ArtsWork

Teachers > Lesson Plans > Integrated Arts > Clarihew Dances III

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:

echoing

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 lungee and stretch
change legs so the left leg is behind to lungee 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:

critic

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 lungee 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 work spaces.
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.
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.
All:	Uh-uh!
Narrator #3	That took time, and Gran took her time. She said his name to him slowly: "UP-SILI-MANA TUM-PA-LERADO."
Narrator #1	"UPALA TUMPALO!" said the grandson.
Narrator #2	"Uh-uh!" said Granny, shaking her head from side to side.
All:	"Uh-uh, uh-uh!"
Narrator #3	She didn't give up, though. "Turtle takes his time," she said. "I take mine, and you take your time, too."
Narrator #1	And he did. Then one day he said it: "UPSILIMANA TUMPALERADO."
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!
All	Wheeeee!
Narrator #2	She shook his hand then took his hand, and they ran down to the sandy beach.
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?
	Group I dances this through once with recorders.
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?
	Group II dances this through once with recorders.
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."
Narrator #3	Let's watch and listen to some of the other names Turtle collected.
	One at a time, the three groups stand and dance their clerihew poems.
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.
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.
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?

(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.