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Learning Objectives 

Students will: 

• Research and gather information about systems and functions of the human body. 
• Explore creative movement.
• Examine the relationship between creative movement and the human body.
• Choreograph a series of dance phrases representing systems and functions of the human boy. 
• Perform a choreographed dance for an audience.

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Next Generation Science StandardsNext Generation Science Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Videos

• Art in Motion with Kylie Murray

Websites

• Do You Wanna Dance?

Teacher Background

Teachers should be familiar with systems and functions of the human body. Review and Do You Wanna Dance? article prior to implementing the lesson. 

Student Prerequisites 

Students should be familiar with the human body and some body movements. 

Accessibility Notes

Modify and adapt movements as needed. Allow extra time and space for dance movements.

Engage

1. Dramatically act out body functions: breathing, heart thumping, flexing muscles, etc. Ask students: What do you know about the systems and functions of the human body?

2. Have students explore the . Students can select different systems of the body and explore their functions. 

3. Have a follow-up discussion with students. What are the five major systems of the body? How can systems and functions of the body be expressed through movement and dramatic play?

Build

1. Watch the Teaching Artists Present video, Art in Motion with Kylie Murray. Have students discover how observational skills support the creation of new movements. Ask students: How can we use observation to choreograph dance phrases related to systems and functions of the human body?

2. Have students perform mirror actions in pairs. Have partners face one another, with one as leader and one as follower. Give them one action word at a time. The leader does the action while the follower attempts to move like the leader's mirror image. Alternate who leads as you go through the word list (including words such as: beat, inhale, push, connect, float, digest, flow, churn, etc.) Allow time for partners to discuss afterwards.

3. Have students perform complementary actions in pairs. While partners are still facing each other, repeat the word list (or use new words suggested by the group). This time the leader moves freely as the responder attempts to move in complementary fashion. Example: the leader "chews" at a high level, and the responder does a similar action at low level. Discuss the activity after each partner has had a chance to lead and respond.

4. Divide students into small groups and designate the group a major system of the body: circulatory, respiratory, nervous, muscular, skeletal, and digestive organs. Distribute the . In the first column students will research and gather information about their designated systems function and parts, such as blood vessels, lungs, muscle fibers, nerve cells, and stomach. 

5. Brainstorm movements related to the functions of a system. Students should consider the five elements of dance from the article, Do You Wanna Dance? For example, breathing energy or time (rhythm), circulation and space (pathways), beat, inhale, push, connect, float, churn, etc. Encourage students to move through the general space, using the given words as the movement stimulus. Have them freeze between movements, and call attention to the interesting or unusual or evocative shapes they form as they remain frozen.

Apply

1. Choreograph a simple dance that expresses information about how an organ or a major system functions. Review the following guidelines: Each performance must have a beginning, middle, and end; the beginning gets our attention, the middle is the movement content, and the end lets us know you are finished. Only the body can be used; neither props nor vocal sound effects can be used.

2. Give students ground rules for working on choreography within their groups:

- Assign roles to each group member: choreographer, music technician, and dancers. Group members can have more than one role.  
- Use your time wisely. Collaborate and problem solve efficiently.
- Be safe and aware of your surroundings.

3. Allow time for students to choreograph their dances. Facilitate through the groups to provide feedback. Ask the groups: What part of the system can you demonstrate? How will you express parts of the system through movement? Which systems, organs, or parts have the most movement possibilities? The most interesting shapes?

Reflect 

1. Have each group perform for the class or an audience. Ask the audience to interpret the movements or guest the system or functions of the body.