|
|
NPEP
2004,
Lesson Sharing
|
|
Teacher
& School: Lori Stubben - River Oak
|
|
|
|
Tsakonikos
Dance - Ancient Greek
|
5
- 6
|
|
| Equipment
Needs |
CD |
| Facility/Playground
Needs |
Classroom or
outside ok. |
| Lesson
Objective (Psychomotor and/or Cognitive): |
Cooperation,
aerobic capacity, coordination
CA Social Studies Curriculum 6th grade |
| Teaching
Hints: |
|
|
Describe
Activity (Use illustrations if Necessary):
|
|
This dance
is said to be of ancient origin- its movements are reminiscent
of the crane dance done by Theseus in the legend of the labyrinth
of the Minotaur. This consists of a series of serpentine figures
representing the winding passages of the Labyrinth'
Words
in English
I told you, mother to marry me to someone,
to marry me to someone, so that I would become a housewife.
But on no account marry me to an old man,
marry me to an old man, because youíll regret it.
Because an old man is always examining everything,
is always examining everything, and has nothing but words.
Words
in Native Tongue
/Su ipa, mana, kale mana su ipa mana, pandrepae me./
/su ipa, mana, pandrepae me spitonikokirepaeme./
/Yeron andra, kale mana yeron andra me mu dhosis,/
/yeron andra mi mu dhosis, yati tha to metaniosis/
/Yati o yeros, kale mana yati o yeros ta ksetazi/
/yiati oyeros ta ksetazi, sto psilo ta loghariazi/
Alternative
words
perhaps more closely aligned with what Ariadne was giving to Theseus.
One Earth, One Heart/ In Love is our art/ One Earth, One Heart/
Never far apart/
One Earth, One Heart/ Never apart/ Though we may dream/ upon the
stars.
Listen, Listen/ O, Heart, deep within/ Listen, Listen/ to your
origin
Listen, Listen/ to your origin/ There deep in the Sea/ May You
Touch Me.
Listen,
My Friend/ O, Heart, deep within/Listen, My Friend/ to where you
begin
Listen, My Friend/ to where you end/ Silhoette on Sea Sand/ Come
Touch My Hand.
Hand in Hand/ Circle round and /Hand in Hand/ Become the land
Hand in Hand/ Become the land /Earth, Sun, Air, Sea, and/ Woman
and Man
Link
right elbow over your neighbors left extending your right thumb
to be held by the partner. This keeps all bodies close together
in a line. All are moving gradually to the right. First 5 beats
(repeated 4 times) are rocking right foot goes back and rock forward,
back, forward and right foot touches next to left heal. This step
is in place. Then for the moving step. Step right forward. Cross
the left over the front of the right. Step right forward. Hop
on right lifting the left knee up. Cross the left foot over right.
This traveling step is repeated 4 times. To make the dance more
complicated the traveling step can go in many different directions.
The class can be split by sexes or 2-4 groups and each group can
weave patterns around eachother.
|
| Alternatives/Modifications |
|
| Reference |
|
|
|
NPEP
2004,
Lesson Sharing
|
|
Teacher
& School: Schmidt - Dunham Elementary
|
|
|
|
|
| Equipment
Needs |
CD player/Tape
player "Rainy Day Bells," Ripete |
| Facility/Playground
Needs |
Gym/Blacktop |
| Lesson
Objective (Psychomotor and/or Cognitive): |
develop coordinated
movements to implement in a dance |
| Teaching
Hints: |
It is important
to know when to transfer weight and when not to. This is a four-wall
dance and can be challenging to some students. Make sure to get
each step mastered before adding the next step on. Once the students
get it, it will be a great dance to watch. |
|
Describe
Activity (Use illustrations if Necessary):
|
|
The students
will be in lines facing the front of the classroom to learn the
dance.
Counts 1-4:
Right heel forward, right toe beside, right heel forward twice.
Counts 5-8: Left heel forward, left toe beside, right heel forward
twice.
Counts 1-4:
Bleking step: begin with right heel forward on count 1. Spring
and place left heel forward on count 2. Spring and place right
heel forward on count 3. Hold on count 4 and clap.
Counts 5-6: Rock forward and place weight onto right foot, bend
knees and bounce at knee for two counts
Counts 7-8: Rock back onto left foot and bounce at knee for two
counts.
Counts 1-2:
Rock forward onto right foot and bounce, then rock back onto left
foot and bounce. Counts 3-4: Repeat rock forward onto right foot
and bounce, then rock back onto left foot and bounce
Counts 5-6: Two-step forward; right foot, left foot, right foot.
Counts 7-8: Rock forward onto left foot, then rock back onto right
foot.
Counts 1-2:
Two-step backward; left foot, right foot, left foot.
Counts
3-4: Rock backward onto right foot, then rock forward onto left
foot.
Counts 5-6: Two-step forward; right foot, left foot, right foot.
Counts 7-8: Step forwards on left foot and make a half turn to
right; transfer weight from left to right foot.
Counts 1-2:
Two-step forward; left foot, right foot, left foot.
Counts 3-4: Step forward on right and make a half turn to left,
transfer weight from right to left foot. Counts 5-6: Make a quarter
turn to face left wall by stepping on right and pivoting on left
foot (transfer weight to left foot).
Counts 7-8: Stamp right foot beside left, then clap.
Repeat the
dance.
|
| Alternatives/Modifications |
|
| Reference |
|
|
|
NPEP
2004,
Lesson Sharing
|
|
Teacher
& School: Rebekah Martinez - River Oak Charter School
|
|
|
|
Yan
Petit-Southern France
|
2
- 4
|
|
| Equipment
Needs |
The Folkraft
is now unavailable-except found here on Sanna's CD. Music player
and music. |
| Facility/Playground
Needs |
Space allowing
for circle with hands joined (or not). |
| Lesson
Objective (Psychomotor and/or Cognitive): |
Body awareness,
locomotor skills, rhythm/timing, cultural awareness |
| Teaching
Hints: |
"Yan Petit"
(Little John in Catalan) was originally for boys as a competitive
exercise. The cumulative pattern lends itself to modification; even
originally it changed. Thebelow shows the original with a simplified
version in brackets. |
|
Describe
Activity (Use illustrations if Necessary):
|
Intro.8
counts
Part I
Skip or polka CCW 8 meas. [Sanna's: Side-close to R 8 times (or
4 to R and 4 to L) or, even easier, tap shoulders 8 beats, then
march in place 8 beats.] Hold, clap 3 times.
Chorus
Stamp R 3 times, hold; clap loudly once, then raise R hand high
with finger pointing and circling; turn in place with 4 steps. [Sanna's:
Raise one arm to make a muscle, hold it on long note or fermata.
Turn in place 4 steps, or beat their chests 4 times.]
PART II
Repeat Part I, ending with 3 claps. Add "with the toe, toe,
toe." [Or 3 stamps with one foot.] Chorus.
PART III
Repeat Part I & II. Add "with the knee, knee, knee,"
hitting (gently!) knee on floor. Movements will continue to get
lower to the ground. [3 hits with heel, leg extended to front.]
Chorus.
PART IV
Repeat Parts I, II, III. Add "with the hip, hip, hip,"
touching one hip to floor. [3 "boxing" motions.] Chorus.
PART V
Repeat Parts I, II, III, & IV. Add "with the seat, seat,
seat." [Rock shoulders with thumbs proudly in "suspenders."]
Chorus.
PART VI
Repeat Parts I through V. Add "with the belly, belly, belly"
(on floor!). [3 pounds on thighs.] Chorus.
PART VII
Repeat Parts I through VI. Add "with the head, head, head"
(on floor!). [3 shakes of fanny.]
Final chorus:
spread feet and clap hands above head. [Make a muscle with both
arms.] |
| Alternatives/Modifications |
|
| Reference |
|
|
|
NPEP
2004,
Lesson Sharing
|
|
Teacher
& School: Schmidt - Dunham Elementary
|
|
|
|
|
| Equipment
Needs |
CD Player/Tape
Recorder |
| Facility/Playground
Needs |
Classroom/Black
top. |
| Lesson
Objective (Psychomotor and/or Cognitive): |
Lesson Objective(Psychomotor
and/or Cognitive): Practicing sequencing and coordinating various
movements to music. |
| Teaching
Hints: |
You may need
to offer ideas to those students who are having difficulty creating
a move. Remind them it can be any movement, dance or exercise related.
Remind students that they are expected to respect all moves that
are demonstrated and the students who demonstrate them. |
|
Describe
Activity (Use illustrations if Necessary):
|
|
Have students
find a self-space and clap and move to the beat in that space
for the duration of the song. Let them know it can be any movement,
from an exercise such as jumping jacks, to shrugging one's shoulders,
to just moving one's feet. The teacher may do some different movements
to give students different ideas (walking forward 4 steps and
back 4 steps, grapevine to the right, to the left, etc.).
Once the song
has been played one time, let students know they will all be putting
their various movements together, adding each person's movement
to the next until they have a whole sequence of movements. Each
student may now take a few minutes to make up a movement to perform
to eight beats of the song. After they have their movements down,
they are to find another classmate and "teach" their
movement to the other. After those partners have successfully
put their "moves" together, they are to find a different
partner and "teach" their two moves to each other and
put them all together. Give students a few minutes to work on
this and observe to see students who are having difficulties.Now,
bring all students together in lines facing the same direction.
Each student will now teach his or her movement to the whole class.
After one student "teaches" the class their move. The
class will practice it without the music and then with the music.
Then another student will teach the class a different move. The
class will practice that move without the music, then add it to
the first move without music, and then practice both moves with
the music. The pattern continues until all students have had the
opportunity to teach their movement.
|
| Alternatives/Modifications |
|
| Reference |
|
|
|
NPEP
2004,
Lesson Sharing
|
|
Teacher
& School:
|
|
|
|
|
| Equipment
Needs |
CD player/Tape
Player "Old Time Rock and Roll," Capitol Records |
| Facility/Playground
Needs |
Gym/Black top |
| Lesson
Objective (Psychomotor and/or Cognitive): |
develop coordinated
movements to implement in a dance. |
| Teaching
Hints: |
Some students
may have trouble doing the Full Turns. If they feel uncomfortable
turning in full circle, they may want to just Grapevine in the same
direction during these counts and as they progress, they can try
the Full Turns. It also makes it a lot fun to add claps to the dance
after students succeed with dance. |
|
Describe
Activity (Use illustrations if Necessary):
|
|
Students will
line up in row formation facing the front of the room. The steps
should be taught one at a time, not adding the next step on until
all students have completed the previous step successfully.
Counts
1-4: Feet together, click heels together two times.
Counts 5-6: Right heel forward and touch two times.
Counts 7-8: Right to backwards and touch two times.
Counts
1-4: Right heel forward, right two backward, right toe to
the side, raise knee high and make quarter turn on the left foot,
place right beside left.
Counts 5-8: Walk backward right foot, left foot, right
foot, left foot.
Counts
1-4: Full turn to the right; step right foot, left foot, right
foot, touch left.
Counts 5-8: Full turn to the left; step left foot, right
foot, left foot, touch right.
Counts
1-4: Hustle right; step right, together left, step right,
touch left.
Counts 5-8: Hustle left; step left, together right, step
left, touch right. Repeat the dance.
|
| Alternatives/Modifications |
|
| Reference |
|
|
|
NPEP
2004,
Lesson Sharing
|
|
Teacher
& School: Schmidt - Dunham Elementary
|
|
|
|
|
| Equipment
Needs |
CD player/Tape
player "Celebration," Kool and the Gang |
| Facility/Playground
Needs |
Gym/Blacktop |
| Lesson
Objective (Psychomotor and/or Cognitive): |
develop coordinated movements to implement in a dance |
| Teaching
Hints: |
This dance
can be modified after all students have completed it a couple of
times. The teacher may choose to add foot movements with the hand
movements to make the dance a little more challenging. A good idea
is to let the students make up the new moves. Students could be
split up into small groups and then share the new dance with the
class by teaching it to them. |
|
Describe
Activity (Use illustrations if Necessary):
|
|
Students will
line up in row formation facing the front of the room. The steps
should be taught one at a time, not adding the next step on until
all students have completed the previous step successfully.
Counts 1-2:
Right arm palm down, point two times to right.
Counts 3-4: Left arm palm down, point two times to left.
Counts 5-6: Right arm palm up, point two times to right.
Counts 7-8: Left arm palm up, point two times to left.
Counts 1-2:
Right thumb, point two times over right shoulder.
Counts 3-4: Left thumb, point two times over left shoulder.
Counts 5-6: Roll hands in front while bending downward.
Counts 7-8: Roll hands in front while bending upward.
Counts 1-2:
Right hand point to left knee, two times.
Counts 3-4: Left hand points to the right knee, two times.
Count 5: Right hand slaps left knee one time.
Count 6: Left hand slaps right knee one time.
Count 7: Right hand slaps right hip one time.
Count 8: Left hand slaps left hip one time.
Count 1-3:
Jump forwards three times; cross feet on third jump.
Count 4: Jump a quarter turn to right; uncross legs.
Repeat the
dance.
|
| Alternatives/Modifications |
|
| Reference |
|
|
|
|
