Topic: Mexican Dance

Objective: I can perform and describe a dance from Mexico!
Vocabulary:  Punto= Ball; Tacón = Heel; Planta = Stamp; El Gavilancillo = the little hawk
Extensions: 

• Practice the dance you learned in class.

• Watch/learn a dance from another part of Mexico. How are the dances the same? How are they different? What was the dance about? Why do you think that? What do you think is important to this culture? How does their dance give you clues? 

Currently, media arts lessons are only offered in grades 3-5.

Topic: Rhythm
Objective: I can read and perform rhythms for one or two sounds on a beat.
Vocabulary: rhythm, beat, notation, “pear” (one sound on a beat),  “apple” (two sounds on a beat)
Extensions: 

• Demonstrate rhythm-reading using the play-along video from class - or have the students research and select a YouTube video play-along that uses the rhythms they learned.

• Create rhythm patterns by mixing-and-matching  "pear" and "apple" into groups of four. Example: apple, pear, apple, pear. Or choose your own one-syllable and two-syllable words!

Topic: Cooperation in Theatre Games:  Building Ensemble/Machine
Objective: I can contribute to an ensemble using focus and cooperation to play theatre games.
Vocabulary: cause and effect, ensemble, level, shape
Extensions:

• Use the machine exercise with anything your class is studying.  They can create machines about theme, character, setting, a science experiment, etc.  For the best result, have a class/group discussion prior to creating the machine.  For example, if you are creating a bee machine ask what they might represent about bees?  Could they be the different parts of the bee (wings, body, etc.)?  Could they be what bees need (flowers, water, hive, etc.)? Create a list for students to reflect on when making the machine.  Students join the machine one at a time, building upon the previous actor.  Feel free to use motion and sound.  This can make a great pre-writing activity.

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