Body Movement pattern

1. Body Movement pattern Topic: Dance Subject: Physical Education Grade: Key Stage 1 and 2 By Callistus Sullo

2. Body Movement Pattern Overview The unit is connecting physical education and music. The ultimate goal of the unit of dance in physical education is for you to develop the habit of varying the way you perform skills by using simple tactics and movement phrases and explore how to choose and apply skills and actions in sequence and in combination when performing body movement. It is to guide you throughout the study of the unit but if you have any question you can ask me

3. Body Movement Pattern Overviewcontinued Students will understand that: • In dance there are four elements; Body, Energy, Space and Time. • In dance movement have to be controlled and coordinated from one part to the other. • beat in the music can make body movement pattern steady and smooth. Students will be able to: • Demonstrate using the elements of dance to convey meaning in groups with rhythmic movement. • Create their own performance using the elements of dance to exercise in their daily life

4. Unit Learning Goals Physical Education National Curriculum Standards: • use movement imaginatively, responding to stimuli, including music, and performing basic skills [for example, travelling, being still, making a shape, jumping, turning and gesturing] • change the rhythm, speed, level and direction of their movements • create and perform dances using simple movement patterns, including those from different times and cultures • express and communicate ideas and feelings Music Art National Curriculum Standards: • responding to a range of musical and non-musical starting points

5. Essential Questions • What comes into your mind when you hear or think about dancing? How can you describe by demonstrating body movement to show that you are happy/ sad? • When you are given the opportunity to create your own dance how will you do it so that you will be able to communicate your message to the audience by either gesturing, movement, with or without musical starting point? • Can you imagine dancing in a group during the end of year multicultural dance? Explain four ideas you think can help the whole group to move with control and coordination.

6. Methods of Assessment • Diagnostic Assessment • Pre-test • KWL • Formative Personal Goal Assessment • Observation • Discussion • Demonstration • Performance Project • Individual/Group/Team dance • Paper-and-Pencil Assessment

7. Diagnostic Assessment I want you to know that this assessment grades will not be recorded in your gradebook. If you are honest and give the right answer to the questions will help me to teach you will be good for you to learn in this unit • Pre-Test • This test is designed in the form of “Yes/No” to see and know students feeling about the unit • KWL • This test is designed as home work for students to find out what cultural, festival or traditional dance in their community/ country This will help choose the type of dance as I plan the unit to be taught.

8. Formative Personal Goal Assessment The purpose of this assessment is to engage all you in the learning process and it will help me to assist you to learning good movement pattern. Each and everyone of you is different and what ever you will see, think, say and do is very important to all of us. The one who is always trying all the time is the one who will always be learning all the time. • Observation: • Designed this to let students focus on the skills and look out for good movement pattern as they are performing • Discussion: • This is designed to get students perspective as the watch video of their performance • Demonstration: • Designed to test students ability to recall a movement pattern

9. Performance Project • Individual/Group/Team Dance: • Designed this to build students movement pattern in a control and coordination manner. To guide students to figure out and self-aseess whether their performance is exceeding, meeting or below expectation we collaboratively designed a dance rubric by identifying some of the criteria expected in each content standards. • Based on your experience in learning movement pattern and what you have being practicing together in class, think of your own movement pattern and begin practicing it so that you can change it with two or more movement pattern of the original movement pattern to covey an idea that is either similar to or in contrast (showing opposite qualities or differences) to the original movement pattern. • Students are challenged to practice the “Mexican hat” dance and “Ibo” traditional dance in groups with their own choice of music and drumming.

10. Paper-and-Pencil Assessment The purpose of the assessment is to check students total understanding about the unit and as such whether students know the criteria one can demonstrate to be judged a good dancer. Test items: Based on the different ways students learn, I categorize the test items into: True true/false, multiple choice, fill-in-the gap and essay based on a proposition covering the content standards expected of them in the unit. That is; Stated proposition: “If you are to create and perform dance using simple movement pattern to express and communicate ideas and feeling, you have to follow the rhythm of the music with smooth transition through the parts and consider the elements of dance”

11. Performance AssessmentDance Formative and Summative Evaluative Criteria Rubric for Key Stage 1 & 2 in Physical Education Class

12. Students Scores and ReflectionFor guidance and counselling of the individual students we grade them based on their interest and keen participation before, during and after physical activity in PE via observation. You tick the appropriate box for the students against the assessment activity.

13. Assessment Photo Album Rubric for Course Project Evaluative Criteria

14. Assessment Photo Album Rubric for Course Project Evaluative Criteriacontinued

15. Assessment Photo Album Rubric for Course Project Evaluative Criteriacontinued

16. Assessment Photo Album Rubric for Course Project Evaluative Criteriacontinued

17. Teacher Revisions and Reflection