Lesson 1: Moving Safely Through Space




Дата канвертавання24.04.2016
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Lesson 1: Moving Safely Through Space
Learning Outcomes:


Materials: Tambourine (something to keep the beat)
Introductory Activity:

We are going to play a stop-go warm-up. When I say go, you will move around the gym finding the open spaces, make sure you listen out for my signal to stop and freeze. Before we start, what do we need to remember about moving safely around the gym?



    • What can we do when we are moving to make sure that we don’t bump in to anyone or hurt our selves? (look for spaces, keep our eyes open)

    • What is a safe way that we can stop our bodies when we are moving?

    • What can we do with our bodies while we are moving so that we can all hear the tambourine?


Task Progression:

    • This time when we move around the gym, I want you to vary how you move. What are some other ways that we can move around the gym? [jogging, skipping, galloping, running, etc] Repeat several times pointing out different movements, speed, and finding the open space.

    • Remembering back our music classes, who can tell me what is a beat? [remind, and sing “Beat, Beat” song] Let us all practice keeping the beat together. [lead class in keeping the steady beat on your bodies]

Culminating Activity:


    • Now that we all can keep a steady beat as a class, let us see if we can move around the gym to our tambourine beat. [Ask for a volunteer to demonstrate, keep the beat with the tambourine, point out how the child is listening to the tambourine to move to the beat].

    • When I say “go”, move around the gym in time to the beat. Make sure you listen carefully to the tambourine so that you are still moving to the beat. How do you think we can move around the gym so that we can still hear the tambourine? When the tambourine stops, freeze!

    • Move to the beat varying the movements: skip, jog, tip-toe, etc.

    • Follow the leader: in partners, move to the beat while following the partner.

Lesson 2: Becoming an Animal (Part 1)
Learning Outcomes:

  • Move safely in both general and personal space

  • Move in time to a steady beat

  • Demonstrate an ability to balance in locomotor and non-locomotor movements

  • Move in a variety of levels and pathways

  • Create movements that represent patterns


Materials: Tambourine to keep the beat.
Introductory Activity:

When I say go, I want you to walk and fill up all of the spaces in the gym. Can anyone remind me of how we should move through space so that we don’t hurt anyone else? (keep our hands and feet to ourselves, marshmallow feet, quiet mouths). Last week, we moved to the beat, let us see if we can move around the open spaces of the gym to the beat.



    • Reinforce the safe ways to move around the classroom (see introductory activity for lesson 1)


Task Progression:

    • If we were going to sneak around the gym, how do you suppose we would move? [students sneak around the gym to the beat]

    • Has anybody ever tried to surprise somebody by getting close to them without knowing? How did you do that? Has anybody else ever snuck up on somebody?

    • Show me how you might sneak up on somebody?

    • When I clap my hands, make a sneaking shape with your body

    • Will you stand up straight or make a better sneaky shape?

    • Who can think of an animal that might sneak?

    • With our shapes, lets move around the gym as if we were sneaking up on something

    • As I keep the beat with my tambourine, sneak around the gym for 7 beats, freeze on 8th beat. Remind of space.

Culminating Activity:


    • Split class in half for demonstration of their sneaking movements and freezes.



Lesson Two (part 2): Becoming an Animal to the Beat
Learning Outcomes:

  • Move safely in both general and personal space

  • Move in time to a steady beat

  • Demonstrate an ability to balance in locomotor and non-locomotor movements

  • Move in a variety of levels and pathways

  • Create movements that represent patterns, characters and other aspects of the world (cat and mouse)


Materials: Tambourine, cat and mouse story.
Introductory Activity:

Whole class follow the leader. Vary levels, speed, and pathways.


Task Progression:

    • How would we move as if we were running from something? What might be something that we could run away from?

    • When I clap my hands, make a shape with your body as if you were running away from something

    • Will you be a small shape or a large shape?

    • With our shapes, lets move around the gym as if we were running away from something: dart, scurry, run, zigzag

    • Dart for 7 beats and freeze on the 8th beat. Focus on freezes, and varied pathways. Remind of space.


Culminating Activity:

Who are they?

Have three people come into the circle and move as either a cat or mouse for 7 counts and then freeze, have the class try to guess if they are a cat or a mouse and what clues gave them the answer.

Lesson Three: Moving as a Character to the Beat



Learning Outcomes:

  • Move safely in both general and personal space

  • Move in time to a steady beat

  • Demonstrate an ability to balance in locomotor and non-locomotor movements

  • Move in a variety of levels and pathways

  • Create movements that represent patterns, characters and other aspects of the world (cat and mouse)


Materials: Tambourine, CD player, music, cat and mouse story.
Introductory Activity:

Stop and go with running in one spot. Reminders of signals, moving into free space.


Task Progression:

    • Introduce the cat and mouse imagery by reading the story.

    • What is the cat doing in the story? (Remind of sneaking movements from previous lessons) (Cats are very sneaky and creep when they are chasing mice. Cats like to chase and pounce on mice.)

    • Lets try moving as cats for 7 beats and on the 8th beat freezing

    • Find your own space in the gym and become a cat that is sleeping in that spot. For 7 beats sneak up on something and freeze on the 8th beat. Repeat. Try with resting for 8 beats in between.

    • In the story what is the mouse doing?

    • Be mice, move for 7 beats, scurry towards a piece of cheese take a nibble and dart away, freeze on 8.

    • Play the music & have students count beat along with song

    • What instrument do you hear first? (flute) Who do you suppose will move when they hear that sound?

    • When you hear the flute this is when the mouse can scurry to the cheese. When you hear the sneaky part in the music without the flute this is when the cat will be sneaking towards the mouse.

    • With your hands, faces and bodies show me your best mouse pose. With your hands, faces and bodies show my your best cat pose.

    • Show me your cat pose when you think the cat is moving and show me your mouse pose when you think the mouse is moving. (play music)


Culminating Activity:

Now we are going to listen to the music again, and I want you to see if you can pick out which part is the cat moving and which part is the mouse moving. Put your hand on your head when you think that the cat is moving. Put your hand in the air when you think that the mouse is moving.



Lesson Four: Moving Together as a Cat and Mouse
Learning Outcomes:

  • Move safely in both general and personal space

  • Move in time to a steady beat

  • Demonstrate an ability to balance in locomotor and non-locomotor movements

  • Move in a variety of levels and pathways

  • Create movements that represent patterns, characters and other aspects of the world (cat and mouse)

  • Work cooperatively in pairs


Materials: Sticks to make a beat, CD player, music
Introductory Activity:??
Task Progression:

    • What was the cat doing in the story and what was the mouse doing in the story?

    • Partner up class and assign A or B

    • A’s will be cats and B’s will be mice (raise hands to show)

    • Mice scurry and dart for 8. (Cats frozen either asleep or ready to crouching ready to sneak.)

    • Cats sneak and crouch towards mice but don’t touch! (mice resting

    • Show on hands to music

    • Practice to tambourine (Mice scurry and dart towards cheese, cat is frozen then sneaks towards the mouse for 8 while the mouse is resting)

    • Practice again to get ready for music


Culminating Activity: ??

Lesson Five: The Final Project


Learning Outcomes:

  • Move safely in both general and personal space

  • Move in time to a steady beat

  • Demonstrate an ability to balance in locomotor and non-locomotor movements

  • Move in a variety of levels and pathways

  • Create movements that represent patterns, characters and other aspects of the world (cat and mouse)

  • Work cooperatively in pairs


Materials: Sticks to make a beat, CD player, music, props (yarn, fake cheese)
Introductory Activity:

I want to see if you remember our stop and go signals, when I say go, I want to see you run as fast as you can on the spot and then freeze when I say stop.


Task Progression:

    • Identify Cat and Mice. Partner students.

    • Try dance on hands – make sure students are aware of who is moving when (Mice will get a chance to scurry/dart 6 times and cat will crouch/sneak 6 times)

    • In the story that we heard from the little boy - the mice ended up safely getting the cheese and having a feast in the end. Now it will be your groups chance to come up with your own ending to the story. Maybe cat will chase mouse away, maybe cat will catch mouse, maybe mouse will get the cheese etc.

    • Right now I want you to find your partner and decide on how you want your dance to end.

    • You will have 24 counts to do your ending after the your 6 turns each so practice what you will look like during the ending. Try end part with the music

    • Try whole dance with the music


Culminating Activity:

Divide the pairs evenly. Have half the class watch the other half of the class



perform their cat and mouse performance. Have observers watch other group and try to guess what the ending was.





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