Solar System Residency
Residency Plan: The Solar System
Concept: Exploring the wonders of the Solar System through improvisational movement techinques for young dancers.
Learning Outcomes: Students will be able to identify each of the eight planets, the differences in density, temperature and climate of each, and name a variety of star constellations. Participants will increase their knowledge of the heavens and will explore the vast variety of objects in the sky, and the relationship each of these has with their daily lives on earth, our Island home.
Key Questions: 1. How do each of the planet’s orbit impact the others, and how is this reflected in our daily lives?
2. How does the earth’s axis and rotation affect our daily lives differently from other people inhabiting the earth?
Vocabulary: Mercury Hydrogen Centaur
Venus Helium Comet
Earth Terrestrial Astronomy
Mars Planet The Zodiac
Jupiter Orbit Astronomy
Saturn Asteroid Moons
Uranus Gravity Suns
Neptune Satellite Constellations
Galaxy Core Direction
Rotation Speed Force
VAPA Standards:
Artistic Perception and Aesthetic Valuing will be learned through observing classmates perform. Creative Expression will be attained through learning the movements, Historical/Cultural Context will be discussed at the beginning and close of each lesson, and Making Connections through the historical meaning of African dance within the culture.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance
2.0 CREATIVE EXPRESSION
Creating, Performing, & Participating in Dance
Development of Group Skills
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance
Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.
3.4 Describe how costumes and shoes influence dance movement.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Dance
Students critically assess and derive meaning from works of dance, performance of dancers, and original works according to the elements of dance and aesthetic qualities.Description, Analysis, and Criticism of Dance
4.1 Name specific criteria to assess the quality of a dance performance of peers (e.g., focus, level of personal involvement, physical control) 4.2 Explain and demonstrate what it means to be a good audience member.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers. Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
Materials/Technology:
Globe model
Observation Worksheets
Constellation maps
Ipod connection.
Astronomy text
Sequence of Instruction: Unit I: Planets and their Structure
Students will learn the names of the eight planets, and how they are categorizes as gas and terrestrial planets. Students will relate to the size, orbit, and rotation each planet learns individually through movement exercises that convey shape, direction, speed, force, pathways, and the use of gravity as applicable to each of the planets. These movement exercises will also approach the density and quality of movements as appropriate and related to the density of each of the planets. These movement sequences will be augmented by Roman mythology pertaining to the planets; Mercury, Venus, Neptune, Mars, Jupiter, Saturn, Uranus and possibly Pluto. These myths, which pertain to the actual qualities of each of the planets will be rooted in scientific knowledge and will serve to integrate the knowledge of the mind completely into muscle memory of the students. This will be completed through sequential instruction based in modern movement technique incorporating guided student improvisation set movement combinations.
Unit II: Satellites
Students will learn the differences between moons and suns, and what classifies a celestial body as a “satellite”. We will explore how cell phones are operated by a different kind of satellite, and why those objects share the same name as the heavenly bodies which orbit the planets. These movement exercises will also approach the density and quality of movements as appropriate for satellites. This will be completed through sequential instruction based in modern movement technique incorporating guided student improvisation set movement combinations.
Unit III: Astronomy
Participants will learn different constellation names and their accurate historical context (for example following the North Star to escape slavery) as well as those which are based in classical mythological stories which originate from the Zodiac and the 12 traditional stories and the signs which signify each tradition. I will augment these lessons with stories of Centaurs (half asteroid, half comet in astrology, given their name after the mythological race), and Orion and his Belt. These movement exercises will also approach the density and quality of movements as appropriate for satellites. This will be completed through sequential instruction based in modern movement technique incorporating guided student improvisation set movement combinations.
Sample lesson time outline:
(10 min) Warm-up
(10 min) Introduction to Daily Topic & Assessing Prior knowledge
(5 minutes) Skill Building Time
Center work: Across the Floor
(10 minutes) Creative Problem Solving
Task – Students learn movement phrase pertaining to the day’s lesson
Criteria: Move on beat with music, performed with small group across the floor, performed and witnesses solo improvisation in center of circle. Demonstrate focus, personal style and body awareness, and musicality.
(5 minutes) Reflection
