Grade 2 - Movement Composition

Continued - Lesson 9 to 12

Central Idea:

  • Different actions and positions can be used to create unique and inspiring movement sequences

Learner Outcomes:

  • Active Living:

    • Explore different movements that can be linked to create sequences​

  • Identity:

    • Describe how personal growth has resulted in new skills and abilities​

    • Explain how different experiences can result in different emotions

Resources:

Key steps

Top Gymnastics Cards

Lesson 9:

  • By this stage, the students were aware of several key words: unique, inspire, sequence, action, position, balance and movement. I wanted to tap into ‘emotions’ as a related concept, the ‘communicator’ learner profile and also the attitude of ‘creativity’.

  •  Therefore, to link all that up and also have some sort of integration with the homeroom I decided to do two things:

    • Use the Solution Wheel they use in the classroom to solve conflicts

    • Use their writing style of ‘Narrative’ to tell a story

  •  Eventually their summative assessment was:

    • In groups and using only movement, create a conflict and choose a solution from the Solution Wheel to solve the problem. Tell this story by including emotions into your performance. Once you finish your performance, write down the story as a narrative.

  •  This was a fairly sizable project but one that leaves a lot of scope for the 4C’s of the 21st century learner – communication, creativity, collaboration and critical thinking.

  •  I gave 10 minutes to the kids to start gathering ideas with their groups and experimenting with different movements. I walked around with the Solution Wheel to reinforce a way to solve their conflict.

  •  After 10 minutes, I gathered the students around to discuss ideas and possible ways of solving their conflicts. To also give them an idea of how powerful movement sequences can be to tell a story I showed them this video: Sia – Chandeliar.

  •  This video completely moved the kids. I asked the following questions afterwards:

    • What story do you think this girl is telling?

    • What emotions can you see?

    • We have all these emotions on the board, what actions made you think she was angry/sad/crazy/lonely?

    • What movements in this video can you do?

    • What movements in this video did we practice in class?

  •  By now the students were buzzing with ideas, I gave each student a nest to work with to get their ideas down on paper so:

  1. They do not forget their routines,

  2. To encourage all kids in the group to share their ideas,

  3. Encourage note taking and

  4. It gives me a visual representation and evidence of their thoughts and understanding of the unit.


Lesson 10:

  • I started this lesson by doing the usual reflection on the past lesson but also I introduced them to a simple formula to help them design their movement sequence:

    • Music can affect your emotions/feelings and therefore can affect your actions. Therefore, the students had their stories. I then asked them what emotions did they feel from acting out the story. We then chose some music together to what best worked for them. I had a few students choose Adele for sadness and anger. A bit of Linkin Park for anger and regret. Some chose Pharrell’s ‘Happy’ for the obvious emotion. The kids liked going through the music and visualizing what actions they could do to match the music and story.


Lesson 11:

  • I gave each class some extra time during their lunch recess to practice their routines further. This was their last class to practice before performance day.

Lesson 12:

 

©2020 by David Cooney