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Major Art Modality Utilized: Creative Movement

SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science & Creative Movement- Cloud Dance . Page 1 of 3. Standards Addressed in this Lesson : -differentiate between the states of water and how they relate to the water cycle and weather (GPS, ITBS) (4SC_B2006-10 )

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Major Art Modality Utilized: Creative Movement

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  1. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science & Creative Movement- Cloud Dance Page 1 of 3 Standards Addressed in this Lesson: -differentiate between the states of water and how they relate to the water cycle and weather (GPS, ITBS) (4SC_B2006-10) -analyze weather charts/maps and collect weather data to predict weather events and infer patterns and seasonal changes (GPS, ITBS) (4SC_B2006-11) -observe, measure, and analyze weather data to determine patterns in weather and climate (GPS) (1SC_B2007-7) -demonstrate locomotorand non-locomotor movements (QCC, CE) (2PE_B2009-2) Major Art Modality Utilized: Creative Movement Multiple Intelligences Addressed: Body-Kinesthetic, Visual, Auditory, Musical Lesson Abstract: Using different types of music, students will create a dance performance to represent the three major types of clouds: Cirrus, Alto, Stratus. They will also create a word poem they can perform with rhythm sticks describing the characteristics of the different types of clouds. Materials Needed: CD player and various CDs with instrumental music, white boards and dry erase markers, rhythm sticks, a large open space. Procedures: 1.Begin the lesson by playing the Voice-Thread (See Resources/Links section) as an introduction to the three different categories of clouds. Divide the class into smaller groups so that each group has their own whiteboard and dry erase markers. Show the pictures of each type of cloud and allow the students to write or draw on their boards images/words/lines that make them think of that type of cloud (for example with cirrus clouds, students may write things like “Light” “feathers” “wispy” or draw feathers or swooping curly lines). 2. After all three categories of clouds have been discussed, bring the students into an area where they can move around. Start playing music that is light-hearted and peppy and ask the students to walk around the space in time with the music. Encourage them to move their arms in a way that they feel matches the music. Ask students to describe how they were moving, then ask them which type of cloud they feel matches the music they were just listening to. Hopefully they will connect the music with cirrus cloud types. 3. Repeat this step with marching military music (alto) and spooky music in a minor key (stratus). Each time encourage the students to explore the space through movement in time with the music.

  2. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science & Creative Movement- Cloud Dances Page 2 of 3 Area for Teacher Notes: -This lesson assumes students have had an introduction to the basics of weather and water cycles. Procedures: (Continued) 4. Direct the students back to the whiteboards and dry erase markers. This time they can write words that describe the way they felt when they were moving to the music. Encourage them to create at least one word for each person in their group. If they have more, that's all right too, but they should try to have one per person. 5. If you have access to rhythm sticks, distribute them to the groups. The students will take the words they have listed and use those as the “script” for a poem. 6. Begin the poem performances by having the students stand in a line and determine a steady beat with the rhythm sticks. They should start by saying the type of cloud they are describing all together, then each person can say one word as they go down the line. For example: All students together: “Cirrus!” Student 1: Feathers! Student 2: Light! Student 3: High up! All students together: “Cirrus!” 7. After all the groups perform their poems, go through a technique called “shopping” by taking a few of the best words from each groups' performances to make a full poem for each type of cloud. Create a unique rhythm for each type of cloud and learn the poem all together as a class. 8. If time permits, incorporate movements from the earlier exercises along with a recitation of the poems.

  3. SUBJECT AREA/ SUGGESTED GRADE LEVEL: Science & Creative Movement- Cloud Dances Page 3 of 3 Area for Teacher Notes: Assessment: Using a group performance rubric to grade the poems and dances. Name:____________________ Energy/Enthusiasm _____/25 Information _____/50 Collaboration _____/25 Resources/ Links: VoiceThread for Information Introduction (created by Allison Carter)- http://voicethread.com/?#q+clouds.b329149.i1744078 Cloud Images and Definitions- http://www.weatherwizkids.com/weather-clouds.htm

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