Dancing Levels in Symmetry - Enumclaw School · PDF fileLeads discussion on the amount...

Enumclaw School District - FIF ~ GRADE ARTS CURRICULUM

Dance Sample Target Learning Dance Math Standard Dancel Math Enduring UnderstandingAssessment Criteria Standard Vocabulary

January and February Target: Moves as a leader or AEL 1.1 concepts: N/A Dance: MOVing at high, medium and lowmirror image using various levels levels in space; high, levels of space, and the gradations

Dance Focus Lesson 1a: levels.AEL 1.2 skills and medium, low

in between, can make dance moretechniques: mirroringDancing Levels in Mirroring interesting to the audience and

Space Criteria: Initiates or copies the performers.from low to the floor tostanding on tiptoe.

January and February Target: Creates shapes which AEL 1.1 concepts: 5.3.H: Dance: Dividing space or the body shapedefine a line of symmetry with symmetrical, Determine the general space into equal, matched sections on

Dance Infused Lesson 1b: the body.straight, curved, number and location locomotor movements each side of an axis line createszigzag of lines of symmetry pathways

Lines of Symmetry AEL 1.1.2 in triangles and straight/curved symmetry in dance.

Criteria: Creates still, physical principals of quadrilaterals. zigzag

forms that are identical, mirror organization: shapesymmetrical design

images, on both sides of a AEL 2.2 artistic Math:vertical line through the center process: asymmetrical

of the body. creates/performs axisbilateral symmetryline of symmetrymirror imagesymmetrical

ARTS IMPACT ~NSTITUTELESSOfi..PLA Core Program Year 1 Arts FoundationsDANCE LESSON - Dancing Levels in Space

Artist-Mentor: Jo Petroff/Debbie Gilbert - Grade Levels: K - Fifth Grade

Examples:

Enduring UnderstandingMoving at high, medium, and low levels of space, and the gradations in between, can make dancemore interesting to the audience and the performers.Target: Moves using various levels of space.

Criteria: Performs a full range of movements occurring on or low to the floor (low), rising tokneeling or crouching (medium) and standing and in the air (high).

Target: Moves as a leader or mirror image using various levels.Criteria: Initiates or copies movements from low to the floor to standing on tiptoe.

Target: Plans and performs a sequence of movements with a partner at specific levels (choreography).Criteria: Plans and performs a series of movements with a partner utilizing movement in high,middle and low space.

Teaching and Learning Strategies

1. Leads students in BrainDance warm-up. (Originally developed by Anne Green Gilbert,video reference: BrainDance, Variations for Infants through Seniors). Music: Eric Chappelle, #20"Potpourri" from Music for Creative Dance, Volume III. Demonstrates the dance using thefollowing sequence of movement patterns:Tactile: (standing) Rub hands. Tap body lightly from head to toe. Stomp feet;Breath and Core-Distal: (sitting) Breathe in through the nose and out the mouth. Repeat.Gradually increase the size of the breath, growing from the center of the body when you inhale,and shrinking when you exhale;Head-Tail: (standing) Curl the body forward from head to tailbone. Curl it backwards. Repeatforward and back. Curve from side-to-side several times;Upper Half: (sitting) Stabilize the lower half of the body and only the top half dances;Lower Half: (sitting) Stabilize the upper half of the body. Only the bottom half dances, stayingin one spot;Body-Half Right: (standing) Stabilize the left side of the body and only the right side dances;Body-Half Left: (standing) Stabilize the right side of the body and only the left side dances;Swing: (standing) Swing upper body up and down several times;Cross-Lateral: (sitting) Reach across the body with one hand and then the other. Repeat severaltimes. Explore other cross-lateral movements, e.g. elbow to opposite knee or hand to oppositefoot;Spin and Jump: (standing) Spin clockwise. Stop and jump in place. Spin counterclockwise. Stopand jump in place for 4 counts.

Arts Impact Core I - Arts Foundations Summer Institute - Dance - Dancing Levels in Space

Prompts: Did anyone notice some changes we made in the BrainDance today? Right! We wentfrom standing to sitting, back to standing, etc. In dancer terms we were using levels.Student: Moves with teachers cueing movements including level changes.

2. Introduces level exploration-Guides students in exploring low, medium and highlevels corresponding to pitch levels in music. Shows dance word sign for levels. Music: EricChappelle, #11 "Levelance", Music for Creative Dance, Volume 1.g. Asks students to sit and listen to the music, hearing examples of high, low, andmedium-pitched sounds. Asks students to use their hands to dance at the various levels.Q. Plays the music. Directs students to move at levels which correspond to the pitchlevel of the music and the agreed upon parameter for each level. Freezes at musical pausesand continues when music continues. Prompts: When the music is low-dance low. When themusic is high-dance high. Let's determine as a group what the parameters or boundaries ofhigh, medium, and low will be.Student: Moves relating pitch of music to levels in space: low, high, and medium levels asdetermined by the music.Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist

3. Leads students in mirroring activity. Music: Eric Chappelle, #1 "Sunrise", Spirit oftheTao Te Ching, Richard Warnerg. Models it: Asks for student volunteer. With teacher as first leader, moves smoothly at variedlevels for partner to follow as if looking in a mirror. Starts with hands, then other body parts.Continues to move using the entire body. Uses low, medium, and high levels and gradations inbetween. Freezes when the music stops. Repeats the activity with the student as leader.Q. Guides class through the activity: Divides the class into pairs. Leads students to performthe activity as modeled. Asks students to trade leadership a few times. Prompts: Move slowlyand smoothly ifyou are the leader, and ifyou are the mirror image, be observant and followyour leader as clearly as possible.Student: Works with partner in mirroring both as a leader and a follower. Uses low, mediumand high levels and gradations in between.Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist

4. Introduces class to space-travel choreography as a group. Leads "blast-off"movements and visits Jupiter (low level), Saturn (medium level) and Earth's moon (high level).Music: Eric Chappelle, #7 "Breathe", Music for Creative Dance, Volume III; #12 "Quarks", Musicfor Creative Dance, Volume IVg. Leads students to model and explore levels of space as a group. Leads a practice of"blast-off": Guides students to condense the body in and down (on a reverse 10 count) inpreparation for a big jump (on "blast-off'') upward into the highest level of space. Prompts: Thisis like a rocket breaking through the earth's gravitational field. Uses the reverse countdown (10,9,8.... 2,1,0) and on "blast-off" gUides students to jump as high as sjhe can.12. Leads discussion on two different planets and the moon: Jupiter, Saturn, and earth'smoon. Leads discussion on the amount of gravity or other characteristics each has in order toestablish three different levels. Prompts: When you visit Jupiter, you will move on low levelsbecause Jupiter's force ofgravity is 2.5 times that ofearth. For Saturn, you will move atmedium levels because a person weighing 85pounds on earth would weight 90 pounds onSaturn. Lastly for the earth's moon, you will be floating at high levels because the gravity is 1/6as strong as the earth's gravity.c. Prompts: Blast-offfrom earth to explore Jupiter (low level). Blast-offfrom Jupiter and exploreSaturn (medium level). Next, blast-offfrom Saturn to explore the earth's moon (high level). And

Arts Impact Core I -Arts Foundations Summer Institute - Dance - Dancing Levels in Space

finally, blast-offand return to earth. Don't forget to listen for the count down: 10, 9, 8 ... 2,1,0,Blast-off!Student: Uses low, medium, and high levels and gradations in-between in a context.

5. Guides class through the choreography of a space-travel movement sequencewith a partner from planning to rehearsal. Divides class into pairs. Asks pairs to decide ontwo places to visit (Jupiter, Saturn, or earth's moon) and end with a final return to earth.Prompts: Movement on each planet or moon must demonstrate one level clearly. Partnersshould mirror each other for the blast-offsequence. Be sure to rehearse your compositionincluding the blast-offsequence. Remember the movement on your planets or moon mustclearly demonstrate one level and the blast-offis in a mirror image configuration.Student: With a partner, selects two locations and decides what level of movement to use.Creates and rehearses the movement sequence beginning with the "blast-off"; visits two places,and returns back to earth.

6. Leads students through a performance and response process.g. Reminds students that their responsibility is to watch for the artist's clarity of thelevel of space they have selected. Explains that we will be watching each study to see if thelevel students chose to move at was clear. Teaches students the sign language for yes (fistnodding up and down), or no (index and middle finger tapping up and down on thumb) as aquick form of assessing their peers' performance. But if they say no, then they need to say whatthey DID SEE. Explains that when people assess each other with 'no' they must defend theirassessment and mention what the performers could change in their performance to make itclear.Q. Directs student groups to perform their work according to the level they've chosen (allgroups visiting low and medium planets perform at the same time, etc.) Asks peers to use signlanguage to assess the performance. Repeats with students who have chosen medium and highplanets/moon and then with students who have chosen low and high planet/moon. Prompts:Look for the artist's clarity in use ofa level. Use sign language for your response.Student: Performs with partner and responds to peers' dances.Embedded Assessment: Criteria-based peer reflection, criteria-based teacher checklist

7. Leads students in reflecting on their choreography, their peers' choreography, and inthe use of levels in their daily life.Student: Reflects on the use of levels in space in their choreography, peers' choreography, andin their daily lives. Fills in self-reflection page.Embedded Assessment: Criteria-based self-reflection


Vocabula Materials and Resources WA Essential Learnin s & FrameworksPerforming Arts:levels in space:high, medium, low;mirroring

Perfonnlng Arts:Tacoma. WABroadway Center for the Performing Arts, Tacoma, WADo Jump, Peking Acrobats

Seattle. WAUniversity of Washington World Series of DanceMOMIX. Laf Lubovitch Dance Company, Compagnie LaCalebasse

Pacific Northwest BalletEyes on Dance, Jewels

Music: Eric Chappelle, Music for Creative Dance: Contrastand Continuum, Volumes I, III, and IV; Richard Wagner,Spirit ofthe Tao Te ChingClassroom: Dance Word Signs: levels-high, medium andlow

AEL 1.1 concepts.' levelsAEL 1.2skJ1ls and techniques.' mirroringAEL 2.2 artisticprocess.' creates, performsAEL 3.1 communicates ideas


ARTSI~INSTITUT~LESSON..PLA~",,--- _DANCE LESSON - Dancing Levels in Space

PERSONAL ASSESSMENT WORKSHEET

Levels of Space Mirrorinq Choreography TotalStudent Performs a full Performs a full Performs a full Leads Copies Plans and 6

range of range of range of movements movements performs a seriesmovements low to movements rising movements for partner of partner of movements at

the floor to kneeling or standing and in specific levelscrouchinq the air

Criteria-based Reflection Questions:Self-Reflection:What levels ofspace did you choose for your choreography?

What levels ofspace do you use the most in everyday living?

When do you use other levels ofspace?

Peer to Peer: What levels ofspace did you see in a peers dance?

Name: Date:

Atts Impact Core I - Arts Foundations Summer Institute - Dance - Dancing Levels in Space

A TS IMPACT INSTITUTE SSONo..;,P-=:LA::..:.:..::N _DANCE LESSON - Dancing Levels in Space

ASSESSMENT WORKSHEET

Levels of Space Mirrorinq Choreoqraphy TotalStudents Performs a full Performs a full Performs a full Leads Copies Plans and 6

range of range of range of movements movements performs a seriesmovements low to movements rising movements for partner of partner of movements at

the floor to kneeling or standing and in specific levelscrouchinq the air

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.TotalPercentaqe

Criteria-based Reflection Questions: (Note examples of student reflections.)Self-Reflection:What levels ofspace did you choose for your choreography? What levels ofspace do you usethe most in everyday living? When do you use other levels ofspace?

Peer to Peer: What levels ofspace did you see in a peer's dance?

Thoughts about Learning:Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?

Lesson Logistics:Which classroom management techniques supported learning?

Teacher: Date: _


ARTS IMPACT--.EAMll-~Y-=L=ETT..:....:..::E::.:.R.:-- _

DANCE LESSON - Dancing Levels in Space

Dear Family:

Today we focused on dancing in the different levels in space.

• We explored movements occurring low to the floor or on it (low levels), rising to kneeling orcrouching (medium levels), or standing and moving in the air (high levels).

• We did a mirroring exercise. In pairs, the students moved in one spot leading or copyingmovements (like a mirror image of their partner). They had to use movements from low to thefloor to standing on tiptoe.

• We planned and performed our choreography, a series of movements with a partner, whichbegan with a "blastoff", and then utilized movements at specific levels to demonstratemovement for two planets or our moon in our solar system.

At home you could look for movements that happen at different levels, such as sleeping, studying,riding the bus, play basketball, or playing an instrument.

When in my day did I use low levels? Medium levels? High levels? What daily activities do you do ineach level?

Enduring Understanding

Moving at high, medium, and low levels of space, and the gradations in between,can make dance more interesting to the audience and the performers.


tj- Core Program Year 2 Art-Infused

Arts-Infused Concept: SymmetryGrade Levels: Third - Fifth Grade

ARTS IMPACT I STITUTE sseDANCE ARTS LESSON - Lines of SymmetryArts-Infused Disciplines: Dance/MathArtist-Mentor: Jo Petroff

Examples:

Enduring UnderstandingsDividing space or the body shape into equal, matched sections on each side of an axis line createssymmetry in dance.

Target: Creates shapes which define a line of symmetry with the body.Criteria: Creates still, physical forms that are identical, mirror images, on both sides of avertical line through the center of the body.

Target: Performs movements which demonstrate a central line of symmetry with a partnerCriteria: With a partner, creates identical, mirror image movements on each side of a line ofsymmetry between the two individuals.

Target: Creates and travels on a symmetrical pathway through general space.Criteria: Draws a mirror image pathway map, incorporating curved, straight and/or zigzaglines, and translates mirror image into movements through the general space. Optional:Design symmetrical movement pattern with partner to be used on a symmetrical pathway.

Teaching and Learning Strategies

1. Leads BrainDance (Originally developed by Anne Green Gilbert. Video reference:BrainDance, Variations for Infants through Seniors). Music: "Potpourri II" #21, or "Bee Beat"#2, Music for Creative Dance, Vol. II, Eric Chappelle. Leads warm-up with symmetrical andasymmetrical movements and shapes and straight, curved, and zigzag pathways.Prompts: Our line ofsymmetty is a vertical line from head to toes diVIding our bodies into rightand left halves. Pay attention to when both halves are exact mirror images (bilateral symmetry)or when they are different (asymmetrical). Leads students in dance using the followingsequence of movement patterns:Tactile: Prompts: Rub hands. Tap body lightly from head to toe. Use both hands tappingtogether equally on each side ofyour body creating symmetrical movement Stomp feet(asymmetrical movement).Breath and Core-Distal: Prompts: Breathe in through the nose and out the mouth. RepeatGradually increase the size of the breath, growing from the center ofthe body when you inhale/and shrinking when you exhale. Use symmetrical and then asymmetrical movements thatexpand andshrink.Head-Tail: Prompts: Curl the body forward from head to tailbone. Curl it backwards. Repeatforward and back (symmetrical). Curve from slde-to-side several times (asymmetrical).

Arts Impact Core IIArt-Infused Summer Institute - Dance - Lines ofSymmetry

Upper Half: Stabilize the lower halfofthe body and only the top halfdances. Try usingsymmetrical or asymmetrical movements.Lower Half: Prompts: Stabilize the upper halfofthe body. Only the bottom halfdances, stayingin one spot Use symmetrical and asymmetrical movements.Body-Half Right: Prompts: Stabilize the left side ofthe body and only the right side dancesmoving with straight, curved, andzigzag pathways (asymmetrical).Body-Half Left: Prompts: Stabilize the right side ofthe body and only the left side dances usingdifferentpathways (asymmetrical).Swing: Prompts: SWing upper body up and down several times (symmetrical).Cross-Lateral: Prompts: Reach across the body with one hand and then the other. Repeatseveral times. Explore other cross-lateral movements, e.g. elbow to opposite knee or hand toopposite foot (asyrnmetrical).Spin and Jump: Prompts: Spin clockwise. Stop andjump in place. Spin counterclockwise. Stopandjump in place for 4 counts. (Use a symmetrical shape with the upper body. The legs willmost likely be moving with asymmetrical movements).Did anyone notice some changes we made in the BrainDance today? Right! We usedsymmetrical and asymmetrical movements and also created curved, straight, andzigzagpathways. Were some portions tricky or challenging to do with symmetrical movements?Asymmetrical movements? Display Word of the Day Sign - symmetrical/asymmetrical andpathways-straight/cu rved/zigzag.Student: Moves with teacher cueing movements including exploration of symmetricaljasymmetrical and various types of pathways.

2. Uses a MOVE & FREEZE activity to highlight when students are stopped in asymmetrical or asymmetrical body shape and to explore curved, straight and zigzagpathways.a. Practices various shapes with a drum beat. Calls out which type of shape they should

use. Prompts: Each drum beat indicates a shape. I will ask you to make a shape that issymmetrica~ equa~ or the same on both the right and left sides (bilateral symmetry), or Imay ask for an asymmetrical shape. Remember, by moving just a pinky you can change asymmetrical shape into an asymmetrical one.

b. Uses a steady drum beat and asks students to walk on the 3 types of pathways.Prompt: Now, 171give you a steady beat and ask you to walk on curved, straight orzigzagpathways. Adds various types of locomotor movements to the pathways they are travelingon. Prompt: Get ready to march through the general space on a straight pathway. Skip ona curvedpathway. Jump on a zigzag pathway. Uses the Music: #9 "Ski Reel" from Musicfor Creative Dance, Volume II. Listens to the music with the students so they hear the"Srlhh". When students hear the "Shhh" in the music they freeze in a symmetrical orasymmetrical shape and hold it. During the instrumental section, asks the students to skipor gallop through the general space on one of the specific types of pathways. Varies thetype of pathway and the locomotor movements. Makes a list of locomotor movements tohave at fingertips: hop, jump, slither, tiptoe, glide, strut, etc.

Student: Explores symmetrical and asymmetrical shapes and locomotor movements in differentpathways as cued by teacherEmbedded Assessment: Student criteria-based self-assessment; teacher checklist

3. Teacher: Leads MIRRORING ACTIVITY that demonstrates symmetrical movementwith a partner. Uses the Music: #1 "Whales" from Music for Creative Dance, Volume IIa. Starts with the classic mirroring activity in a seated position. Directs leaders to try

symmetrical movements first and then explore other movements. Reminds partners to keep

Arts Impact Core IIArt-InfusedSummer Institute - Dance - Lines ofSymmetry

eye contact. Prompts: In all the mirroring activities the idea is to move slowly so you aremoving in unison. This is not about tricking yourpartner. Trade leaders. Sit facing eachother. Each individual has the bottoms offeet together and knees out. One person is theleader then trades. Let's try creating movement that is symmetrical. Remember, leadersneed to use slow, smooth;. flowing movements Ifyou'd like another challenge, see ifyou can

. also incorporate curved, straight, or zigzag pathways as you are doing your mirroredmovements. Discuss with your partner what choices were successful in creating thesymmetry and why. Were you able to incorporate the pathways?

b. Prompts: Try the butterfly-type mirror. As partners you are nowstanding side by side,almost shoulder to shoulder. The line ofsymmetry is between the partners'acfjacent sides.It might help to think ofthis as though you are a butterfly with each person being a set ofwings on either the right or left side ofthe body. Keep eye contact! Teacher demonstrateswith a piece of folded paper that is not open completely flat so that students understandthey can see each other as they are moving. Again, one person is the leader then trades.Extend the exploration by changing the line of symmetry. Prompts: Are there other ways wecould set up a line ofsymmetry between two people? (Toe to toe with one person lyingdown and the other person standing.) Asks students to demonstrate their variations.Prompts: Were you able to incorporate curved, straight orzigzag pathways?

Student: Works with a partner in a sitting mirror and then butterfly type mirror activity andthen explores possibility of other lines of symmetry that will still make the mirror explorationpossible.Embedded Assessment: Criteria-based peer reflection and teacher checklist

pathway. Guides students to decide which locomotor movements to perform as they travelon the pathway. Asks the follower for the draWing process to actually choose themovements. Leads large group to travel on pathway and then splits students into duos.

b. Guides creative, rehearsal, and performance process. Prompts: Identify the leader.The leader must draw slowly so the partner can follow easily. Use straight, curved, and/orzigzag pathways. Your partner draws the symmetrical, mirror image pathway on the otherhalfofthe paper. Keep the pathways simple so we see the symmetry. Imagine your line ofsymmetry (the fold ofyourpaper) as a line on the floor that extends from the front oftheroom to the back ofthe room as you rehearse your study. I will tape a line ofsymmetry onthe floor for you to use as a reference for your performances. Ifyou were the follower forthe draWing, you get to decide what movements to perform on yourpathway. The studentsuse an imaginary line of symmetry on the floor as they are creating and rehearsing. (Forthe performance, tapes a long line for students to use as a reference). A line ofsymmetry running from the front of the room to the back gives the best perspective on thedance studies. Music: "Travel Notes": #13, #14, #15, #16, #17, #18, #19 (see individualtitles). Uses short pieces so students can choose which one seems to complement theirperformance or chooses randomly and sees what interesting juxtapositions of music andmovement may occur.

Student: Participates in the group demonstration of choreographic process and then works witha partner to create the symmetrical pathway map, decides on locomotor movements, rehearsesand performs.


Embedded Assessment: Criteria-based peer review and written assessment; criteria-basedteacher checklist

5. Leads reflective discussion.a. Selects the first questions for a discussion of the students' pathways dances. Prompts:

How did you translate the pathway picture into movement? Did you have certain strategiesthat helped you create the symmetrical pathway through the space? Audience/ where didyou see curvect straight or zigzag pathways? What did the performers do to ensure you sawthe symmetricalpathway in their dance study?

b. Selects questions to use with the book by Bill T. Jones, Dance. Shows professionaldancer making shapes. Prompt: Try doing some ofthe symmetrical and asymmetricalshapes that you see Bill T. Jones making in this book.

c. Uses the third series of questions with pictures of symmetry in dance, art, orarchitecture. Uses architecture images to help students connect the concepts with theworld around them. Choose ones that are most appropriate for your situation. Prompts: Let'slook at some otherpictures I brought in. Are they symmetrical? Why or why not?

d. References the firsthand natural and human made world. Prompts: Let's make a listofsymmetrical objects we see in the room. How is symmetry used in the world around us? Inarchitecture? In utilitarian objects? In nature?

Student: Participates in the discussion.

Vocabulary Materials and Communi Resource WA Essential Learnin s & FrameworksEssential LearningsAEL 1.1 concepts: symmetrical/symmetrical,pathways: straight/curved/zigzagAEL 1.1.2prindples oforganization: symmetricaldesignAEL 2.2 artistic process: creates, performsAEL 3.2 for a purpose.' symmetrical compositions

MEL 1.3: geometric sense.' symmetry

Arts State FrameworksGrade 3: creates symmetrical/asymmetrical shapeswith the body (space)

Math State Frameworks

~rade4: identify and draw a line of symmetry;

Identify symmetrical two{cIimensional figures andapes

Pacific NQrthwest Ballel. Seattle. WA:Eyes on Dance, Jewels

World Series of Dance, Seattle. WA:MOMIX, Lar Lubovitch Dance Company, Compagnie LaCalebasse

Perfonnances:Broadway Center for the Performing Arts, Tacoma, WA: DoJump, Peking Acrobats

Arts Infused:Dance and Math

~symmetrical' axis,lIateral symmetry,

ine of symmetry,~Irror image,~mebical

Dance: generalspace, locomotormovements,pathways:straight/curved,zigzag, shape

Perfonnance Materials:Ii\\illustrations of symmetry and asymmetry,sample pathway mapsstudent assessment pagesdrum,paper and markers,

1--------; tapelist of locomotor movementsMusic: Music for Creative Dance, Contrast & Continuum,Volume II, Eric Chappelle; varIous tracksDance, book by Bill T. Jones and Susan KukllnWord of the Day Signs: symmetrical/asymmetrical; pathways:straight/curved zigzag

Arts Impact Core II Art-Infused Summer Institute - Dance - Lines ofSymmetry

ARTS IMPACT I~5.TITUTE LESSON PLAN- COre Program Year 2 Art-InfusedDANCE LESSON - Lines of Symmetry

ASSESSMENT WORKSHEET

Symmetry Symmetry Choreography TotalStudents DANCE MATH DANCE Points

Creates still, physical With a partner, Draws a mirror Translates mirror image 4forms that are creates identical, image pathway map, into movements throughidentical, mirror mirror image incorporating the general space.

images, on both sides movements on each curved, straight Optional: Designof a vertical line side of a line of and/or zigzag lines symmetrical movement

through the center of symmetry between pattern with partner to bethe body. the two individuals. used on a symmetrical

pathway1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.TotalPercentaqe

Criteria-based Reflection Questions: (Note examples of student reAections.)Self-Reflection: How did you translate the pathway picture into movement? Did you havecertain strategies that helped you create the symmetrical pathway through the space?

Peer to Peer: Where did you see curved, straight or zigzag pathways? What did theperformers do to ensure you saw the symmetrical pathway in their dance study?

Thoughts about Learning:Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?

Lesson Logistics:Which classroom management techniques supported learning?

Teacher: Date: _

Arts Impact Core II Art-Infused Summer Institute - Dance - Lines ofSymmetry

I\lame: _Student Assessment Worksheet

Date:SYMMETRICAL PATHWAY MAP - PEER ASSESSrvlENT

Performers' SymmetryNames Draw what you saw: the pathways Describe what you saw in the dancers' movements that were either

the dancers created. symmetrical or asymmetrical. Be specific. e.g. when they were jumping forwardtheir bodies were symmetrical on either side of their center line.

SymmetryASSESSMENTS CHECKLIST

DANCECreates still, physical forms thatare identical, mirror images, on

both sides of a vertical linethrou h the center of the bod

DANCEWith a partner, creates identical,mirror image movements on each

side of a line of symmetrybetween the two individuals

TotalPoints

4

------~----Cut Here--------------------------------------------------------------------------------------------------------------------

Name: _ Date:

SYMMETRICAL PATHWAY MAP - PEER ASSESSrvlENTPerformers' Symmetry

Names Draw what you saw: the pathways Describe what you saw in the dancers' movements that were eitherthe dancers created. symmetrical or asymmetrical. Be specific. e.g. when they were jumping forward

their bodies were svmmetrical on either side of their center line.

SymmetryDANCE

Creates still, physical forms thatare identical, mirror images, on

both sides of a vertical linethrou h the center of the bod

DANCEWith a partner, creates identical,mirror image movements on each

side of a line of symmetrybetween the two indiViduals

TotalPoints

4


ARTS IMPACT FAMILY ETTER

DANCE LESSON - Lines of Symmetry

Dear Family:

Today your child participated in a dance lesson using symmetrical and asymmetrical body shapes,curved, straight and zigzag pathways, mirroring activities, and a movement study. We explored variousways that the concept of line of symmetry (axis) can be applied in dance.

• We made shapes that were symmetrical around a vertical axis through the body so that theright and left halves were the same.

• We worked with a partner to discover how we could create identical, mirror image movements.

• Collaborating with a partner, we made a movement study to show a symmetrical curved,straight and/or zigzag pathway through the space.

At home, you could look for examples of symmetrical objects or designs. Look for items that are theexactly the same or equal on each side of a line that divides them in half.

Enduring Understanding

Dividing space or the body shape into equal, matched sections on each side of an axis linecreates symmetry in dance.

Arts Impact Core IIArt-Infused Summer Instttute - Dance - Lines ofSymmetry

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