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Elementary School Unit (Grade 3)
DANCE LESSON 3
EXPECTATIONS FOR LEARNING BASED ON THE INTEGRATED ARTS STANDARDS
Students will:
- continue to explore and use the dance elements
- continue to relate the rhythm and quality of words and phrases to
the rhythm and qualities of dance
- make connections between language and music
- improvise movement based on dance elements and language
- work in groups to create brief dances based on a poem and a musical
theme
- continue to be a respectful audience
- continue to act as critics
MATERIALS
- drum and mallet
- chant from story up on blackboard
- selection of hand held instruments
- recorders
- CD or cassette tapes for warm-up
- CD or cassette player
VOCABULARY
Review:
- personal space
- general space
- locomotor
- non-locomotor or axial movement
- space
- levels
- size
- shape
- improvisation
- choreography
- tempo
- pattern/rhythm
- energy (smooth/sharp)
- gesture
New:
WARM-UP (10 minutes)
1. The Sun (begin standing in parallel position with the arms down at
the side, each part takes 8 counts)
reach arms down, forward and up, then reach up, forward and down
take right leg behind to lunge and stretch
change legs so the left leg is behind to lunge and stretch
bring legs together and hang over at the waist, lower to floor
2. Je Je Kule*
Je je kule (jay jay kool-ay)
Je kovisa (jay ko-vee-sa)
Kovisa lungea (ko-vee-sa-lun-ga)
Bya tu lungea (by-a too lun-ga)
Um a le a le (um a-lay a-le)
Um a le a le (um a-lay a-le)
* Je Je Kule is a West African call and response game.
Teach the words first by having students echo the phrases. Add movements
to each of the phrases so students are echoing both words and movement.
EXPLORATION (20 minutes)
1. UPSILIMANA TUMPALERADO
That's my name.
I took my time to learn it.
Won't you do the same?
a. Review and clap rhythm of the poem.
b. Tap the rhythm on different body parts-shoulders, thighs, back, etc.
c. Move different body parts to the rhythm-shoulders, feet, hips, etc.
d. Try moving different body parts for each part of the poem. The call
and response format of Je Je Kule could be used for this.
e. Discuss dance elements of SPACE, FORCE and TIME as used in the movements
to the poem. Which aspects of each best suit this poem?
CREATION-Work in three groups selected by the teachers. These will be
the same groups as for the Clarihew Dances. (25 minutes)
- Listen to recorder theme created for the poem.
- Each group creates their own movement for the UPSILIMANA poem.
- Share and discuss movement.
- Experiment with recorders. (small, pre-selected ensemble?)
CLOSING (5 minutes)
- Review Je Je kule but change qualities to act as a stretch and cool
down.
- Discuss plan for next class-will begin to work on individual movement
for Clarihews.
DANCE LESSON 4 & 5
EXPECTATIONS FOR LEARNING BASED ON THE STANDARD
Students will:
- continue to explore and use the dance elements
- choreograph brief dances based on personal themes and ideas as expressed
in Clarihew poems
- cooperate to assist each other in the creation of their dances
- improvise and create musical accompaniment for the dances
- sequence individual Clarihew Dances to create a group work
- accompany one or more dances using instruments
- continue to be a respectful audience
- continue to act as critics
MATERIALS
- selection of hand held instruments for three different groups
- CD or cassette tapes for warm-up
- CD or cassette player
VOCABULARY
Review:
- personal space
- general space
- locomotor
- non-locomotor or axial movement
- body parts
- space
- levels
- size
- shape
- improvisation
- choreography
- tempo
- pattern/rhythm
- energy (smooth/sharp)
- gesture
- echoing
New:
WARM-UP (10 minutes)
1. The Sun (begin standing in parallel position with the arms down at
the side, each part takes 8 counts)
reach arms down, forward and up, then reach up, forward and down
take right leg behind to lunge and stretch
change legs so the left leg is behind to lunge and stretch
bring legs together and hang over at the waist, lower to floor
2. Je Je Kule*
Je je kule (jay jay kool-ay)
Je kovisa (jay ko-vee-sa)
Kovisa lungea (ko-vee-sa-lun-ga)
Bya tu lungea (by-a too lun-ga)
Um a le a le (um a-lay a-le)
Um a le a le (um a-lay a-le)
3. For lesson 5, have a brief work session with music teacher about how
to use the instruments instead of one of the warm-up activities.
CREATION (50 minutes)
- Assemble groups.
- Go to separate workspaces.
- Process: (Begin in Lesson 4. Continue in Lesson 5.)
a. Each child reads his/her poem aloud. Ask the children to think
of the rhythm, the sound of the words and the images used. Briefly
discuss some movement possibilities based on what you heard.
b. Give them 3-5 minutes to work individually to create movement
for their Clarihew.
c. Check in with each child during the work session.
d. Share at the end of 3-5 minutes.
e. Comment and make suggestions for revisions-keep them simple and
positive. Identify the process of analyzing and giving feedback as
something done by a critic.
f. Discuss and decide when the poem should be recited and who should
say it. Ask the children to incorporate the words in some way.
g. Revise for 3-5 minutes and share again. Comment on any changes.
h. One at a time, each student shows his/her Clarihew Dance.
i. Distribute one instrument to each student. Let each person play
his/her instrument so everyone can hear its sound.
j. Ask for suggestions for instrumental accompaniment. Try various
possibilities. Encourage them to keep the sound sparse. Allow the
student who is dancing to pick the accompaniment he or she likes best.
Notate the instruments and when they are to be played and the name
of the accompanist for each Clarihew.
k. Sequence and practice each Clarihew Dance.
l. If there is time, assemble the entire class and share the dances.
NOTE: DANCE LESSON 6 is the process of combining all of the parts worked
on individually. Students should be able to practice the entire sequence
and have time for feedback and discussion. The parts to be integrated
and organized according to the structure of the script are:
- the narrators
- the 3 UPSILIMANA TUMPARERADO DANCES
- the groups of individual Clarihew Dances
- the recorder players
- the placement and use of the instruments
- transitions
- structure for answering audience questions
TURTLE KNOWS YOUR NAME
a folktale from the West Indies retold and illustrated by Ashley Bryan
excerpted and scripted by Kathy Lindholm Lane
| Narrator #1: |
Once there was a little boy and he had a very long name. His name
was UPSILIMANA TUMPALERADO. It was easy to pronounce, UPSILIMANA
TUMPALERADO, but it was hard to remember.
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| Narrator #2: |
His grandmother raised him in her village by the sea.
She taught him to walk. She taught him to talk. But teaching him to
walk and to talk wasn't the same as teaching him to say his name.
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| All: |
Uh-uh!
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| Narrator #3 |
That took time, and Gran took her time. She said his
name to him slowly: "UP-SILI-MANA TUM-PA-LERADO."
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| Narrator #1 |
"UPALA TUMPALO!" said the grandson.
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| Narrator #2 |
"Uh-uh!" said Granny, shaking her head from
side to side.
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| All: |
"Uh-uh, uh-uh!"
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| Narrator #3 |
She didn't give up, though. "Turtle takes his time,"
she said. "I take mine, and you take your time, too."
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| Narrator #1 |
And he did. Then one day he said it: "UPSILIMANA
TUMPALERADO."
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| Narrator #2 |
"Uh-huh!" cried the grandmother. She was so
happy, she hugged him once, she kissed him twice, she swung him around
three times!
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| All |
Wheeeee!
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| Narrator #2 |
She shook his hand then took his hand, and they ran
down to the sandy beach.
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| Narrator #3 |
"Here's where we dance your name dance," said Granny.
"sing your name loud and clear. Sing it to me. Sing it to the
sea!" Granny clapped as they danced. Her grandson sang: (if
not dancing or playing the recorder, students sing this)
UPSILIMANA TUMPALERADO
That's my name.
I took my time to learn it.
Won't you do the same?
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Group I dances this through once with recorders.
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| Narrator #1 |
Turtle, who lived nearby, heard the singing and swam
closer. The villagers always came to the shore to sing and dance their
children's names. Turtle loved to gather names, and he never missed
a name dance. Turtle raised his head above the water and listened.
UPSILIMANA TUMPALERADO that's my name," sang the boy again and
again. (If not dancing or playing the recorder, students sing this.)
UPSILIMANA TUMPALERADO
That's my name.
I took my time to learn it.
Won't you do the same?
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Group II dances this through once with recorders.
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| Narrator #2 |
"A long name," said Turtle. "But a good
song name to dance to. I think I've got it."
Turtle flipped and dove to the bottom of the sea. In his coral home,
Turtle smoothed a space and spelled the name with shells. He blinked
and said:
"UPSILIMANA TUMPALERADO, un-huh! I know it well."
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| Narrator #3 |
Let's watch and listen to some of the other names Turtle
collected.
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One at a time, the three groups stand and dance their Clerihew
poems.
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| Narrator #3 |
The story you just watched was innovated from the story
"Turtle Knows Your Name" by Ashley Bryan. It is a folk tale
from the West Indies. Some of you may have read the story, It's from
the third grade reader, SING IT TO THE SEA.
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| Narrator #1 |
The poems you just heard are a kind of poem called a
clarihew. When creating clarihews, the writer has to use his or her
name and tell something about him or herself. The writer must also
rhyme some of the last words in the lines and use a set rhythm. Our
teacher asked everyone in our class to make a Clerihew poem.
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| Narrator #2 |
After we all wrote our poems, we created dance and music
to go with them and with the UPSILIMANA TUMPALERADO poem in the story
with the help of our music, dance and classroom teachers. Our class
also made the shadows you see up on the wall. Do any of them look
familiar? They should because we traced ourselves in shapes from the
dance. We have time for a few questions. Does anyone have a question?
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(Teachers may need to help the students answer the questions.)
This unit was created by Kathy Lindholm Lane, a dance
teacher from ASU; Bev Hamilton, the music teacher from Broadmor Elementary
School, Tempe, AZ; and Katie Rundle, a third grade teacher from Broadmor.
  
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