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Final Movement Design

This movement experience design is for 4th grade students. It uses the song "Man in the Mirror" by Michael Jackson to teach students about how they can make positive change in the world through their daily choices and leadership. Students will learn the choreography, discuss the lyrics, and then divide into groups to choreograph their own movements to parts of the song. The goal is for students to understand the socially significant message of the song and to think independently about how to interpret and express that message through movement.

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100 views2 pages

Final Movement Design

This movement experience design is for 4th grade students. It uses the song "Man in the Mirror" by Michael Jackson to teach students about how they can make positive change in the world through their daily choices and leadership. Students will learn the choreography, discuss the lyrics, and then divide into groups to choreograph their own movements to parts of the song. The goal is for students to understand the socially significant message of the song and to think independently about how to interpret and express that message through movement.

Uploaded by

api-302920706
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Movement Experience Design

1. Rationale: What is the purpose of this design in relation to the musicianship,


scholarship, leadership, and personhood of the learner? Why this experience?
Why with these learners? When?
It is important for students to know the impact they can make in society. The best
way to make change in the world, is through making small positive choices in ones
daily life. This activity for 4th graders is an example for that. Through engaging in this
song, students may start to gain understanding in the influence of their leadership.
Students will be given the opportunity to propose and express their different ideas of
thought through movement to this culturally significant song. I will be giving them a
loose set of choreography, then I will let them separate into groups so that they can add
more movement where they see fit. With this activity, the students will be able to
interpret the lyrics and think independently.
2. Understanding Statements: Statements will be related to skills (what students
can do), and knowledge (what students will know).
Students can join together to engage in positive music understanding.
Students can understand and know where the beats are in the song through
stepping.
Students will begin to process and understand the lyrics of the song through the
movements.
3. I can statements/standards:
4.8(VA SOLs) The student will demonstrate audience and participant
behaviors appropriate for the purposes and settings in which music is
performed.
4.15(VA SOLs) The student can describe how personal beliefs influence
responses to music.
4. Materials
Access to a speaker
Michael Jacksons Man in the Mirror is important.
5. Detailed Process: pedagogical steps including thoughtful questions and time
stamp of how long each step will take. Be sure to include the fleshed out Weikart
process somewhere. Also, be sure to plan our your transitions from 1 activity to
another one.
Movement Experience
I will lead the class through the dance that I have choreographed.
After having introduced the song, the instructor will guide the class
through discussion.
Guiding Questions
What was this song about?
What d id you here in the lyrics of the song and what does that mean to
you?
What did you think of the lyrics in this song?
Do you think you can make change in the world?
Discussion Activity
Using pen and paper students can write down different thoughts they have
about the song, as it is played. This portion is being left open, to see what
discussions the class might want to have about this piece. Students can
analyze the at any point with this piece.
Creative Movement Experience
Students divide into groups and choreograph certain sections of the song.
Assessments:
Students will perform their final product for the instructor as a
Adaptation: How will you open this experience up for learners with different ways of
engaging and knowing? Consider adaptations to:
- Color
I might use colored bands to indicate left and right.
- Shape/Size
I can have lyric cards that are synchronized with the movements displayed in large font.
- Pacing
I can do the song more than once if students are not understanding it.
- Modality
I can add more visual aspects to this lesson.
Extension (what would you do next)
Students are encouraged to continue to move with this piece. A class can always
delve into more discussion if the class feels inclined to do it. Perhaps you could get this
piece ready for a performance. This would follow under the category of more National
and Virginia standards.

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