Key, Year One
Singer – Beth Reeves
Learning Objective/Exit Outcomes:
- Students will be able to comprehend figurative and literal language .
- Students will create movement that expresses and demonstrates an understanding of the idiom.
ELAGSE2L5: Demonstrate an understanding of word relationships and nuances in word meanings.
ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.
- Improvise and create movement based on ideas, feelings, and personal experiences.
- Recognize and describe how movement quality impacts meaning.
- Move expressively to music and/or other stimuli (e.g. sound, text).
ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.
- Apply dance terminology to describe and create movement (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).
- Execute sequences of axial movements comprised of space, force, body shapes, and qualities (e.g. levels, sharp/smooth, curved/straight, heavy/light, swing/float).
- Demonstrate body awareness through balance, coordination, and increased range of motion.
Math and Dance
- Students will be assigned into a group. Each group will be given an idiom/phrase.
- Members will then need to create a movement that represents the literally meaning (i.e. “It’s raining cats and dogs”).
- As the teacher calls out the word “wiggle the idiom”, students will then move their bodies continuously to move as the literal meaning.
- The facilitator at a certain point can say “stop, I know what you are doing.”
- As the other groups observe, they can attempt to guess based off of their movement, students standing are frozen in a tableau. Once the students work together to decide the idiom, the students in the group will now move as the figurative meaning.
Teachers are encouraged to have students guess what idiom students are re-enacting with their bodies. Before calling out what you are doing, have students make a guess as to what they think they are expressing based off of their facial expressions, body shapes, and interaction with their group.
To more fully integrate the arts lesson, use dance terminology when describing why you know what the group is doing with their idiom.