Line Dance Unit (Introductory Lesson)
Lesson Topic:
Introduction to Line Dance
Lesson Description:
As the first lesson I use in my Dance class, students participate in fun dances they’ve previously experienced to let their guard down and get them excited about learning and creating new line dances during the unit.
Learning Goals/Outcomes:
Students will learn the benefits of dance.
Students will participate in a variety of dances they may have done in the past.
Students will know the basic rules of line dance.
Nebraska Standards:
PE.HS.10.1 Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
PE.HS.10.1.a Executes technical skills in a variety of dance forms (e.g., ballet, modern, hip-hop, line, jazz, ballroom).
PE.HS.10.2 Applies knowledge of concepts, principles, tactics and strategies related to movement and performance to achieve and maintain a health enhancing level of physical activity and fitness.
PE.HS.10.2.c Performs a dance individually or with others.
PE.HS.10.3 Recognizes the benefits of physical activity and exhibits responsible personal and social behavior in a variety of physical activity settings.
PE.HS.10.3.c Identifies the opportunity for social support in dance.
Teacher Planning:
Equipment/Materials Needed:
Computer/Audio device to play specific songs
Stereo to play music
Space for students to spread out and dance
Time Required for Lesson:
75 minutes (Block Scheduling) - For those who teach in a traditional schedule, split it up into two lessons so that it works best for you.
Diagram/Setup:
Have students spread out for line dancing, approximately 3-6 feet away from one another.
Technology Use:
___X__ YES _____NO
Instructional Plan:
Anticipatory Set/Pre-Activity:
I use this lesson as the first dance lesson of the class. My students may not know each other well, if at all. I like to spend the first 20-30 minutes with a variety of “Get to Know You” activities to try and break the ice.
Next, before we start dancing, we talk about the benefits of dance.
Benefits/Explanation/Real-World Connection:
With students, discuss the benefits of dance. Some of the benefits include:
Physical benefits:
- Improves Cardiovascular health (stronger heart, lungs and muscle endurance)
- Improves balance, coordination, agility and flexibility
- Improves muscle tone and strength
- Improves spatial awareness
- Gentle on your body
- Let’s you get your energy out
- Weight management
- Stronger bones - reduces risk of osteoporosis
- Improves physical confidence
Mental benefits
- Boosts brain performance
- Challenges you - requiring you to focus on both the constant changing movements and recalling moves and patterns.
- Discipline - memorize and perform specific steps and body movements that require practice and perseverance.
Emotional benefits
- Social - dance with friends and meet new people
- Inclusive - anybody can dance even if you just move your head or upper body to the beat
- Mood Booster
- Self expression
- Teamwork - working together to choreograph new dances
- Greater self-confidence and self-esteem
- Better social skills
Activities (i.e. instructions, warm-up, lesson, cool-down):
Warm-up (20-30 minutes):
Students walk around the space to music, moving to the beat.
Have students play a few “Get to Know You” type games/activities to start the class.
Instructions (5-10 minutes):
Have students discuss the benefits of dance, and then have them stand in a large circle for the first few dances that we will do together.
The first 5-6 songs are popular songs with a strong beat that they might play at a school dance. I play 20-30 second or so of each song and have the students practice moving to the beat. This could be as simple as nodding their head, tapping their foot, or going all out. I demonstrate by going all out to each song so they know it’s okay to let their guard down in class and have a little fun.
Songs I’ve used in the past:
What Is Love - Haddaway
Treasure - Bruno Mars
Uptown Funk - Mark Ronson
Happy - Pharell Williams
24K Magic - Bruno Mars
Watch Me (Whip / Nae Nae) - Silento
Lesson (40 minutes):
After the warm-up songs, I let the students know we are going to be doing several dances they may have done in the past. For each of the first 3 dances, I like to show them the movements first and have them guess at what dance we are doing.
Still standing in a circle, I show them the hand movements for the Hand Jive. Once we all have the movements down, we do the Hand Jive to music (Born to Hand Jive - Grease).
The next dance is the Chicken Dance. I show them the movements and then play a YouTube version of the Chicken dance for them as we all dance in a circle.
Next, we talk about how line dances work. Students will line up in rows and space out enough that they have room to move in any direction without stepping on someone (3-6 feet). We also talk about the 4-wall line dance and what that looks like. A line dance consists of a choreography sequence that repeats over and over. During a 4-wall dance, we end each sequence with a quarter turn so we are facing a new wall.
Once students are in their lines, start showing them the choreography for the Macarena. Once the students know the movements, ask which students know the Macarena well. Move those students to the front and back of the room, and the ends of each line. That way, as we make our quarter-turns, we will have someone to watch who knows the choreography. Play the music and dance to the Macarena (Los del Rio).
I introduce the next dance, the Cha-Cha Slide, and talk about how some line dances have the DJ telling you what to do throughout the dance. I have students demonstrate the Charlie Brown and I demonstrate the Cha-Cha step so they know how to do it. Play the music and dance to the Cha-Cha Slide (DJ Casper).
The students favorite, The Cupid Shuffle, is next. I tell the students what dance we’re doing and we all go through the dance steps without music to make sure we’re on the same page. Play the music and dance to The Cupid Shuffle (Cupid).
The final dance we do in class is the Electric Slide. I start with “The Hit Crew” version because it’s nice and slow. We all stand in our lines and I walk the students through the steps for the dance. At the end of the instruction, I ask the students where they are on their understanding of the dance (fist of 5) by raising the number of fingers they are feeling (The scale is: 5 = I got this; 1 = I have no idea what we are doing, and anything in between.) If I have a lot of 1-3’s, I re-teach. If I have mostly 4-5’s, I have students get into small groups and have the students practice the steps in their groups for a minute or so as I circle around the room seeing who needs additional instruction.
Once the students have the steps down, we line up in our lines for the dance. Dance through the Electric Slide one time.
Cool-down (5 minutes):
Have the students come back to a circle in the middle of the room and have a seat. I lead the students through a variety of stretches and ab work before we finish for the day.
Closure:
While stretching, have the students reflect on the 4-wall line dance and talk to their neighbor about what other line dances they know that are fun and that they could do in the class. Let them know they’ll have the opportunity to learn a pre-choreographed line dance and teach it to the class in the upcoming days.
Assessment :
Formative: Assess students on their knowledge of the 4-wall line dance while dancing.