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Creating Patterns Through Dance

Creating Patterns Through Dance. By: Angela Adams. Click boots to Continue. Contents. Patterns all around us Recognizing Patterns What is Line Dancing? Dancing Time!. Assignment Standard and Objective Sources Click the Underlined phrase to go to that category. Click to end the show.

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Creating Patterns Through Dance

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  1. Creating PatternsThrough Dance By: Angela Adams Click boots to Continue

  2. Contents • Patterns all around us • Recognizing Patterns • What is Line Dancing? • Dancing Time! • Assignment • Standard and Objective • Sources • Click the Underlined phrase to go to that category

  3. Click to end the show Patterns all Around Us • There are a lot of Patterns in the world around us. Especially in Dance. • Finish the pattern recognition section before moving on to the Dancing Section! Click to go on to pattern recognition Click to Go back Click to Go Home

  4. Home Recognizing Simple Patterns • Which comes Next? _________ _________ _________ _________ _________

  5. Try Again! Try Again! Home

  6. Home GOOD JOB!! • Try one more before you move on to Dancing. • What comes Next? _____ _____ _____ _____ _____ _____ _____ _____ _____

  7. Try Again! Try again Home

  8. Perfect! • Now you are ready to move on the Next Section about Line Dancing! Click to go back to Contents Click to move on

  9. What is a Line Dance? • One of the Most common ways to recognize a pattern through dance is with line dancing. • What is line dancing? (click the correct letter) a. A dance in which individuals line up and follow a choreographed pattern of steps to country music. b. Home

  10. Yes!! • Now you know the Definition, and know all about patterns, let’s learn a line Dance! Home

  11. Oops!! • That could be a line dance, but not quite the kind we were looking for. Try again. Home

  12. Dancing Time (There is a front and back view to each. Each clip needs to be clicked to view and to stop. The moves will keep on being repeated) • We start with the Grape vine. First to the Right then to the Left. Clap in between. Front Back Learn next move Home

  13. (There is a front and back view to each. Each clip needs to be clicked to view and to stop. The moves will keep on being repeated) Dancing Time • Step forward with the Right foot then bring in the Left, 2 Times. While doing this, we lasso our arms • Now, Jump backwards 4 times Front Back Learn next move Home

  14. (There is a front and back view to each. Each clip needs to be clicked to view and to stop. The moves will keep on being repeated) Dancing Time • Then tap your right heel to the ground twice, do this on the left. • Tap the Right once, the left once, right again, and turn to your left. • Repeat from the start! Front Back Home Put it all together!

  15. First Dance move Dancing Time • Perfect! You are ready to try it all together now! • Click the movie to start Home Go to Assignment

  16. Assignment Part 1 • Teach a friend or family member the line dance you learned from this presentation. • After they have it learned, record it and bring to class. • Reminder: Make sure they have some good western music to dance to! Standard and objective Assignment Part 2 Learn Dance again

  17. Assignment Part 2 • After teaching the dance, go to Cyber Chase and learn more about patterns by playing this game. • Watch this dance and see if you can recognize the patterns it has. Standard and objective Learn Dance again Assignment part 1

  18. Third Grade Fine Arts • Standard 3 (Creating): • The student will improvise, create, perform, and respond to movement solutions in the art form of dance. • Objective 2 Create and discuss movement solutions derived from movement exploration. • Click for more information on this objective Sources Home

  19. Third Grade Fine Arts • Create and practice a pattern of movement with a clear beginning and a clear ending.Strategy Example:Discuss how movement exploration can become set into a pattern with a beginning and an ending; e.g., compose a phrase on a nonmetric image based on the above exploration and add a beginning symmetrical shape and an ending asymmetrical shape. • Observe and discuss movement solutions of other classmates/ dancers. • Evaluate success in using personal space, landing quietly on feet, following directions, remembering sequences, and using unique and/or creative movements. • Explain how to progress from exploring to making choices to creating choreography. • Demonstrate by moving, drawing, or writing an awareness of how dance can communicate an idea, feeling, or purpose. Sources

  20. The End! • All Clipart and Animation from Microsoft office. • Standard, Objective and Game from UEN • The video is one I recorded of my Cousins • Music, “Boot Scootin’ Boogie”, Brooks and Dunn 1993. • VideoRetrieved From: http://www.youtube.com/watch?v=yCMmhFBNmyw. Start Over

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