A) To have students interpret a piece of music and determine the tempo of movements to go together with the music
B) To work together on teams of 2 or 3 to combine 4 distinct elements into a sequenced pattern to perform to a short piece of music
C) Record the sequence in their Sportfolio using illustrations and/or text
A) Warm up (different gross motor movements to music increasing in intensity)
B) Play music piece from Cirque Du Soleil called "Propel"
C) Have students brainstorm how the piece makes them feel and describe what might be happening if the music could tell a story (ideas generated by students; marching soldiers, discovering something new, a ship sailing in the night, going on a journey, happiness, sadness, joy, adventure)
D) Introduce formative assessment task (to create a mini-routine infusing 4 distinctly different elements into the performance in a sequenced pattern that must be recorded on their Sportfolio)
E) Introduce 4 elements to be used; juggling scarves, gymnastics ribbons, a ball, and a balance
F) Have students begin to discuss what moves they might use and practice on their teams
G) Play music and have them explore possible connected movements keeping in mind the required elements listed above
H) Ask students what might make their routines better (some answers included; slow tempo down to match music, use more expression, better body control)
I) Tell students that we will now practice the routines 5 times in a row to refine their performance
J) Allow for last minute discussion
K) Final performance
Excellent lesson. Next time I might allow them to select one extra piece of equipment of their choice to use. To hear an audio clip of the Cirque Du Soleil song 'Propel' that I used to drive this inquiry click on play icon below the slideshow.
Click play icon below to hear audio clip on 'Propel' song by Cirque Du Soleil.