• 2.1 Create and improvise movement patterns and sequences.
• 2.7 Demonstrate partner skills (e.g. imitating and leading/following).
• 2.3 Create a simple sequence of movement with a beginning, middle and an end, incorporating level and directional changes.
• 4.1 Use Basic vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy).

• Students will interpret drawn lines on paper and transform them into axial and loco motor movement using direction and line.
• Students will work together in pairs to create a sequence of movements.
• Students will demonstrate understanding of dance vocabulary through identifying and manipulating dance elements (time, space and energy) in the sequence of movements.
• Students will work together in trios to create a sequence of movements.

• HSS 2.2 Students demonstrate map skills by describing the obstacle and relative locations of people, places, and environments.

• 2.1 Write brief narratives based on their experiences: b. Describe the setting, characters, objects, and events in detail.

• Flipchart - click here to download 2TheatreSocUnit2Less4b.flp
• Paper and pencils
• Music – any varying in style and tempo
• “Where are you?” Prompt cards

• axial movement: movement anchored to one spot by a body part. Only the available space in any direction is used while the initial body contact is being maintained. Movement is organized around the axis of the body and is not designed for travel from one location to another. Also known as nonlocomotor movement. Examples include stretching, bending, turning in place, gesturing.
• locomotor movement: movement progressing through space from one spot to another. Basic locomotor movements include walking, running, galloping, jumping, hopping, skipping, sliding, leaping.
• pathway: an element of space that refers to the immediate spherical space surrounding the body in all directions. Pathway in dance is synonymous to line in visual art: a point that moves through space that can vary in width, length, curvature and direction. In dance, a body part of the entire body can move in a variety of pathways.
• personal space: an element of space that refers to the immediate space surrounding the body in all directions and within a body bubble. Students do not move freely around the room.
• general space: an element of space that refers to the immediate space surrounding the body in all directions. Students are free to move around the room in all available space.
• unison: At the same time; at once.

1. Review the word pathway: to travel in a particular line (and direction), using a single body part in personal space (e.g., making a circular path with an arm or head) or moving the entire body in general space (walking or running in a zigzag pathway).
2. Review loco motor movement as a way to get from one place to another in general space (walk, run, gallop, skip, roll, etc.) and axial movement as a way to move in personal or self-space (bend, stretch, reach, curl, etc.)
3. Have students make a list of several loco motor and axial movements.

1. Show students examples of lines. You can either draw them yourself or use ready-made cards that show samples of lines: curved lines (including squiggly or curly lines, arcs, etc.), straight lines and zigzag lines (a series of lines that go back and forth that have sharp angles).
2. Using a single sheet of unlined 8 _” x 11” paper:
• Ask students to fold the paper in half, it doesn’t matter which direction.
• On one side of the paper, place a large dot anywhere on the paper.
• On the other side of the paper, place another large dot anywhere on the paper
• Ask students to connect the two dots using any type of line (curved, straight, zigzagged, dotted, circular, wiggly, etc.).
• If a student draws a simple straight line to connect the dots that is OK, but try to encourage their creativity by drawing squiggles, zigzags, circles, loops, combining straight and curved, etc. to connect one dot to the other.
3. Check the students’ drawing as you walk around the room.
4. Using a sample that you drew yourself or a ready-made sample, ask students to identify the kinds of lines they see (curved, straight, zigzag, combinations, etc.).
5. Model tracing your line in the air then ask students to trace the same line in the air with their fingers/hand (this is axial movement).
• Ask “Can you move your whole body while you write with your finger?”
• Encourage students to bend, twist, and reach high and low while tracing in the air using very large movements.
• Ask “Can you draw these initials with another body part?”
• Guide students through the drawing of the initials using their head, elbow, foot, etc.
• Remind students that they are making pathways in the air with their body parts in personal or self space as they are moving (students are not to move around the room).
• Use dance vocabulary as you describe what you are seeing while students are moving; e.g. speed, level, energy, etc.
6. Now, using their own original line drawing, ask students to trace their line in the air with their hand/fingers.
7. Try tracing your line with one other body part.
8. When you have found a student who has strong understanding of the concept, ask for a demonstration for the class.
9. Arrange students in pairs and ask them to create a dance from one of their drawings. (If time permits, you may do the other drawing on another day).
10. Pairs will collaborate and discuss what kinds of lines are depicted in the drawing they chose and how they might interpret it through movement.

1. Review lesson #1: “Remember how we drew lines and made a pathway using different loco motor movements? Today we are going to create original dances using the landforms we learned a few days ago.
2. Review “land forms” discussed in the “Where are you?” lesson. Use the pictures from the flipchart to show how you can become the landform.
• a. Example: place your arms up in the air to show the mountains, or move arms in a squiggly line to show waves or a river.
• b. Note: Make sure students have ample space in which to move. It might be a good idea to do this lesson outdoors.
3. Arrange students in pairs and ask them to create a dance from one of the “Where are you?” prompt cards.
4. Pairs will collaborate and discuss what kinds of lines are depicted in the movements they made and how they might interpret it through movement.
5. Procedure:
• Ask students to identify what kind of loco motor movement they will use.
• Ask students to decide how they will move as a pair (e.g., one at a time, imitate, mirror, or shadow, hold hands, etc.).
• Give students about 5-7 minutes to explore and create a pathway dance.
• Remind students to use large movement so that the pathway can be clearly seen.
• You may have to set boundaries. (e.g., dance within a taped or painted square or circle on the playground or in the classroom because students may not use the space well thus making the dance hard to follow (too spread out or too tight and crowded).
6. Ask the following questions:
• “What kinds of lines did you see?”
• “What did the dancers do to make their dance look like the drawing?"

• Ask student pairs to change the level, speed, energy (wiggly, shaky, floating, jerky, etc.), or emotion (sad, happy, tired, ill, sleepy) of their dance.
• Ask the audience how those new elements changed the dance.
• Ask student pairs to create arm and body movement to accompany their pathway dance.

• “What is a pathway? Explain.”
• “What are the different ways we can show pathways with our bodies?”
• “What was challenging about creating a dance from a picture? Why?”
• “What was the process you and your partner took to choose the drawing to dance?”
• “What pathways are more challenging to create? Why?”
• “Which pathways do you enjoy doing most? Why?”
• “Which pathway do you think would use smooth, flowing movement? Why?”
• “What type of movement energy would represent zigzag? Explain.”
• “What was challenging about working in pairs to create a dance? What would you differently?”
• “Which pathways are easiest to do as sharp, jerky movements? Why?”
• “Which pathways are easiest to do as smooth, slowing movement? Why?”

• Practice walking to the playground and back to class in a variety of pathways using several locomotor movements at different speeds, energies and emotions. Add an arm motion to accompany and compliment the locomotor movement.
• How many ways can you move to the sink and back to your chair without doing the same pathway twice?

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May 17, 2012