
Evaluation
Do the children understand the meaning animals have in Native American dance?
Are they able to channel an animal and move through different dance elements?
Did the children have variety in their movement when describing their animal?
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Lesson Plan #2 (Week 2)
Theme: Country Line Dance
Objectives:
1. Students will understand the use of country line dance as a social dance.
2. They will understand the importance of straight and curved pathways in country line
dance, as well as its origins from European dance.
3. They will learn a simple culminating line dance.
Activity Why? Teacher Cues PacingIntroduction Discuss the use of country
line dance and the history of it.
Show some pictures of line dancers as well as the formations used.
5 min.
Warm-Up Since there is a lot of footwork in line dancing, we will practice some simple leg and foot exercises to warm up.
To warm up the legs and feet, we will start out by doing some plies, ankle circles, releves, and jumps.
10 min.
Exploration Teaching the students a simple line dance.
Make sure to emphasize the importance of showing off the foot, as well as a strong upper torso. The teacher will lead them through simple line dance moves such as the heel/toe touch, grape vine, and the ‘hacky sack’.
15 min.
Dance Making Put this combination into a circle, since line dancing is often used either in a line or a circle.
Keep on going over the line dance combination until they know it well enough. Then, make sure that they can execute it in a circle.
10 min.
Reflection Since they learned quite a few steps in this dance, it’d be nice to ask what their favorite move was.
Ask students what their favorite move is and why.
5 min.
Equipment
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Pictures of country line dancers.
Music: country dance music as well as popular songs that it could be danced to.
Evaluation
Do they understand how country line dancing is used?
Are they able to maintain their formation while dancing without the instructor’s help?
Were they able to effectively execute the movement while still having fun?
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Lesson Plan #3 (Week 3)
Theme: European Court Dance (Pavane- 16th Century)
Objectives:
1. Understand the history and purpose (social, showcasing the upper class) court dance
serves in Europe and how it has influenced other dance styles.
2. Have the students understand the importance of posture and moving in a bound flow.
3. Students will learn how to maintain an upright posture while dancing in linear and
circular formations in different directions.
Activity Why? Teacher Cues PacingIntroduction Explain the history and
purpose the Pavane served in Europe during the 16th century.
Show a short video of an example of the Pavane, as well as pictures of costumes that the dancers wore.
10 min.
Warm-up Since posture is very important in this dance, it is important to warm up the shoulders and head.
In this warm up we will start with some shoulder rolls as well as head rolls to warm up those areas. Also, doing some isolations in the shoulders and head. Show and practice the proper upright posture to have for this dance.
10 min.
Exploration Have the students practice walking with an upright posture so that they get used to it.
Going across the floor, have the students just walk while maintaining an upright posture. After a couple of rounds, have them add a hop to their walk.
10 min.
Dance Making Since the Pavane is danced in lines and circles, it is important to implement that here.
Set certain formations for them to dance in. At first, they will start in two vertical lines walking, then have them circle around into a circle. Then in a circle, have them walk by adding a hop, as well as other steps such as grapevines and ‘royal’ like poses.
10 min.
Reflection European court dance isn’t easy, so it’s important to ask the students about their opinion.
Did they think it was hard to maintain their posture for a long time? Connection between the formations used here to the country line dance.
5 min.
Equipment Needed
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Video and pictures of the Pavane and what the costumes were like.
Old renaissance- like music, as well as slow contemporary music.
Evaluation
Were they able to see some similarities between European court dance and country line
dancing?
Were they able to maintain their upright posture?
Did the students move through the linear and circular formations effectively?
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Lesson Plan #4 (Week 4)
Theme: Tarantella (16th century Italian recreational dance)
Objectives:
1. Students will gain an understanding of Tarantella as a recreational dance, still being used
today.
2. Students will learn the importance of repetition in this dance and the use of patterning.
3. As this concludes the European section of the world, they will notice similarities and
differences between the two dances we have studied.
Activity Why? Teacher Cues PacingIntroduction Introduce the geography
and history of the Tarantella (Italian). The Tarantella is also a recreational dance that is still used today.
Show on the map where Italy is, and bring in pictures and videos of Tarantella dancers. Also show them a tambourine, one of the main instruments in the Tarantella.
10 min.
Warm-up The Tarantella is a very high energy dance.
The dance has a lot of jumps, so the warm up will start out by doing some plies and ankle exercises. Also, since there is a lot of clapping, we will practice clapping to the beat of the music, as well as some arm stretches.
10 min.
Exploration Start to introduce different steps of the tarantella.
Teach the students the grapevine, clapping while walking and skipping, and reintroduce some of the footwork from the line dance. Use tambourine.
10 min.
Dance Making Put all the steps we learned into a small combination, using repetition.
Have students come into a circle to start combining some of the steps they learned. Also incorporating claps and repetition as they move around the circle.
10 min.
Reflection/Closure How did they respond to the dance?
Ask the students what their favorite step was and how it felt. Did they notice any similarities between this and the Pavane?
5 min.
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Equipment Needed
Tambourines/Percussion instruments.
Pictures and video of the Tarantella.
Audio of traditional Tarantella as well as popular music.
Evaluation
Were they able to maintain high-energy throughout the dance?
Were they able to maintain the circular formation?
Did they notice similarities in the dance steps between this and the other dances they
learned?
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Lesson Plan #5 (Week 5)
Theme: Russian Folk Dance (Troika)
Objectives:
1. Have students effectively work in groups of three (Troika is a trio dance).
2. Aid students with interweaving and changing formations.
3. To help students with the fast paced tempo of the music.
Activity Why? Teacher Cues PacingIntroduction It is important to note
the importance of this dance in Russian culture and how it is danced.
Show the map and locate where Russia is. Explain the history of the Troika, when it is danced, and the importance of working as a trio.
10 min.
Warm-Up It is a high energy dance that needs to be warmed up well to prepare.
To prepare for some of the high energy, start out in a circle and warm up by shaking different parts to loosen up the body. Also, do some leg stretches and a little bit of cardio to get the students going.
5 min.
Exploration The students will practice the steps first before going into partners.
Have students practice the knee kicks, forward and backward around the room. Then have them practice the grapevine in a larger circle.
10 min.
Dance-Making Put the students in trios to practice the dance.
Put students in trios, and they will be doing the dance all together. Also show the students how to move in a line, as well as their own circle. Also introduce one student going under another one’s arm, exploring some partnering.
15 min.
Reflection/Culmination Did they learn anything from working in trios?
Ask students how it was like working in trios.
5 min.
Equipment Needed
Audio traditional Russian folk music, percussion instrument.
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Pictures and video of the Troika dance.
Evaluation
Did they work effectively in trios?
Were they able to manage some of the partnering?
Were they able to keep up with the high energy and fast pace of the music?
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Lesson Plan #6 (Week 6)
Theme: Tibetan Dance
Objectives:
1. Have students understand the lifestyle in Tibet, and how it influences their dance.
2. Aiding the students create fluid, free and smooth movement through imagery.
3. Using scarfs as an extension of their movement. Scarfs are a big part in Tibetan dance.
Activity Why? Teaching Cues PacingIntroduction Describe the importance
of lifestyle in Tibetan dance, and discuss history and geography.
Show on the map where Tibet is. Then show a video and pictures of Tibetan dancers. Also describe the Tibetan lifestyle and the importance of it in their dance.
10 min.
Warm-Up Tibetan dance has a lot of bending at the waist, as well as leg movement.
Start warming up with some side stretches of the body, as well as forward stretches. Warm up the legs as well similar to previous lessons.
5 min.
Exploration Incorporate the scarves as they explore locomotion and non-locomotion movement.
Introduce the idea of water, and imagine the students are playing in the water, scooping water, or being water. The scarves are an extension of their arms (very important in Tibetan dance). Explore with staying in place, and traveling movement.
10 min.
Dance-Making Adding humming to their dancing.
Humming is a crucial part in Tibetan dance as well. Have the students continue dancing with the image of water, and have them add humming or singing in their dance when they want to.
10 min.
Reflection/Culmination What did they think of dancing with a prop?
Ask the students about the use of the scarves, did it help them? Did the humming add a challenge?
5 min.
Equipment Needed
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Long scarves
Tibetan music, water-inspired music
Evaluation
Did the students work well with the scarves, as if it was an extension of their arms?
Were they able to hum/sing while dancing?
Did their movement seem like it was inspired by water?
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Lesson Plan #7 (Week 7)
Theme: Chinese Kung Fu Fan Dance
Objectives:
1. Effectively utilize a fan in the dance.
2. Help aid students in the use of body control with emphasis on bound and free flow.
3. Understanding the history and influence of Kung Fu fan dance.
Activity Why? Teacher Cues PacingIntroduction Introduce the history,
geography, and influence of Chinese Fan Dance.
Show videos and pictures (with both genders), and show that fan dance isn’t just for women. Also, bring in the map and talk about the history.
5 min.
Warm Up Prepare the bodies for a lot of balances and body control.
Warm up by stretching the arms and legs. Also, have them practice standing on one leg for one minute, just to warm them up for balancing.
10 min.
Exploration Teach the students a short sequence of steps, emphasizing the difference between free and bound flow, along with stillness.
Teach the students the sequence first, without the fan. Emphasize free flow with fluid water-like movement; emphasize bound flow with strong shapes.
15 min.
Dance Making Add the fan to the sequence.
Hand out the fans to the students and have them do the sequence with the fan. Lead the students through the sequence a couple of times, then have them do it by themselves.
10 min.
Reflection/Culmination Reflect on what they learned today.
Ask them if they liked moving free or bound flow? Also, did they think the fans made the dance harder?
5 min.
Equipment Needed
Traditional and modern Chinese music/video of dance
Drum
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Plastic fans
Evaluation
Were the students able to emphasize the differences of free and bound flow?
Were the fans extra or part of their movement?
How were they able to control their bodies through movement?
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Lesson Plan #8 (Week 8)
Theme: Indian Dance (Bhangra)
Objectives:
1. Understanding the importance of Bhangra dance and the history.
2. The students will learn how to dance with strong weight, as well as emphasis on upper
torso.
3. Understanding the simultaneous movement of the arms and legs at the same time.
Activity Why? Teacher Cues PacingIntroduction Introducing the history
and geography of India and Bhangra dance, as well as the importance of the hands and arms.
Describe the geography and the purpose that Bhangra dance serves in Indian culture. Show video/pictures of Bhangra dance to the students. Also introduce the bells as an instrument.
10 min.
Warm-Up It is important to warm up the arms and legs as well as their coordination in preparation for the dance.
Do some arm and hand stretches to warm up. Also stretch the calves and feet as the movement is very grounded.
10 min.
Exploration Begin teaching the students basic arm gestures as well as leg stomping.
First, just work on the arm gestures. Emphasize the different directions of the arm gestures, mostly in the upward direction, but also side to side. After the arm gestures, introduce stomping as well as swinging leg gestures. Have a set number of hand and leg gestures for them to work with, and stay within that vocabulary.
10 min.
Dance Making Putting the arm gestures and leg gestures together, as well as exploring with moving through space.
Have the students connect the arm gestures with the leg gestures together, and try to emphasize the rhythm and beat of their movement with the music. Also, have them
10 min.
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explore locomotion and non-locomotion movement.
Reflection/Culmination Ask the students if they thought this offered a different challenge.
Was the coordination difficult?
5 min.
Equipment needed:
Video/photos of Bhangra dance
Traditional Bhangra music, as well as popular Indian music.
Percussion instrument.
Evaluation
Did they experiment with different directions for the arms?
Were they able to coordinate the arm and leg gestures together effectively?
Did they maintain a sense of strong weight and/or resiliency in their movement?
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Lesson Plan #9 (Week 9)
Theme: West African Dance
Objectives:
1. Have the students understand the importance of the rhythm and beat of the music.
2. Continue with the strong weight from the previous lesson.
3. Add personal flair to their movement.
Activity Why? Teacher Cues PacingIntroduction Discuss the history and
purpose of West African Dance.
Locate Africa on a map. Show pictures/videos of West African Dance, as well as the instruments that are used.
10 min.
Warm Up Practice key components of West African Dance and the importance of music.
Start out by warming up different body parts with isolations and stretches. Also, have the students clap along with some of the rhythms. Introduce the ‘break’ the drums use to indicate a change.
5 min.
Exploration Introduce stable and grounded lower body and circular/free upper body movement.
Standing in the space spread out, start teaching arm circles and arm gestures along with stomping. Also, isolations of the upper body. When doing it to music, emphasize being on the beat.
10 min.
Dance Making Add on to the movement that they learned, and do a call and response dance.
Split the group in half and have them face each other. Each group will be doing the steps that we learned in the exploration, but one group will respond to the other. The students can add their own personality to this and their own flair to make it more fun.
15 min.
Reflection/Culmination Did they enjoy the dance? Did they feel like they had 5 min.
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more freedom in this lesson than the previous ones?
Equipment Needed
Video/photos of West African Dance
Drum and African music on audio
Evaluation
Were the students able to understand the rhythm and beat of the music?
Did the students carry over some of the qualities from last week to this week to aid them
in understanding African dance?
Were the students able to add their own personality and flair to the dance?
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Lesson Plan #10 (Week 10)
Theme: Class Cultural Dance
Objectives:
1. Have students identify what culture means to them, and what their own culture is.
2. Aid the students in putting together a class cultural dance based on their individual
cultures.
3. Using some of the elements they learned in the previous lessons to aid them in their
movement creation.
Activity Why? Teacher Cues PacingIntroduction Have the students develop
ideas of what their own culture is, and what makes them who they are.
Before this lesson, have the students come in with 1 thing that defines their own culture and who they are. The instructor will give an example as well. The students can bring in instruments or any objects as well. Have the students choose what song that they would like to play while dancing- it will be their song that they dance to in the end.
0 min. (Done before class starts).
Warm Up Know what the student’s topics are.
Everyone will start in a circle. Each person says the one idea that they define with along with a movement that goes with it, and everyone will repeat. Do this for all the students until everyone is finished.
10 min.
Exploration Start to put together everyone’s idea into one dance.
The class will start to put together everyone’s ideas. Everyone learns everyone’s movement, and compile them into one dance. This will be facilitated by the instructor. The instructor will also write each person’s idea, and the order, on the board to help the students remember.
20 min.
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Dance Making Have the students show the class cultural dance.
The instructor will lead the students through the dance multiple times, until they are ready to do it on their own. The students will run the dance a couple of times by themselves.
10 min
Culminating Activity
A goodbye dance across the floor, dancing any way they want.
Have the students go across the floor doing one last dance to finish the unit.
5 min.
Equipment Needed
Music- mp3, iPhone
Marker/note cards to help display the order of ideas and aid the students’ memory for the
dance.
Evaluation
Do the students have a firm understanding of what culture is?
Were they able to put their own cultural topics to movement?
Did the students feel comfortable sharing their cultures?
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Works Cited
Dunkin, Anne. Dancing in Your School: A Guide for Preschool and Elementary School
Teachers. Hightstown, NJ: Princeton Book, 2006. Print.
Joyce, Mary. First Steps in Teaching Creative Dance to Children. Palo Alto, CA: Mayfield Pub.,
1980. Print.
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Her, Lili. “Tarantella Napoletana- DANZA.” YouTube. YouTube. 2 May 2011. Web. 4
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Mahajan, Sameer. “Learn Bhangra dance steps for kids by Rockstar Academy Chandigarh
India.” YouTube. YouTube. 6 May 2014. Web. 4 December 2015.
No-am, Folkdance. “Troika.” YouTube. YouTube. 30 January 2014. Web. 4 December 2015.
Vlogindia. “Tibet Cultural Dance.” YouTube. YouTube. 24 March 2012. Web. 4 December
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