JD Davis, Year One
Davis/Gayfield – Addie Newcomer
Learning Objective/Exit Outcomes:
For students to demonstrate their understanding of the changes in speed and direction using pushes and pulls.
S2P3. Students will demonstrate changes in speed and direction using pushes and pulls.
- Demonstrate how pushing and pulling an object affects the motion of the object.
- Demonstrate the effects of changes of speed on an object.
ESD2.CR.1 Demonstrate an understanding of the choreographic process.
- Collaborate with others to create and perform movement phrases.
- Develop basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).
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).
Science & Dance
Open space at the front of the classroom.
Call the class to the front of the room. The game facilitator will name an object. This could be anything, big or small: pepperoni pizza, water fountain, paperclip, cruise ship, etc. WITHOUT TALKING, ask the class create the shape of the object given by the facilitator with their bodies. The entire group must make the shape of the object together, i.e. one pepperoni pizza using all of the students, and not many individual pizzas.
In addition, the facilitator will only give students 10 seconds (counting down) to create the object. A facilitator may choose to lengthen or shorten this countdown based on the class and the degree of difficulty for each object.
Once the students understand the flow of the game, start to review pushing and pulling by asking students to create things that are either pushed or pulled: a refrigerator door, a wagon, a sled, a chair or box being pushed or dragged along the floor. Encourage them to get creative and create and entire scene! Does the box have wheels? How do we know? Is there wind coming off the sides of the sled? How can we tell?
If the class is large enough, separate them into two groups so each group can be an audience and provide productive feedback on the movement they see and how that movement tells them what object is being created and how it is being used (pushed or pulled).