UNIT 1 Sample Lesson: Found Sound - Tap in a Box

Critical Learning	Guiding Questions
Simple beat structures play an important role when creating a tap routine. Traditional tap steps share a connection with the sounds heard in every day life.	What type of sounds can you hear within our classroom? What sounds to we hear in the streets? How can these sounds be recreated or interpreted through tap?
Curriculum Expectations	Learning Goals
Creating, Presenting, Performing A1. The Creative Process: use the creative process, the elements of dance (body, space, time, energy, and relationship), and a variety of sources to develop movement vocabulary; A1.1 use the elements of dance to develop and perform a series of connected dance phrases inspired by a source A1.2 create and perform phrases that combine the elements of dance in variety of ways A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations; A2.3 use a variety of compositional approaches to express a range of ideas and moods through dance	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: manipulate found sound materials (e.g.: wooden spoons, pots, pans, etc.) identify how single steps can be linked together together to create a final composition collaborate with peers to create original Tap compositions
Instructional Components
Readiness Students will have completed their initial lessons learning and developing their technical tap skills Students will have rehearsed choreographed routines Evaluation of skills and performance qualities will have occurred during previous units Students will have engaged in discussion regarding the History of Tap Students will be able to recognize the variety of beat structures associated with Tap Dance Students will have tap danced to different types of music and have an awareness of the role music plays as a driving force for movement Terminology Paradiddle Rhythm	Materials Tupperware containers Large plastic/metal garbage bins or recycling bins Jelly Beans, Popcorn, Sunflower seeds Scrub brushes, Wooden Spoons Tambourines, Drums, Castanets, Rain Stick Coins Pots and Pans Empty soup cans CDs – drum beats Music player Video Access and screen Tap shoes (extras for students who may not have them) BLMs BLM #1 Final Tap Composition and Performance Task-Evaluation Rubric

Approximately 15 minutes Minds On	Pause and Ponder
Pairs > Revisiting Homework Begin with the students in partners sharing sounds from their listening homework in the previous lesson Talking With Our Feet by having the students recreate through tap, one sound from each person's list. Tell them to face each other and perform the sound in unison. Have the students switch partners several times, sharing different sounds from their lists each time. Ask students to form a circle. Invite several student volunteers to share their favourite sound learned from someone else's list. After each volunteer explains why the sound is his/her favourite, have him/her demonstrate it and then have the rest of the class echo it. (Do not feel obligated to have every single student be a volunteer).	Assessment for Learning (AfL) Assess the students' understanding of the terms paradiddle and rhythm. Clarify if necessary. Development of technical skills is on-going. Corrections will be provided for individual students and for the class as a whole as required. As rhythm patterns with the materials are being created, observe the ability of the individuals to engage in the creative process, communicating effectively within a group should be evident. Side-coaching should occur throughout the lesson. Student exit cards will assist in gaining insight into the students' use of the creative process. Assessment as Learning (AaL) Reflective Journals, photos, web sites, blogs or scrapbooks may be used by the students as a way to track their progress and process. Differentiation (DI) Some students may wish to work in the reverse format for this assignment; choose to create their choreographed dance sequence and then find the material sounds that imitate their tap sounds. Select technically advanced students to run the warm up. This will allow for variety, build student confidence and provide time for you to assess student progress. Adjust the length of the choreography as necessary for each group. Quick Tip A piece of music with a basic drum beat may be used to assist students that are trying to keep a consistent rhythm throughout their routine. Link and Layer Students can create video of the source of the sounds from "real life" which can play silently behind the students sharing their 64 count pieces. The sounds can become the basis of a composition in another dance form, e.g.: modern/contemporary. Hyperlinks in the Lesson: Creating Soundscapes Soundscape videos The Hydraulophone https://www.youtube.com/watch?v=WwUibDEH0nY&feature= PlayList&p=489D8CA01DABA003&index=6 Hand Made Vegetable Instruments https://www.youtube.com/watch?v=N5aUz9cDaCY&NR=1&feature=fvwp
Approximately 40 minutes Action!
Whole Class > Warm Up Teacher (or student) directed technique review/warm up: Ankle rolls Pliés Skill Sets - ball taps, shuffles etc. Simple tap combinations Small Group > Found Sounds Put students in groups of 4-5. Provide each group with a bin of all of the objects listed in the materials section. Ask them to sort through what they have and experiment with the types of sounds that they can create with them. Explain that they can also combine some of the objects together (e.g. popcorn kernels in the Tupperware containers). Any combination of the materials listed may be used. Small Group > Matching the Sounds As students experiment with the sound, ask them to begin identifying tap sounds that are similar to the sounds they are hearing. This will enable the students to select sounds with which they feel comfortable creating choreography. Explain to students that through experimentation, they must determine a series of ‘found sounds’ which they subsequently recreate through tap sounds. Instruct the students to record a sequence of sounds that will equal 64 counts. Example: 1-16 - Popcorn kernels in plastic container shaking with a rhythm 1&2&3&…… 1-16 – Spoon tapping metal pot on whole counts 1-16 Castanets clacking on even beats (2,4,6,…….. etc) (The above sounds are happening in unison) 17 – 24 Jelly beans dropping one at a time into a plastic container 25 – 32 Silence 33 - 64 Continue with this format Once their musical story has been put together and rehearsed with their objects, they will now imitate these creations through tap terminology. Example: 1 - 16 Shuffle sounds and timing (represents popcorn shuffling) 1 – 16 Dig, dig, heel drop, heel drop, 2x (represents spoon tapping on the metal pot on the whole count 1 – 16 leaping from foot to foot on the whole counts (spoon tapping on metal) 25 – 32 Silence 33 – 64 Continue with this format Whole Class > Sharing the Criteria for Evaluation Share the rubric that will be used in the final evaluation with the students. (see BLM #1). Leave a copy posted in the room so students can refer back to it when they are rehearsing. Small Group > Revise and Refine Choreography Allow students additional time to revise and refine their work to ensure they are meeting the established criteria. Circulate while students refine and rehearse the 64 count choreographed routine. Record the props that are being used, the beat sequence they are creating and the timing. Note: This choreographic study will take at least one more full class to complete. Compositions should be shared for feedback before they are evaluated.
Approximately 15 minutes Consolidation
Small Group > Exit Card Ask each group to complete an exit card containing their intended next steps in the creative process as well as any questions for the teacher.