SWING DANCING UNIT PLAN EDUC 425B C&I Secondary Physical Education. Laura Grant Jamie Humphrey Paula MacDonald Jonathan MacGillivray

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1 SWING DANCING UNIT PLAN EDUC 425B C&I Secondary Physical Education Laura Grant Jamie Humphrey Paula MacDonald Jonathan MacGillivray

2 Dance, though a requirement for most physical education classes, is not executed and utilized to the degree that it should be by most physical education teachers. This is usually due to a lack of experience or expertise in the field of dance, though it is the responsibility of the teacher to seek out the resources and information needed for the outcomes and to provide a quality education for the students. There are many forms and styles of dance that teachers can utilize as well, so if students dislike one, then try introducing them to a new one. Allowing students to find their own dance routine to choreograph is another way to give students the opportunity to pick a form of dance that they enjoy and can grow on. Sometimes, teachers can find teaching dance difficult to classes, mainly due to behavioral issues. This is due in part to young boys seeing dance as an activity that tough, masculine guys do not do. It is not a manly sport, or they believe that males that do dance are feminine. Another downfall is that if dance is not utilized in previous grades, it is hard to establish an environment where dance is respected and enjoyed by all. If students did minimal or no dance in grades six, seven and eight, then there is a requirement for lots of effort and patience to get students to actively take part in dance in grade nine. However, if we can keep a routine of including fun and interactive dance classes in physical education each year, then the backlash we face would be very minimal. Dance is one of students favorite units in elementary, so what happens over the course of grade school that kids lose this passion? With this service learning experience, we will be providing an opportunity for grade eight students to learn a form of dance that they can use and build on for the rest of their lives. Dance is a wonderful opportunity for individuals to experience a way of active living that will have a large quantity of healthy benefits and that will promote lifelong activity.

3 The dance of choice we decided on is swing dancing. Since swing dancing is a partner activity, there are many potential pros and cons in executing it. The kids may feel extremely uncomfortable dancing with another individual, especially since there always seems to be a push to have heterosexual pairing. However, swing dancing can help promote interpersonal connections and relationships. In today s society, children seem to treat each other with little respect; swing dancing is an activity that can help promote respect and understanding towards others. Swing dancing is also a very energetic form of dance, especially once an individual has mastered the basics. Comparisons can be made to snowboarding, skateboarding, figure skating and slam dunks in the sense that individuals can let their creativity out through the use of tricks. Swing dancing is also fun to use at parties such as weddings and formal dances; good for showing off and getting attention as well.

4 EDUC 425B: Swing Dancing Lesson Plan 1 Name: Date: Jamie H., John M., Paula M., Laura G. February 2 nd, 2011 Movement Category: Grade: Dance 7/8 Nova Scotia Specific Curriculum Outcomes(s): Create, choreograph and perform dances for self and others in a variety of dance forms. Demonstrate positive personal and social behaviors that emphasize fair play. Outcomes(s) in Student/Parent Friendly Language: In partners, students will learn the basic swing dance steps. Students should display a positive attitude, behavior, and cooperation. Class Context (class size, skill level, students with special needs, prior learning, etc.): 21 students Beginner level of skill No prior knowledge of swing dance Equipment: IPod Stereo Safety Mats/Gymnastic Mats Safety Considerations: Wear clothing and footwear appropriate for the activity. Move in the designated space with control and respect for others. Follow fair- play principles

5 References and Resources: Physical Education Curriculum Grades 7-9. Dance Name(s) and Steps: Time: Open Basic Step: Rock step, Side to Side step Transition to Closed: Open/Close Door step Learning Experiences: (activities, modifications) Introduction/Warm- up Teaching Points: (cues, questions, diagrams) Cues: Introduce swing dance to our group, explain the benefits of dance and how it is a lifelong skill. It is important to stress that students will be dancing with multiple partners throughout the lesson. Warm Up Activities: Students will pair up and participate in 2 footwork games (touch your partner s feet, touch your partner s knee). 1 st activity, students start by placing their hands on their partner s shoulders. Who has experience swing dancing? Why is footwork an important aspect of swing dance? Learning Activities/Teaching Strategies Open Basic Step: Cues: Rock step No partners Boys: Left foot back, Right foot forward Rock step: Step Count on the rock step is 1, 2 Girls: Right foot back, Left foot forward The lead (boys) initiate with the push and pull.

6 Open Basic Step: With partners Repeat Rock step: Push and Pull activity. Side to Side step: Step Count 3,4, 5,6 Cues: Side to Side step (after rock step) Boys: Move to the left, left foot moves first (3,4), and then to the right (5,6) Girls: Move to the right, right foot moves first (3,4), and then to the left (5,6) Transition to Closed: Why do we start with no partners? Open/Closed Door step: Step Count is 1,2 Who leads the boys or girls? Side to Side step: Step Count is same as basic 3,4,5,6 Cues: Open/Closed Door step Boys: Places Right hand on girls scapula Extensions: Girls: Place Left hand on boys shoulder Closed out spin Open means to open up your body. Closed means to return to basic position. Closure/Cool Down Group Discussion: 1. Why do we do dance in Phys. Ed? 2. What steps did we learn today? Open Basic Step: Rock step, Side to Side step Transition to Closed: Open/Close Door step 3. Next day we will begin doing tricks.

7 EDUC 425B: Swing Dancing Lesson Plan 2 Name: Date: Jamie H., John M., Paula M., Laura G. February 23 rd, 2011 Movement Category: Grade: Dance 7/8 Nova Scotia Specific Curriculum Outcomes(s): Create, choreograph and perform dances for self and others in a variety of dance forms. Demonstrate positive personal and social behaviors that emphasize fair play. Outcomes(s) in Student/Parent Friendly Language: In partners, students will learn the basic swing dance steps. Students should display a positive attitude, behavior, and cooperation. Class Context (class size, skill level, students with special needs, prior learning, etc.): 21 students Beginner level of skill No prior knowledge of swing dance Equipment: IPod Stereo Safety Considerations: Wear clothing and footwear appropriate for the activity. Move in the designated space with control and respect for others. Follow fair- play principles

8 References and Resources: Physical Education Curriculum Grades 7-9. Dance Name(s) and Steps: Time: Open Basic Step: Rock step, Side to Side step Trick #1: The Lean Trick #2: The Pull and Grab Trick #3: The Hinge Learning Experiences: (activities, modifications) Introduction/Warm- up Warm Up Activities: Teaching Points: (cues, questions, diagrams) Cues: Students will pair up and perform Open Basic Step, and The Lean. Play music, and remind students that they should attempt to dance for the entire warm up. What do you remember about the lean from last day? What are the cues are main steps of the lean?

9 Learning Activities/Teaching Strategies The Lean: Review. See Lesson #1 Cues: The Lean Review. See Lesson #1 Why do we do tricks in swing dancing? The Pull and Grab: Cues: The Pull and Grab The boys (lead) initiate by pulling their partner towards the left side of their body. The girl will begin walking forward in a straight line. The boy will turn and follow his partner (creativity and flare here), placing their hands on their partner s waist, and guide their partner to the left side of their body (hip to hip). Ensure steps are continuous. After the boy spins their partner they will let go of their grip and catch their partner s hand with their left hand. handshake Walk away Switch partners. When the boy draws the girl into his side, he will then turn and slide his right hand against their partner s right arm as he takes a step back. The couple should end up in a handshake position. The boy will spin their partner once, and continue with open basic. Why is creativity important in dance? How do you include in the pull and grab? What are some reason why the pull and grab is fun to perform? The Hinge: The boy (lead) initiates by pulling their partner towards them and then to the right. In this transition the boy will move behind their partner. The boy will finish with their left hand on their partner s right shoulder, and the pair will hold each other s right hands. Cues: The Hinge Ensure steps are continuous. After the boy spins their partner they will

10 To execute the trick the boy will push their partner s hand which will turn their bodies the opposite way (girl is behind the boy, each person does a 180 degree spin). let go of their grip and catch their partner s hand with their left hand. push, pull Both looking same way To return to their original position the boy will pull their partner s hand which will turn their bodies again (boy is behind the girl). Turning like a gear To return to open basic the boy will then spin their partner completely on the pull cue, rather than stopping How is the handshake used in both the hinge and the pull and grab? Extension: Trick #4: Triple Spin What makes the hinge fun to perform? Do you find the hinge tougher than the other two tricks to do? Freestyle Dance/show what moves you ve learned Closure/Cool Down Group Discussion: 1. What steps did we learn today? The Lean The Pull and Grab The Hinge 2. Students will complete Exit Slip.

11 EDUC 425B: Swing Dancing Lesson Plan 3 Name: Date: Jamie H., John M., Paula M., Laura G. February 28 th, 2011 Movement Category: Grade: Dance 7/8 Nova Scotia Specific Curriculum Outcomes(s): Create, choreograph and perform dances for self and others in a variety of dance forms. Demonstrate positive personal and social behaviors that emphasize fair play. Outcomes(s) in Student/Parent Friendly Language: In partners, students will learn the basic swing dance steps. Students should display a positive attitude, behavior, and cooperation. Class Context (class size, skill level, students with special needs, prior learning, etc.): 21 students Beginner level of skill No prior knowledge of swing dance Equipment: IPod Stereo Safety Considerations: Wear clothing and footwear appropriate for the activity. Move in the designated space with control and respect for others. Follow fair- play principles

12 References and Resources: Physical Education Curriculum Grades 7-9. Dance Name(s) and Steps: Time: Open Basic Step: Rock step, Side to Side step Trick #1: The Lean Trick #2: The Pull and Grab Trick #3: The Hinge Trick #4: Triple Spin Learning Experiences: (activities, modifications) Introduction/Warm- up Warm Up Activities: Teaching Points: (cues, questions, diagrams) Cues: Freestyle dance. Show what moves you remember and incorporate your own creativity. Play music, and remind students that they should attempt to dance for the entire warm up. What moves do you remember? How can you make your dancing unique?

13 Learning Activities/Teaching Strategies Review: Cues: Go over basic and the three tricks The Lean Review. See Lesson #1 and #2 The Pull and Grab How are some tricks like others? The Hinge The Triple Spin: The first spin is the exact same spin as the lean. Only difference is that instead of actually leaning, we move on to the second spin. To start the second spin, the boy lifts his left hand high and keeps his right hand low. As this is happening, the boy uses his body to give the girl a nudge forward, which thus unravels the girl. The girl continues to spin until she gets put into a chicken wing style of position. Hands never come loose. To start the third spin, the guy pulls on the girl s hand that is behind her back, like starting up a chainsaw or lawnmower. Once he starts to pull, he lets go of the hand, but keeps his left hand high. Due to the pull, the girl should begin and continue spinning. Cues: Triple Spin First spin is same as the lean On second and third spin, left hand stays high and right hand stays low for the boys/lead. Chicken wing Chainsaw/lawnmower Do all the different spins make the trick more fun? How is the triple spin similar to previously learned tricks? To get out of the triple spin, the boy simply brings his high hand down to the side, preferably when he is in eye contact with the girl to prevent incorrect arm positions.

14 Extension: Give new tricks during one on one teaching moments to add to student s arsenal of moves Closure/Cool Down 1. Group Discussion 2. Presentation to other groups

15 Psychomotor Rubric Taylor Swift Kanye West Justin Bieber Miley Cirus Justin Timberlake Britney Spears Usher Beyonce (1) (2) (3) (4) Outcome: Choreograph movement sequences using elements of movement and basic dance steps. Performs zero tricks during the dance routine Dances very rarely throughout the song Rarely Transitions from open to closed basic Performs one trick during the dance routine Dances for some of the song without stopping Transitions from open to closed basic and back with some difficulty Performs two tricks during the dance routine Dances for the majority of the song without stopping Transitions from open to closed basic and back with little trouble Performs three or more tricks into the dance routine Dances an entire song without stopping Transitions from open to closed basic and back smoothly Performs no out spins Performs one out spin Performs two out spins Performs two out spins smoothly Total:

16 Valuing Assessment Rubric Name: N.S. Specific Curriculum Outcome: Demonstrate positive personal and social behaviours that emphasize fair play. Categories Taylor Swift/Kanye West (1) The Beibs/Miley Cyrus (2) Usher/Beyonce (3) Cooperation (Team Work) Student was consistently disrespectful and uncooperative to others while dancing Student was sometimes disrespectful and uncooperative to others while dancing Student was always respectful and cooperative to others while dancing Attitude (Behaviour and Respect) Student consistently disregards teacher s directions and rules during the dance lesson Student sometimes followed teacher s directions and rules during the dance lesson Student always followed teacher s directions and rules during the dance lesson Effort (Activity Level) Student was consistently inactive during the dance lesson Student sometimes participated in dancing during the lesson Student always participated in dance during the lesson Total: /9 Comments:

17 Exit Card Partner 1: A) Was your partner respectful and supportive? circle on B) Did your partner try to learn the steps? circle one Partner 2: A) Was your partner respectful and supportive? circle one B) Did your partner try to learn the steps? circle one Partner 3: A) Was your partner respectful and supportive? circle one B) Did your partner try to learn the steps? circle one