I Like to Move It, Move It - An Aesthetic Movement Unit
Most recently taught: April 2023
Key Concept: Change
Related Concepts: Movement, Refinement
Statement of Inquiry: Individuals can change and refine movement to create
Global Context: Personal and cultural expression (creation)
Learner Profile: Open-minded (Students will be experiencing movement in a way that is new to them, or using resources they have previously not associated with aesthetic movement. I will encourage students to go in with a positive attitude)
Students will explore a variety of movement types over the span of the unit. The focus will be on students being open-minded to trying movements and working to create a mini-routine for each class. We will explore the topics through teacher-led introductions to provide examples of how the elements of dance can be used. Then the students will work individually, in pairs, or in small groups to create a routine putting together creative movements that show the group being synchronized and creative.
Lesson 1: Dance
Learning the elements of dance
Mini-routine at the end of class where students must use shapes, actions, and energy differently. 3 x 8 beats.
Lesson 2: Dance
Review of the five elements of dance (BASTE)
Finish the lesson with groups of 4-5 including travels, different timing, as well as the other elements of dance in short routine. 4 x 8 beats.
Lesson 3: Basketball dribbling
Use youtube to show a couple of basketball dribbling movement routines
Teacher-led dribbling follow along then dribbling tricks, non dribbling tricks, 2 balls at a time,
Students to create a 4x8 dribbling routine with partner using 4 unique movements
Lesson 4: Basketball dribbling
Review last lesson movements with basketball, add in more advanced dribbling skills and travelling with ball
Students to work in small group to create a 5x8 movement using multiple elements of dance
Lesson 5: Jump rope
Station work introducing 6 different jump rope tricks
Students to choose 3 and demonstrate the tricks to the class in a row
Lesson 6: Formative Routine (students choose 1 of the above disciplines)
In small groups students complete Criterion B Routine Planning document
Students should spend time split between planning on doc and practicing
Lesson 7: Jump rope
Students perform their routine from last lesson following the document
Large jump rope challenges (ex. 3 people jumping at once)
Lesson 8: Gymnastics
Stations cycling through the different skills
Students to create a routine including a roll, balance beam, counter balance, and jump
Lesson 9 - 11: Group planning
Introduce summative assessment and put students in groups up to 5 depending on their discipline of choice
Students to identify success criteria and start completing planning document
By lesson 11 students should be focused on physically practicing and have submitted the planning document
Lesson 12: Performances
Complete reflection document after performance (Crit D)
Teacher questioning to ensure students understand the elements of dance.
In every class students will create a mini-routine to prepare them for the summative assessment and gain experience in understanding the importance of the planning phase. A slightly larger formative routine will be created after Jump Rope for students to gain planning experience in groups. (Criterion B)
Students keep a formative journal where they answer a reflection question to meet Criterion D objectives each week.
Criterion B: Planning for performance
Students will be in small groups decided based on the movement type (dance, jump rope, basketball dribbling, gymnastics) they would like to create a routine for. Each group will set goals for the planning and performance that they believe are relevant to their success. They will document the movements they want to include in their routine, making it clear what elements of dance are included.
Criterion D: Reflecting and improving performance
Students will reflect on their final performance. They will look at the planning stages, collaborative skills, leadership roles they took on, and their individual performance while completing their movement routine to the audience
ATL’s focused on in this unit
Social - Exercise leadership and take on a variety of roles within groups
In order for students to plan for performance (Criteria B): students will exercise leadership and take on a variety of roles within groups by taking accountability for an aspect of the planning phase, from choosing movements, sharing ideas, or recording the planning process.
The strategy that will be explicitly taught is:
-Exercise leadership: Have students discuss what makes a good leader, identifying how they can be a leader in this project. For each class students will have created a formative routine, "How did they help their group succeed each class?"
-Take on a variety of roles within groups: each group should decide on the main roles for a team member that can be changed as the planning process evolves. Roles may include recorder, original movement creator, researcher, the group leader. In formative planning earlier in this unit students should have already focused on performing in these roles.
Communication - Give and receive meaningful feedback
In order for students to reflect and improve performance (Criteria D): students will give and receive meaningful feedback by analyzing their movement performance, including the planning stages, and also recognize strengths and areas for improvement of other performances.
The strategy that will be explicitly taught is:
-Give feedback: verbally after formative performances in the early parts of the unit, moving to answer prompts before reflecting individually on each group's summative performance.
-Receive feedback: as the unit starts students should use feedback to help performances in the following class. For the summative assessment, students will reflect on if they agree or disagree with constructive feedback, providing examples to support their response.
Communication - Interpret and use effectively modes of non-verbal communication
Day to Day Connections: Discussing and demonstrating how students can use their bodies to move using the different elements of dance, tell a story, and show emotions.
Summative Connection: Students need to include the elements of dance in their summative routine, and can decide how to use their body to make the routine more aesthetically pleasing.
Thinking - Create original works and ideas; use existing works and ideas in new ways
Day to Day Connections: In each lesson students will be able to create their own movement routine on a variety of topics. They will be able to include movements learned in class, movements found online, or create their own works. They will be encouraged to add their own creativity to all movements.
Summative Connection: When in their summative groups, students will polish a movement routine that involves movements from class, their own ideas or movements found online.
My older students who usually were reserved in class came out of their shells during this unit. Being able to add in moves from video games and pursue a wide range of topics helped their personal expression.
The basketball dribbling lessons were a lot of fun. All students were engaged, seeing how aesthetic movement could be created from a physical sport, and it wasn’t just dance, which was really beneficial for promoting personal expression.
The idea to have students create every class came from attending dance workshops at EARCOS 2019 Teachers Conference and was vital to the implementation of this unit. Students went into the summative understanding the expectations of planning and creating, and it allowed the students to lead the teaching more as the unit progressed. I am not a dance expert or an amazing gymnast, so seeing students increasingly volunteer to share ideas was a rewarding experience.
Thoughts, questions, concerns? Let me know on twitter @tannernickel, I am always looking for ideas and ways to improve my inquiry teaching.