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Learning Objectives 

Students will: 

• Analyze traditional movements from Native Pride Dancers.
• Infer the meaning of poems.
• Describe events from the beginning, middle, and end of a poem. 
• Choreograph a series of movements to express the sequence of a story.
• Perform a dance for an audience. 

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State 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.

Video

Websites

• Native Pride Dancers
•  

Teacher Background

Teachers should read the locomotor movements and poems prior to sharing them with students. This lesson can be adapted to grades 3-5 using one of the following picture books: , , , . 

Student Prerequisites 

Students should be familiar with the ways in which different cultures use dance to relate stories. Students should understand the role of myths, legends, and folklore in cultures past and present.

Accessibility Notes

Adapt dance movements and allow sufficient space for students to choreograph and perform dances.

Engage

1. Show students the video, . Ask students to pay close attention to how the eagle and other elements of the natural world are represented by the dancer. Engage students in a discussion about the dance.

2. Have students read about the Native Pride Dancers who demonstrate the traditional eagle, fancy, grass, and hoop dances in the resource, Native Pride Dancers.

3. Talk about the dances in these selections. Ask students: What are some of the characteristics of the dances? Discuss the traditional dances and explain that they were religious or ceremonial, unlike the social dancing of today.

Build

1. Have students read the poem, . The poem was written by Joy Harjo, a member of the Muscogee (Creek) Nation. Harjo’s poems are often inspired by folklore told by Indigenous and Native Peoples.

2. Engage students in a discussion about the poem. Ask students: What is the central question of the poem? What elements of the story can be dramatized or expressed through movement? What motions could represent “center of the world,” “drive by and miss it,” “radio waves,” etc.? Allow students to re-read the poem and brainstorm ideas to share with the class. 

3. Tell the students that Indigenous and Native Peoples of North America use a variety of dance movements. These movements vary among the tribes, but they based their movements on what they wanted to express.

4. Distribute the . Teach students basic locomotor movements. With each of the following movements, go over the definition from the chart, demonstrate the movement, have the students execute the movement with a rhythmic beat of the drum, and do it in various directions (forward, backward, sidewise, diagonally.) These movements can be done in scattered positions, moving around the room, or lines moving across in one direction; but they are to be done individually.

5. Explain to the students that the locomotor movements can serve as a basis for creating movements that use other parts of the body. Review the levels of the body, referring to the chart. Ask students: How can these movements be applied to the poem, “My House in the Red Earth?”

Apply

1. Have students read one of the following poems, or

2. Tell students to brainstorm movements from one of the two poems. Identify words, phrases, events, or images from the text that can be transformed into a movement.

3. Demonstrate an example from the text then have the students do the movements associated with each concept/idea. Add a rhythmic beat of the drum or body percussion while students demonstrate the movements on their own, and then as a group. Use a few of the following examples:

“I Was Sleeping Where the Black Oaks Move”

The river: arms reaching up and coming down in a wavelike movement to the floor; running a few steps, reaching up and having the arms come down as though the waves are moving rigorously. 

Trees falling: the body begins extended, with the arms raised out, run quickly to the opposite side of the room, gradually having the arms and body come down to a low level. Repeat a few times traveling in different directions and speeds.

Herons leaving nest: with arms extended, run in curved pathways around the room, at times swooping down and changing levels and then lifting up again, changing the pace or speed of the run.

Heat of the sun after the storm: jumping in place with arms thrusting up and out as though fire sparks are shooting out. The arms are thrust at different levels-low, medium, high; and in different directions - forward, back, side, up. This also can be done with a hopping movement.

Ghosts of the tree people: running a variety of distances, stopping at different levels and searching, running while searching.

4. Divide the students into groups of four or five. Share and review the and 鈥嬧�媡he . Remind them that dance is structured with a beginning, a middle, and an end. The questions for the following discussion of dance structure may be put on the board to aid the discussion. Tell the students that the beginning answers these questions: How does the dance start? What position (shape) are your bodies in and why? Where are you in relation to one another? (In a line, a circle, a diagonal, scattered, some front, some back.)

5. Remind the students that the middle is the major and the largest part of the dance. Tell them that it is here that they share what they want to say through the use of their bodies. This middle answers these questions: What are the movements? How many times do you do or repeat the movements? Does everyone move at the same time? Does everyone move in the same way? Do your facial expressions change when you are doing the movements? Where are you looking (focusing?) What part of the story are you identifying to be in your dance?

6. The ending answers these questions: How are you going to bring the dance to the class? What is the last thing you do? What position are you in, and where are you in relation to each other?

7. Remind the students that these three parts are clear and evident in their dances.

Reflect 

1. Have students perform the choreographed dances for the class. Use the to assess their performance. Engage students in a discussion about the performances. Ask students: What could you interpret from the dances? How are the movements correlated with the events in the poem?