EDU 543 VAPA Lesson Plan

Locomotors/Non-Locomotors Movements
Grade Level: 4th
Candidate Name: Janet Tartir

Describe the students in this class: Use your List potential high risk (type of) students, issues, or
fieldwork school for information. anticipated difficulties with engaging students in
this learning opportunity.
The students that I have observed during the
visual and performing arts lesson are in the 4th Students
grade. Their average age is 10. There are 15 boys Special Needs
and 13 girls in the classroom. The average socio
economic status in the class is middle class. Aggressive behavior
Students in Mrs. Daviss class like their teacher Immature behavior
and their awards system for good behavior. Mrs.
Davis is very consistent in her classroom Issues
management skills and expects her students to Students who have a lack of rhythm
follow all routines and procedures effortlessly. Just
like many students, the students dislike missing Students who worried about other students
recess or having the teacher call their parent for watching them
misbehavior. However, these consequences are Students not understanding main
avoidable if students do homework, follow Connections
directions, and do whats required of them. Mrs.
Davis has some experience in performing arts. Anticipated Difficulties
She loves to engage students in theatre and tires
Students might not understand the different
to incorporate dance and drama within her
lessons. Some types of learning opportunities type of dance styles
needed for this group would be collaborative Male students may not be interested in the
learning, group projects, and oral presentations dancing
etc. All these things will help students with
learning development. The developmental needs
of this group in grade 4 are interactive lessons
that help students develop deep growth and
understanding of subject matter. Students are
mostly visual and kinesthetic learners. They like to
be involved with lessons as a more practical way
to connect to the subject matter.

Visual and Performing Arts How do these standards integrate across the
Standards: curriculum?
1.0 Artistic Perception-Students These standards could integrate across the
perceive and respond, using the curriculum by incorporating them into math and
elements of dance. They demonstrate phonics instruction. Students could use movement to
movement skills, process sensory help students memorize word facts and phonic
information, and describe movement, words.
using the vocabulary of dance.
Development of Motor Skills and Technical
Expertise
1.1 Move in a variety of directed ways. 1.2
Imitate the movements shown.
Comprehension and Analysis of Dance
Elements 1.3 Respond in movement to
opposites (e.g., big/small, fast/slow,
tight/loose, move/stop). Development of
Dance Vocabulary 1.4 Name the opposites in
basic movements (e.g., big/small).
3.0 HISTORICAL AND CULTURAL
CONTEXT Understanding the Historical
Contributions and Cultural Dimensions
of Dance Students analyze the function
and development of dance in past and
present cultures throughout the world,
noting human diversity as it relates to
dance and dancers.
Development of Dance
3.1 Name and play childrens dance games
from countries around the world.

Academic learning goals (objectives)
Students will learn about the dance
element of space by creating
movement that lets them
experience shape, level, and
pathway.
Students will learn and perform
locomotors and non-locomotors
movements.
Students will perform the folk dance
Little Johnny Brown with a comfort
level that lets them improvise
movement.
What specifically will students be able to know or
do?
Students will be able to describe the composition and
elements of dance in this folk dance.
About Dancing Threads
Dancing Threads: Community Dances from Africa to Zuni
is an instructional series of four half-hour programs
featuring outstanding African-American, Native American,
and Appalachian performers teaching traditional dances
and games. The activities featured are all community
dances involving patterns of singing, dancing, poetry,
mimicry, and play-acting.

Vocabulary
beat, elements of dance, direction, folk
dance, improvisation, level, locomotor
movement, non-locomotor movement,
pathway

Materials, Technology, other Resources
TV/VCR or DVD player, drums or percussion
instrument for keeping beat, eight or more
two-foot squares of bright material, large
open space
Handouts: How to do the dance Little
Johnny Brown
Assessment: What evidence of learning will
you collect during this lesson that will
indicate the extent the students have
completed the lesson goals?
Open Response Assessment
Prompt: (For middle school students.) We
have just watched and performed the dance
Rationale: Why did you select these materials?
The materials were selected to aid in the lesson
presentation and instruction and introduction of African-
Americans culture and ethnic purpose.
Why did you select this evidence of learning and
how will it show student competence?
Having an Open Response Assessment is beneficial
for older grades because its an informal assessment
that simply allows the students to discuss what they
learned. For younger grades, the teacher does a
performance assessment where they would be
mainly judged on their presentation.
Little Johnny Brown.

Directions: Identify the dance style (folk,

ballet, tap, jazz, etc.) and the origin of the
dance. Briefly describe how to do the dance.
Give at least three examples of how this
dance used the elements of dance (space,
time, and force) and locomotor/non-locomotor
movements.

Performance Event: You are going to perform

the folk dance Little Johnny Brown.

Directions: Sing or chant the song as you

dance, keeping the beat. Accurately follow
the directions for the dance such as lope like
a buzzard and lay your blanket down.
Maintain good concentration and show effort,
enthusiasm, and respect for the dance and
the other dancers.
Instructional Strategies: What content specific Rationale: Why did you select these strategies?
instructional strategies are you using to teach this The teacher decided to provide background
lesson? information to student as her first teaching strategy
Some instructional strategies used in this lesson is to provide the students with a better understanding
providing the students with Background of the activity. This is where she was also able to go
knowledge of subject. Teacher does this by
over the vocabulary. Since the majority of the
showing The dance Little Johnny Brown from the
KET series Dancing Thread which introduces teachers students learn better with an
students to traditional African-American folk interactive/hands-on approach the teacher decided
dance. Little Johnny Brown is a dance game. to combine the lesson with performing arts and
After the video, the teacher uses the kinesthetic social studies.
learning style (requiring movement) by having all
the students move the desk to prepare to learn
the dance.

Student Learning Activities:
List Activities and describe each of the teaching
steps in the order that you will implement each
step.
Activity One:
Step 1: Have students walk normally around
the circle (or room). Next have them walk
high up on their toes and then walk lower to
the ground
Step 2: Then let them move any way they
want to (except regular walking). This
sequence lets them know that there is no one
right way to move during the dance; they
need to use their ideas.
Step 3: Have them try these variations:
Do the movement at a different level.
Do the movement in a different direction.
Choose another way to move and repeat the
level and direction changes.
Activity Two:
Rationale: Why did you select these activities?
Activity one is necessary, because it provides the
background knowledge and cultural information
about the folk dancing and gives a brief history of
where it originated from.
Activity two and three is necessary because it allows
the student to follow all the directions for the dance.
Student is consistently effective in interpreting and
communicating the ideas portrayed in the song.
Student exhibits strong effort, skill, and teamwork
participation.
Activity four is necessary in assessing whether or not
the Student identifies the dance as a folk dance and
shows extensive understanding of the connection
with slavery in America. Student makes insightful
use of supporting examples and relevant details to
explain how the dance uses different kinds of
movement and the elements of dance to
communicate ideas.
Step 1: Tell students to think of an animal and
move the way it would. There is no need to How will they help students accomplish the lesson
stay in the circle. goal and standard?

Step 2: Let each student tell you what animal

he or she is imitating. Students can even
demonstrate the movement if it feels
comfortable

Step 3: Next, ask them to do the following

exercises:
Fly like a bird.
Fly the same way with a partner.
Create a new way to fly.

Activity Three:

Step 1: Divide students into pairs, designating one

student in each pair as #1 and one as #2. Have
all the #1s make up a movement. Give them an
action verb suggestion like swing or turn, or
suggest something using arms or head or legs.
Have the #2s copy the movement. Then reverse
the process, with the #2s making up the
movements and the #1s copying it.

Step 2: Let students sit and catch their breath.

Explain a little about folk dance (see the teachers
guide for Dancing Threads, available online at
www.ket.org/education/guides.htm). Then tell the
students they are going to learn an African folk
dance. Introduce the background and history of
Little Johnny Brown, then show the dance
excerpt from Dancing Threads.

Step 3: Perform

Have the students learn the words to Little

Johnny Brown by echoing each line after you. You
can alter the structure of the dance to fit your
circumstances (i.e., chant the song instead of
using a guitar, or have more than four people in
the circle). Have all the students do the dance
together the first time, using the pieces of cloth as
blankets. Review the flying the class did
earlier and ask, How can we change that to be
more like a buzzard? As a class, discuss what
lope means. After everyone feels comfortable
(especially with show off ymotion), repeat the
dance in smaller groups, again imitating the video.

Step 4: Follow-up-discussion
Lead a group discussion about the dance. Ask
students the following questions:
What pathways did we use? (circles)
Did we change level? (yes, with lay your blanket
down)
Did we have locomotor and non-locomotor
movements? (yes, loping/laying down the blanket)

Watch the video segment that discusses the

history and purpose of Little Johnny Brown.
Discuss these points:
What are the purposes of dance in general?
(worship, entertainment, social, recreation,
artistic)
What was the purpose of this folk dance and
most folk dances? (Refer to the Dancing Threads
teachers guide for more information on this point
of discussion.)

Divide the class into two groups and have

students perform the dance. Choose one or more
students to keep a beat using drums or other
percussive instruments.

Student Work: Make the assignment/activity Explain how you will use this work sample.
(use as a model).
The students are required to pick another I will you this work as a sample to measure the student
genre of dance and come up with a small knowledge about the subject matter.
presentation of the dance or write a one
page paper on the type of genre and
background information on the specific
musical drama. If give oral presentation
must show us the dance or have an
example video of the content area topic
you chose.

Student Grouping Rationale: Why did you select this type of grouping
The students will first begin in a whole group. I (ex. whole group, small groups, boys, girls,
purposely mixed the student tables so a weaker ELA/ELD)? First started off with whole group discussion
level student can become integrated with stronger to alleviate confusion on the specific content area. I then
level students. The class eventually breaks off into broke the groups up into smaller collaborative groups so
smaller groups where they are responsible for the students would be able to work together to come up
sharing and collaborating ideas about their with their dance.
specific content area.
Progress Monitoring of Student Learning: How will you monitor how the students are doing
While students are learning and discussing with learning this lesson?
information teacher will informally assess Open Response Scoring Guide
and progress student monitoring by walking
4 3 2 1 0
around. Asking questions, and modeling all
steps carefully and clearly in the dance Student Student Student Student Student
identifies the identifies the identifies the identifies the does not
routine., dance as a dance as a folk dance as a folk dance as a folk identify the
folk dance dance and dance and dance and dance as a
and shows shows broad shows basic shows limited folk dance
extensive understanding understanding and/or and does
understandin of the of the incorrect not give
g of the connection with connection with understanding examples of
connection slavery in slavery in of the movement
with slavery America. America. connection with in the dance
in America. Student makes Student makes slavery in
Student effective use of some correct America.
makes supporting use of Student is
insightful use examples and supporting ineffective in
of supporting relevant details examples and the use of
examples and to explain how relevant details supporting
relevant the dance uses to explain how examples and
details to different kinds the dance uses relevant details
explain how of movement different kinds to explain how
the dance and the of movement the dance uses
uses different elements of and the different kinds
kinds of dance to elements of of movement
movement communicate dance to and the
and the ideas. communicate elements of
elements of ideas. dance to
dance to communicate
 communicate ideas.
ideas.

Difficulties: List and explain the 2-3 difficulties or Why do you think these might be potential
problems you anticipate that all students might problems?
have with this content and these learning I believe that the kids remembering the specific
activities. vocabulary terms of the different elements will not be
easily remembered unless the children have a point of
Explain how you will solve these problems so all reference for them such as an anchor chart on and/or
students will learn to full potential. graphic organizer
Students may have difficulty identifying
and remembering the different elements of I believe learning the dance steps may present a specific
the dance being taught problem for some students because it may not be the
Students may have difficulty learning the learning style that the individual student may need to
different steps to the dance learn material.
One way to help students remember the different
elements of the folk dance is by making an
anchor chart that displays the different elements
we will be learning
Teacher can modify dance steps when assessing
the level of the students she teaches
Adaptations: List steps that you could take to ensure learning for specific students experiencing these
difficulties in the spaces below.
Student with behavior issues: Mark Smith Rationale: The student struggles with staying in seat so
teacher gives him a basket of blocks and small toys he
Strengths- listens well to direction. Very outgoing can play with when needing to stay in seat for prolonged
in class, prefers to be moving. periods of time. During instruction when the teacher plays
the opening video which provides background knowledge
Weaknesses-continues to get out of seat. Very of the lesson and culture of the African American people.
slow writer. This intervention not only allows the student the ability to
dive into his tactile learning, but also be multi-faceted in
Your intervention or adaptation: Because it is hard developing his auditory learning skills.
for the student to stay in their seat during
instruction, my intervention strategy would be to
allow the student to play with small objects at his
desk while teacher is talking or presenting a video
that would consist of the student needing to sit
down for a long period of time.

Special Needs Learner: Tammy Louis Rationale: Since the student is a more hands-on learner
Strengths- student is very helpful. She enjoys and loves to use her body to express herself, the teacher
dance. Wants to be a professional dancer. Student has adapted a lesson and that fits in congruence of what
does better when working in a group setting. the lesson is about.

Weaknesses-student talks a lot to her friends.

Student struggles with writing and reading.
Struggles when working independently.

Your intervention or adaptation: In order to adapt

this lesson to fit the special needs of the student,
the teacher incorporates dance into activity

ELD student: Jose Pineda
Strengths- Student is very active in class. Not shy
about putting his hands up and explaining that he
doesnt understand something. Loves watching
video online.
Weaknesses-struggles with reading and writing.
Rationale: The student struggles with staying engaged in
lesson instruction when it has to do with reading and
writing. Well for the VAPA lesson plan, teacher tries to
model more interactive lesson that focus on group work
and collaboration. Also assessing student with oral and
performing arts is dealing with his learning style.

Your intervention or adaptation: since the student

has better auditory skills, the teacher used a video
to provide information about the topic instead of
making the students take down notes.

Reflection: What have you learned about planning instruction for a diverse student population in this content
area? When dealing with any content area the teacher should modify and adapt lesson to fit the needs of each
individual student. When specifically dealing with Visual and Performing arts it is good for the teacher to mix in
different domains within the content areas to have children be introduced to multiple things.

What area of this instructional plan was easy to complete? Finding the standards and writing out the objective
was easy to complete.

What area will you need more knowledge/skill in order to do the task well? I think finding out more instructional
strategies to use for students within this content area is something that I need more knowledge and skills in.