Music Shapes Movement

Show me in the lesson where it is Modelled- I do (Bangady’u), Guided- We do (nii) & Independent- You do (Bangadyimi) learning in the lesson

Lesson: 1 Music Feels Better with Dance In this lesson, students will explore how music influences dance performance and share their own perspectives on music and dance. They will then explore this practically by learning a short routine and performing it to different styles of music. Elements: Time, Dynamics

Learning Intentions: To identify and explain how music shapes the way we move

Success Criteria:

• Identify the elements of music that can influence how we dance
• Learn a short dance routine
• Vary a dance routine to suit different music styles

Teaching and Learning activity: (Resources to be hyperlinked in this section. Make sure in your resources you identify the tasks of differentiation with each ability group.)

Do Now:

1. Print and review lesson plan
2. Ensure you have enough space for the activities
3. Connect to screen and speakers to play video

• Following the video, students will revise and discuss the importance of music to dance
• Students will then experience this in practice by learning a short routine and performing it to different musical styles Activity 1. (5 minutes) Whole Class Students will complete a think, pair, share, which discusses how music is connected to dance.

1. Ask students to complete a think, pair, share by responding to the questions: - When do you hear music in your daily life?

• Where do you usually hear music?
• What do you usually do when you hear music?
• How does your body want to move when you hear music?

2. Encourage students to think about different places and times (e.g. home, school, sport, celebrations etc.)
3. Allow students 2-3 minutes to discuss their ideas with their partner. Encourage students to choose one or two clear examples to share
4. Invite a few pairs to share their responses with the class and discuss how music can inspire different types of movement and dance Teaching Notes Students think, pair, share:

• Think: Silent reflection on the two questions (1 minute)
• Pair: Turn to a partner and share your ideas (2 minutes)
• Share: Select a few students to share responses. Invite others to build on these ideas

Activity 2. (5 minutes) Whole Class & Interactive As a class, complete the matching activity.

1. Go through the different terms and decide as a class which definition they match with (click the name and then the image sequentially to match them)
2. Continue until all have been matched and click 'check' to review the answers Teaching Notes Students may be familiar with these terms if they have previously participated in Amplify Music lessons.

Answers Beat = This is the underlying pulse of the song Metre = The musical grouping of the beats Tempo = How fast or slow music is Dynamics = How loud or soft music is Structure = The order of a song e.g. introduction, verse, chorus Rhythm = The patterns of sounds and silences

Activity 3. (5 minutes) Whole Class, Guided & Multimedia Students will warm up their bodies, so they are ready to dance in the next activity. 1. Have students to stand up and spread out around the room 2. Press play on the warm-up video 3. Have students follow along with the warm-up 4. Remind students that warming up helps prevent injuries and prepares the body for dancing

Teaching Notes Use the button in the bottom right-hand corner of the video player to make the video full screen.

Variations If you'd like to lead your own warm up, find some music in the 'Warm Up 3-6' playlist in our Playlist Library.

Activity 4. (15 minutes) Multimedia, Guided & Whole Class Students will learn a short routine from the video.

1. Students to remain standing and ensure they have enough room to move around 2. Play the video and have the students actively following along with doing the movement
2. Watch the video multiple times until the knowledge is firm and students are feeling confident
3. Practise together as a class without the video, counting the movements aloud in rounds of four
4. When you feel students are ready, move on to the next activity

Activity 5. (15 minutes) Independent & Assessment Opportunity Students will now practise the routine that they just learnt with different music. By doing it to music of different genres, students will explore the musicality of the performance.

1. Students remain standing where they are
2. Play the first one on the playlist and count the students in. Practise the routine in time with that song once or twice
3. Ask students how they altered their performance of the routine to fit the music
4. Continue with the other songs on the playlist. You will notice that they are all very different!
5. After the last song, bring the class back together to discuss using these questions - What song did you like dancing to the most?

• What song didn't go with the routine at all?
• Do you think that routines can be done to any music?
• How important is the music when performing a dance?
• What would you do differently next time?

Teaching Notes Keep encouraging students to use different expression and dynamics in their movements to match the musicality of the different songs. Dancing is more than just doing the movements!

Differentiation: Lower Ability: Select two contrasting songs and focus on those. HP&G Alter the choreography to better fit the music.

Activity 6. (5 minutes) Multimedia, Whole Class & Guided Students will cool down their bodies to relax after dancing.

1. Have students stand up and spread out around the room
2. Press play on the cool down video
3. Have students follow along with the cool down
4. Remind students that cooling down helps the body recover, improves flexibility, and prevents soreness Variations If you'd like to lead your own cool down, use the 'Cool Down Tunes' playlist from our Playlist Library.

Evidence of learning e.g collection of annotated student work samples, exit tickets, etc. What are the elements of music that inform our dance choices? How can music change a dance routine? What is your favourite type of music to dance to?