Objective:

Students will design and perform a creative dance that combines locomotor patterns with intentional changes in speed and direction, while practicing computational thinking by breaking down the choreography into sequences and patterns.

Materials Needed:

• Music player with pre-selected music

• Open space for dancing

• Whiteboard to map out dance sequences

Steps:

• Introduction:

  • Begin by discussing how dancers use locomotor movements (e.g., running, jumping, turning) and change speed and direction intentionally in choreography. 

  • Show a simple dance sequence and break it down into steps, emphasizing the pattern and timing of each movement.

• Group Activity:

  • In groups of three, students will collaborate to create a dance that involves different locomotor movements and intentional changes in speed and direction. 

  • Each group will design a short routine that they will practice and perform, breaking down the dance into manageable sequences.

• Creating and Organizing:

  • Students will map out their dance on paper, dividing it into sections (e.g., starting, middle, and ending), and assign movements to each section. 

  • This process helps them visualize and organize the choreography before physically practicing.

• Testing and Refining:

  • Groups will perform their routine, adjusting movements to ensure they flow smoothly from one part to the next. 

  • Students will give and receive feedback, refining their choreography for better synchronization and fluidity of motion.

• Presentation and Discussion:

  • Each group will perform their dance for the class, explaining how they structured their choreography with changes in speed and direction. 

  • Discuss how breaking down complex tasks into smaller parts, much like in coding, helps in designing creative sequences.

Equity and Access:

Provide simpler choreographed routines for students who may need additional support, allowing them to participate while focusing on rhythm and movement without feeling overwhelmed by complex choreography.

Real-World Application:

Connect the activity to how professional dancers and choreographers break down routines into sequences and patterns. Explain how these skills are essential in both performing arts and fields like animation or robotics, where movements are pre-programmed.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students break down dance routines into manageable sequences, similar to how coders break down complex tasks.

• Collaborating Around Computing: Students work together to develop and refine their choreographed routine, practicing teamwork and coordination.

Standard(s):

• CA PE 5.1.18

• CA CS 3-5.AP.13

Objective:

Students will use a coding platform like Scratch to create an animated digital sequence that represents a creative dance, integrating locomotor patterns and changes in speed and direction. This lesson combines rhythmic skills and computational thinking by allowing students to design and animate digital characters performing a dance.

Materials Needed:

• Tablets or computers with Scratch

• Pre-selected music files or rhythm tracks for the dance sequences

Steps:

• Introduction:

  • Begin by discussing rhythmic skills and how dancers intentionally change their speed and direction in choreography. 

  • Explain that students will translate these movements into a digital animation using a coding platform. 

  • Show them how to program different dance steps, adjust timing, and change directions using coding blocks.

• Group Activity:

  • In pairs, students will choose a type of dance (e.g., hip hop, ballet) and plan a short sequence of movements that involves different speeds and directions. 

  • Using a coding platform like Scratch, they will code their characters to move accordingly, incorporating loops and conditionals to represent locomotor patterns.

• Creating and Coding:

  • Students will create their animated dance sequences by coding their characters to change direction, speed, and rhythm. 

  • They will also add music to the animation, syncing the movements with the rhythm of the track.

• Testing and Refining:

  • As they run their dance sequences, students will make adjustments to ensure the timing and movements are accurate. 

  • They will work on refining their code to reflect the intentional changes in direction and speed required in their choreography.

• Presentation and Discussion:

  • Each pair will present their digital dance to the class, explaining how they used coding to replicate the changes in speed, direction, and rhythm. 

  • The teacher will lead a discussion about the parallels between creating choreography and creating code, such as sequencing, loops, and conditionals.

Equity and Access:

Provide pre-made templates for students who may need extra support, allowing them to focus on editing and modifying code without starting from scratch.

Real-World Application:

Discuss how coding is used in animation, video games, and film to create realistic movement sequences, and how these skills can be applied in various fields like entertainment and robotics.

CS Practice(s):

• Creating Computational Artifacts: Students use a coding platform to create a digital dance performance.

• Developing and Using Abstractions: Students break down dance movements into smaller components and represent them through coding.

Standard(s):

• CA PE 5.1.18

• CA CS 3-5.AP.12

• CA CS 3-5.AP.13

• CA CS 3-5.AP.17