Lesson Plan #2

ALICIA PANIAGUA
SALSA IN THE AMERICAS
DANCE WORKSHOPS
LESSON II

Concept: Enhancing literacy by communicating with language, image, and movement.

Elements and Skills of Art Form
Basic Step
Shape
Locomotor Movements
Pathways
Form
Space

Student Outcomes:
Students will be able to:
• Describe dance terminology expressed through the lyric’s of Celia Cruze’s song.(AP, AV)
• Perform basic locomotor skills (e.g. walk, balance, turn) (AP)
• Learn, compose, and perform the beginning set choreography to the first stanza of the song “Yo Vivire”(AP)
• Discuss the meaning and understand history and methods of communication by using terminology that is also applicable to dance(HCC)
• Make connections of geographical location of Celia Cruz’s motherland and where she spent most of her career years.(AV, CA)

Progression of Content, Skills, and Tasks:

Anticipatory Set:
Artist
• Introduce core goals of class
• Leads warm-up: basic step, locomotor movements, across the floor movement.
• Explain how literacy prepares us for communication between ourselves and each other as represented in dance, writing, and imagery.
• Introduce Celia Cruz’s lyrics of the day.

Assessing Prior Knowledge:
• Where is Cuba?
• Why do we refer to it as the America’s and not just America?

Getting Smarter:
Exploring physical movement
Warm up bodies with salsa.

Learning Basic Step

Exploring Shape

Pathways

Becoming an Expert: Learn salsa choreography

Meaningful Task and Criteria for Assessment

Describe Task
Explore how we could feel like we are flying through our dance movements.
Each student is to explore the Latin American culture by bringing one value to class.
Students will write in their journals for a follow up: If your song could travel anywhere were would it travel to and why?

➢ CRITERIA
Dancers should
o Demonstrate cooperative attitudes when working alone or with a partner.
o Demonstrate gentle touch and self-control during partnering work.
o Demonstrate awareness of shape, pathways and basic step.
o Memorize the sequence of movements.
o Perform the dance with ease, focus, and concentration.

Verbal Assessment:
Reflection Circle
• Reconvene as large group to discuss and compare experiences of performing. Teacher poses meaningful question to group: Where would you fly to if you could and why?
What ways can you express yourself if your are restricted?
How can our voices fly?
(Talk about how we communicate with loved ones and handle distance / separation)
Making Connections
• Review the Lesson
o Review the skills learned, lesson format, tasks and criteria
Key Vocabulary:

Warming-up Space Locomotion
Basic Step Atrevazar / Pass Through Caminos / Pathways
Shape Forma / Form