Joanna, Shingo, Wendy, Sheri, Tara, and Lesley

Lesson Title Bandstand Boogie

Grade Level 4-7

I.R.P.’s

Music

· Respond to beat in music

· Perform rhythmic patterns

· Maintain a repeated rhythmic pattern

· Identify form in terms of repetition and unity of rhythmic patterns

· Demonstrate responsibility to themselves and the group while experiencing music

Dance

· Move in time to a steady beat

· Interpret and move in response to music (free dance)

· Rehearse dance for presentation

· Use the elements of movement in combination

Materials

· CD- Barry Manilow Greatest Hits – Bandstand Boogie

· Floor space

· Stereo

Hook

Playing song (D’Hammerscmiedsg’selln found in your music text) and reviewing dance steps from the previous class.

Procedure

1. Line students up in rows, six to a row

2. Demonstrate actions for section A

3. Class follows movement

4. Do section A to the music

5. Show introduction and do it to the music along with section A

A section:

Pat own legs 4 times; Pat to the left 4 times; Pat own legs 4 times; Pat to the right 4 times

Pat own legs 2 times; Pat to the left 2 times; Pat own legs 2 times; Pat to the right 2 times

Pat own legs once; Pat to the left once; Pat own legs once; Pat to the right once

6. Show actions for section B (choose volunteers to help)

B section:

Patchen, clap, right, clap

Patchen, clap, left, clap

Patchen, clap, both, clap

Patchen, clap, jump turn, new partner

Repeat with new partner face old partner end of B Section.

7. Do dance so far to the music

8. Explain interlude is a “free dance” time

9. Show actions to section C

C section:

Step kick and snap on kick to beat of music

Front 2 lines change places with back 2 lines

10. Explain coda is another “free dance” time – organize for photo finish.

11. Perform whole dance to the music

Form: Intro A A B B A interlude C C B B interlude A A B Coda

12. Photo finish!

Conclusion

Tell students what will be done next class, let students know they have done a good job, and have a real photo finish.

Assessment/Evaluation

**INFORMAL**

Are students working co-operatively?

Are students keeping a steady beat?

Are students listening to the music and directions for guidance?

Are students capable of keeping up to the fast pace of instructions?

Are students capable of doing all the movements or should the movements be modified?

Potential Problems

· Length of activity – modify it; One example: only teach the A section and introduction; play the whole piece through but students only do the A sections;

· Students lose interest in activity/don’t like the music choice – if Teacher is excited about the music – class usually keeps focussed on activity;

· Lap tapping—use of excessive force; Focus students or have a discussion on the purpose of lap tapping and how it keeps a steady beat and that pounding or excessive force is the same on the legs as on a drum or musical instrument

· Ability of all students to keep up with the pacing – modify movements to easier patterns for section B;

Justify why you chose this particular lesson to meet your objectives

· It exemplifies combinations of movement and applies them to dance

· Allows students to create their own dance to the music as well as dance to more choreographed moves

· Uses music to express thoughts, images, and feelings

· The dance also is a variation on using your feet – as students get older their feet aren’t as coordinated as they’d like them to be – this choreography makes them feel more successful

· Students make the connection to what they see on Television – Bandstand Boogie and Friends – A teacher needs to be aware of what young children are exposed to out of classroom for success in their classes especially when teaching movement or dance.

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