Creative Movement: Lesson Plans and Sample Mini-Lessos

 PART I

The Warm Up

Question 1

What is important about this warm up? 

 

 Question 2

What would you change if it were your class?

 

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Part II

 

INTRO TO CREATIVE MOVEMENT

 

Creative Movement is a joyful way for children to explore movement through music, develop physical skills, channel energy, stimulate imagination and promote creativity. Creative movement uses body actions to: communicate an image (the wind), communicate an idea (a journey) or communicate a feeling (strength).

The Class

Tips

Keep it simple

Easy Steps

Music current and appropriate

Face the students

Age Appropriate

Scattered dances

Allow students to apply the concept 

Do not talk too much

Let students to express through movement.

Question 3

 

What is creative movement? 

 

 Question 4

After watching the video above, what would you change to apply the tips listed above?

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Part III

 

ACTIVITY 1

Students are divided into groups and each group plans to teach a different aspect of a dance/movement class. 

 

Because of learning on zoom, students will gather in breakout rooms and plan to teach each other an aspect of the class shown in the video above, which are a combination of an action work and a quality of movement.

 

The activity is fun, exciting, fast and playful. It is a perfect exercise before starting teaching the mini-lessons.

 

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Part IV

 

ACTIVITY 2

Students who need to make up will create a lesson plan based on the video shown above. Remember this is a 5th grade class. Every movement/dance class has to have a warm up at the beginning and and a cool down at the end.

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SAMPLE WORK FROM PREVIOUS CLASSES

LESSON 1

 

 

Lesson Plan: Visual Arts Education- Exploring Arts
Component: Personal Development
9th Grade

Objectives:

1. Develops communication skills through participation in critiques
2. Demonstrates respect for other students artwork and ideas.
3. Creates personally expressive artworks.
4. Demonstrates problem-solving both independently and cooperatively.
5. Appreciates the importance of art in influencing the quality of everyday life.
6. Understands that a work of art communicates a personal statement.

Competency:

1. Through participation in critiques, the student can develop communication skills and can demonstrate behavior that shows respect for self, others, and their art work.
   
2. The student can develop a personal philosophy of art.
   

Supplies:

-Makeup brushes
-Makeup cleaner
-Eye makeup
-Tweezers
- Fake eyelashes
- eyelash glue

Procedure:

1. Make sure to sanitize the makeup brushes that will be used for each student. 
2. The students will be instructed to put eye shadows on in any colors and any way that they would like to express themselves. 
3. The students will watch the instructions on how to properly apply fake eyelashes when they finish their eye makeup look
4. Once they finish putting on their eye makeup look, they will clean up their work area and sanitize the makeup brushes again. 

Assessment:

1. The students will be assessed to see if they attempted to follow directions and properly put on the fake eyelashes. The eyelashes do not have to be perfectly on, as long as they attempted to follow the instructions they will pass
2. We will have a discussion afterwards and have each student explain their eye-shadow look, and how it expresses themselves. We will have a critique and go around the room and have students comment on each others' looks with positive feedback and critique that could help them improve for next time. 
3. If a student encountered a problem while putting on the lashes, they will describe what went wrong and how they tried to improve as I demonstrated in the video

Overall, students are to create a makeup look that makes them feel good about themselves, and helps them express themselves. I hope students will enjoy this fun lesson with something that is relevant to a lot of high school students. This lesson is supposed to be a relatable way for students to see that makeup is also a form of art, and that it can be meaningful. This lesson is supposed to elicit positive feedback and appreciation for their classmates' art!

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LESSON 2

Lesson Plan

Title

 How to make a Clay Pot Gnome

Theme

 Visual Art

Art Discipline:

Any work of art does not have to be perfect. The beauty of art is that anything you create is a work of art. It is up to use how you use your imagination and creativity. There will be suggestions of step by step instructions to follow on how to complete some works of art but it’s up to you how you want to create it.

Grade Level

 5^th Grade

Teacher's Name:

Taylor Shell

Volume

Episode 1

Date

 4/8/2020

OBJECTIVE & COMPONENT

Component:  

·         Studio Skills 

Objectives:  

·         Follows a series of steps to complete an art process

·         Seeks opportunities to refine skills and craftsmanship

·         Promotes mood or feelings in own artwork through the use of color, technique, and/or symbolism

·         Demonstrates responsible use of materials and tools

Standard (Competency)

Competency: 

·         Planning and organizing a series of step to compete the art process

·         The application of the elements of art and principles of design into two and three-dimensional works of art

 Plan

Activity:  Create a Gnome Clay Pot Couple or Individual

·         Each student will receive 2 or 1 clay pots to make a gnome play pot couple or individual.

·         Step 1: Trace the hat and the beard pattern onto felt and then cut out shape. (a printed-out version of the patterns will be handed out)

·         Step 2: Add a thick layer of glue on the felt. Form into a cone shape and overlap the edges to hold together. Let it try for a couple of minutes.

·         Step 3: Paint the pot(s) of any color of your choice. Once completed, let he pot set and dry for around 10 minutes.

·         Step 4: Once you have cut out the shape patterns that you had printed out, apply to gnome.

·         Step 5: Once the pot is dry, place the gnome beard with the top edge of the pot and stick it in place.

·         Step 6: hat on top of the head where there is no brim. Apply with the Elmer’s Bottled Glue.

·         Step 7: You can add any color or sequins to the felt if you would like. Or any other materials you find around the classroom.

·         Step 8: Students will present their gnome(s) to the class. They will give names to each of their pots.

Assessment

As long as the project is completed, and the students shows some creativity within his/her work. Also, students will be graded on how they presented their gnome to the class.

Completion 50%

Creativity 40%

Presentation 10%

Homework

Create a Clay Pot Gnome. Make sure you cover the gnome completely using a variety of materials and be as creative as possible.

Cross-Curriculum Standards (.5 pt.)

Verbal Communication to Art Class (Voice and Diction)- teaching students to feel comfortable and confident in presenting their artwork to the class.

Differentiation

This lesson is designed for all students regardless of artistic ability. Being able to design an object you would usually see already made in stores makes students feel like mini designers/architects. This activity is something everyone will enjoy and will allow them to break into their creative side.

Technology

 There will be no technology used by the students.

Teacher will take pictures of all the students’ gnomes to be hung around the classroom. Teacher will hand out the pictures to the students at a later time.

Written Component

Students will write their experience about the lesson plan and what they think makes their gnome stand out from the rest of the class in their homework notebooks. What they wrote in their notebooks is what they will later present to the class.

 Careers Skills

Not many career skills are needed. Need to know how to cut and paste and paint. Other than you need to have some creativity. You are set to take on this project.

Students will now feel more comfortable to speak in front of a class after completing this project.

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LESSON 3

TAL 324 Final Lesson Plan

April 8th, 2020

Lesson Plan: How to Create a Skin Care Routine and DIY Face Mask

1. General Information
1. Course subject: Personal Health and Care/Health Education
2. Theme: Personal Development and Self-love
3. Art Discipline: Creative Arts and Wellness
4. Grade Level: 8th grade
5. Teacher’s name: Millie Chokshi

2. Date: April 8th, 2020

3. Objective: The objective of this lesson is for the students to learn more about skin care, develop a skin care routine that works for them, and learn how to create their own face mask from ingredients in their kitchen. This lesson is rooted in self-love and self-care, and showing my students that taking time out of their day to spend some time on themselves is way to relieve stress, improve mental health, increase positive emotions, and show yourself some love. I hope that students feel closer to themselves and gain intrapersonal skills through this lesson.

Component: Self Care and Personal Development

4. Competency: The students will demonstrate their creative ability to create their own face mask and develop their own skincare routine. Students will also understand the benefits that some vitamins and products provide for their skin.  The students will also show respect for the skin care products, ingredients, other students in the classroom, and themselves.
5. Plan:
1. Introduction of lesson: Explain the topic and lesson to the students, the steps that we are going to do today, why we are learning about skin care, and the benefits to taking care of your skin.
2. Rules:
1. Listen when the teacher is speaking
2. Raise your hand to ask questions
3. Be careful when handling skin care products and ingredients
4. Be respectful to classmates and yourself
5. Clean up after the activity
3. Explain to students the skin care routine and model it for them to watch and then do themselves with the products at their desks.
4. Demonstrate how to make the face mask with the proper steps and ingredients.
5. Encourage students to ask questions throughout the lesson and at the end.
6. Empower students to do more research and incorporate skin care in their daily routine. Encourage them to reach out to teacher for tailored skin care routine assistance for their specific skin type.
6. Assessment:
1. Ensure that throughout the lesson students are attentive and completing the steps with the teacher when applicable
2. Exit ticket: Have students write down on a piece of paper 1 thing they learned in the lesson, 1 benefit to following a skin care routine, and 1 other area of self-care they would like to learn more about.
1. This can be used by teacher to evaluate the effectiveness of the lesson and brainstorm future lessons regarding self-care that they would be interested in learning more about
7. Homework:
1. Make another face mask at home with ingredients in their kitchen. Possible ideas will be provided in the lesson. Have them share with the class what they thought of this new concoction and how they felt doing this face mask at home.
8. Cross-Curriculum Standards:
1. This lesson combines mental health, physical health, personal development, self-love, creative arts, and wellness. It could be incorporated with an anatomy or biology class, dermatology class, and physical education class, and life skills course, and more.
9. Differentiation:
1. The lesson is pretty inclusive, since most students can participate regardless of age and gender. Skin Care is a stress reducing activity and it can be altered depending on the students so that those with barriers are still able to participate.
10. Technology:
1. Although there is little technology, resources such as skin care products and ingredients for the face mask are needed. Hopefully, the school budget can provide this but if not the products and ingredients can be tailored depending on the resources provided. At home, students can decide which products to make and purchase depending on their interests.
11. Written component:
1. Students are encouraged to take notes during the lesson, write down the steps to their skin care routine, write down the ingredients they use for the face mask, and create the exit tickets.
12. Career Skills:
1. This lesson will help students learn the importance of self-care and some ways they can take some time out of their day to spend time working on themselves. By caring and loving yourself, you become more productive and thus fruitful in your work life and personal life. I hope this lesson holistically helps the students as humans have a happier and healthier life.

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LESSON 4

 
  Link: B. B

 

1. Go Bananas for a brain freeze
   I.                    General information
   a.      Title: Go Bananas for a brain freeze!
   b.      Grade level: 5^th grade
   c.       Teacher’s name: Blaire Bowers
   d.      Volume II—Health education
   II.                  Date
   a.      Wednesday, April 15, 2020
   III.                Objective and component
   a.      Component: Nutrition and other needs
   b.      Objectives:
                                                                 i.      Explain healthy and non-healthy eating habits (HE.A.1.2.2)
                                                                ii.      Recognize the nutritional values of different foods (HE.1.2.10)
   IV.               Competency
   a.       Working in cooperative groups, the student will prepare a proper diet essential for good physical health
   b.      Conduct a class debate about junk food vs nutritious food and the effects on student health
   V.                Materials
   a.       One banana per serving (you can have as many as you like base on how many servings you want to make)
   b.      A butter knifes
   c.       Cutting board
   d.      Plastic Ziploc bag
   e.       Freezer for storage
   f.        Blender
   g.      ½ cup of a Liquid base (juice, water, milk, etc.)
   h.      Add on components either for blending or decorating (cookies, chocolate, berries, granola, etc.)
   i.        Bowl
   j.        Spoon
   VI.               Plan
   a.      Before starting the experiment, inform the children on the benefits of bananas.
                                                                 i.      Improve heart health—vitamins and minerals reduce blood pressure
                                                                ii.      Promote digestive help
                                                              iii.      Boost mood and memory
                                                              iv.      Lower risk of asthma
                                                                v.      Improves athletic improvement – potassium helps reduce risk of muscle cramping
   b.      First thing is to get all the ingredients and materials out
   c.       Next start by chopping the banana into small chunks on the cutting board (about an ½-1’’ wide)
   d.      After chopping, move the bananas into a Ziploc baggie
   e.      From there place it in the freezer for about 6 hours or until frozen
   f.        Remove from freezer and place in blender
   g.      Here is the first way you can individualize it by adding component to make it a different flavor 
                                                                 i.      EX: add chocolate chips to make banana chocolate chip ice cream
   h.      After adding component or keeping it original, blend it until you blended up all the chunk
   i.        From there remove it from blender and place into bowl
   j.        Here is the second way you can individualize it by placing toppings of choice!
   k.       Last step: name new ice cream flavor and enjoy!
   VII.             Assessment
   a.      The students will be assessed on how engaged and willing they are to participate in making the banana ice cream. They will not be assessed on the outcome of the ice cream, but the time and effort they put in to making it. They will also be assessed on the creativity of their new ice cream flavor name.
   VIII.           Homework
   a.      The students will be assigned to go home and teach a friend or family member on how to make this simple ice cream. They should preform and be the teacher themselves , while educating their peer(s) on at least three benefits of bananas for the human.
   IX.                Cross- curriculum standards
   a.      Here we will connect healthy eating with physical exercising. This lesson teaches the values of eating healthy and different nutrition that one fruit can bring. However, eating healthy is just one component to better lifestyle. One must workout and be active for 30 or more minutes a day. Tying the two together, eating healthy and staying active, will allow a better energetic lifestyle.
   X.                  Differentiation
   a.      This lesson will allow student to create a healthier substitute to a favorite dessert and be creative with it! It will allow the student to get creative and make new flavors with a healthy base instead of a base with all added sugars and chemicals.
   XI.                Technology
   a.      Technology could be helpful if a student forgets the recipe. They can go to google and look up “banana ice cream recipe”. Also, if they get stuck thinking of flavor ideas, they can go look up some inspiration to create their own! The student also can use the help of technology to look up food benefits for their add on components and truly come up with a healthier alternative ice cream.
   XII.             Written component
   a.      After the cross-curriculum component and the experiment the student will be asked to write a written component. Here they will express their new healthy lifestyle. They will be asked to describe the actives they want to incorporate and the foods they want to eat more of. They will list three goals to accomplish that being giving up a food or working out three times a week. They will be asked too to keep a health journal through their journey!
   XIII.           Career skills
   a.      After this, student can learn that there is a healthy component to everything they do. As they grow up, they will need to maintain a healthy lifestyle to have the brain power and energy in their normal life. Starting young will benefit them later on in life. As we get older, we find it harder to live a healthy life; therefore, with knowing benefits of foods now, knowing substitutes we can make, having knowledge of healthy eating and doing this independently will help them address life chooses later on in life more confidently ! 
   
   
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   LESSON 5
   Video: M. R.
   
    LESSON PLAN
    
   
   4/16/20
    TAL 324  Lesson                                                                                 
   
   
    Lesson Plan: How to Make Brownies
   
   
   How to Make Brownies
   Grade Level: 7^th grade
   Teacher’s Name: Maggie Reich
   
   
   Objectives:
   1.      To become comfortable baking in the kitchen with household appliances such as the oven
   2.      To be self-sufficient and bake independently
   3.      Follows a series of steps for the desired outcome (brownies)
   
   
   Component:
   1.      To work cooperatively to bake independently
   2.      Kitchen skills and listening skills
   
   
   Competency and Standards:
   -          The student is persistent and follows through will all of the steps in the directions in order to achieve the desired outcome
   -          Organization is key while following directions to make sure the right ingredients are used in each step
   -          This is strengthening the students’ personal development by making them more self sufficient
   
   
   Plan:
   1.      Introducing the lesson and explaining the rules set to follow
   2.      First pre heat the oven to 350 degrees
   3.      Empty the  brownie mix into a bowl
   4.      Add ¼ cup vegetable oil into the bowl
   5.      Add 2 tablespoons of water into the bowl
   6.      Add 2 eggs into the bowl
   7.      Add any desired mix ins into the brownies (such as moms, cookies etc. )
   8.      Stir all the ingredients until the brownie mix is well blended
   9.      Spray grease on the bottom of the pan or use a non-stick pan
   10.  Pour the brownie mix into the pan
   11.  Bake the brownie mix for 30 minutes
   12.  Take the brownies out of the oven and let them cool
   13.  Cut the brownies
   14.  Add desired toppings to the brownies
   15.  Clean up!
   16.  Present Brownies to the class
   
   
   Explain the exit ticket:
   -          The students must write on their exit ticket what toppings they added and what it adds to the brownie
   -          What was easy and hard about making brownies?
   -          Would you do anything different next time?
   -          This gives the student a feeling of individuality and accomplishment
   -          The students then give me their exit card and show me their brownie
   
   
   Homework:
   -          Write a list of events that you could make these brownies for. They can be creative and describe how adding certain toppings may add a fun theme.
   -          Also reflect on how following directions was important in order to achieve the desired results
   
   
   Assessment:
   Once the children are done making their brownies and present them to the class, the lesson is complete.
   
   
   Completion 50%
   Creativity 15%
   Following directions 15% 
   Participation 10%
   
   
   Technology:
   -          There is no technology used in this lesson
   
   
   Cross Curriculum Standards:
   -          I would say this lesson could be incorporated into Health and Wellness because these brownies are gluten free, so they are making students aware of different food allergies and how to be accommodating to them.
   
   
   Differentiation:
   -          This lesson is made with gluten free brownies, but students with any types of allergies such as nuts or dairy can adjust the ingredients. This lesson is a sweet treat for the students!
   
   
   Written Components:
   -          In the homework students will write and reflect on following direction and adding different ingredients that they used.
   
   
   Career skills:
   -          Baking is a life skill that will have them self- sufficient and independent. 
    
    
   STUDENTS' FEEDBACK
    
   Kennedy Stewart
   
    Brain Dance Warm-Up
   
   
   I think this dance is very important because it's stimulating every aspect of your brain. It's a great way to wake your body up and get you ready for the day! If this was my classroom I would change the music and how I interacted with the kids. The music shouldve been a little more kid friendly, that way they wouldve been enticed to have more fun. As for interacting with they kids, I would have called them out for doing a good job or just to make them feel involved. 
    
   Video of Lesson
    
   I really loved how involved she made the students feel. She interacted with each student and allowed them to feel like leaders in all the activities that were taught during that class period. Not only was she getting them moving but they were having so much fun while doing so. I'm not too sure if I would really change anything if I were to be teaching like this. Maybe the only thing I would change is one or two less groups that way more children get to interact with one another. I also would make sure I was staying bubbly and energetic that way I never lose their attention. 
   
   
   
   Group Activity
   
   

   I liked how our group was able to come up with our action words and a movement that would follow along with it. I think it's a fun way to get your brains thinking because someone would say their action word and then we would all try to come up with a different movement that would follow. Our group did a few examples:

   Stretch - Move your head side to side 

   Throw - playing catch 

   Shake - "brush" the bad energy off your body