Hoe Down:
An Integrated Unit on Social, Folk, & Square Dancing

Rosa Parks Elementary School
Developed by Aaron Isaacs, Cathy Anderson, and Carol Robey

Who danced yesterday?

1.11  Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

• Use a process approach to writing.
• Write for a variety of purposes (e.g., expressive, transactive, imaginative) and forms (e.g., journal entry, letter, poem/story) to a variety of audiences.

2.22  Students create works of art and make presentations to convey a point of view.

• Create original visual art and create and/or perform original and existing works of music, dance, and drama.
• Discuss works of art using appropriate concepts and terminology.
• Produce and/or perform original and existing individual and group works of art.
• Reflect on, interpret, and revise own work and/or works of others in music, visual arts, dance, and drama.

2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.

• Explore a variety of art forms in music, visual arts, dance, and drama.
• Describe reaction to artworks and performances using basic vocabulary.
• Respond to the expressive qualities of music, visual arts, dance, and drama.

2.25 In the products they make and the performances they present, students show that they understand how time, place, and society influence the arts and humanities such as languages, literature, and history.

• Experience a variety of art forms in music, visual arts, dance, and drama.
• Recognize the role of the artist in music, visual arts, dance, and drama.
• Demonstrate through performance or product, forms of music, visual arts, dance, and drama.
• Examine the effects of time, place, and personality on art forms and performance practices.  

2.34  Students perform physical movement skills effectively in a variety of settings. 

• Analyze the fundamental motor skills aspects of performance.
• Utilize fundamental motor skills and movement concepts to create movement sequences.
• Demonstrate fundamental motor skills (e.g., locomotor, non-locomotor, object manipulation) and movement concepts (e.g., body, effort, space awareness).

Secondary Academic Expectations:

1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

1.13 Students make sense of ideas and communicate ideas with the visual arts.

1.14 Students make sense of ideas and communicate ideas with music.

1.15 Students make sense of and communicate ideas with movement.

1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

2.17 Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

2.23 Students analyze their own and others’ artistic products and performances using accepted standards.

2.26 Through the arts and humanities, students recognize that although people are different they share some common experiences and attitudes.

3.2  Students demonstrate the ability to maintain a healthy lifestyle.

3.7 Students demonstrate the ability to learn on one’s own.

4.1 Students effectively use interpersonal skills.

4.2 Students use productive team membership skills.

4.3  Students individually demonstrate consistent, responsive, and caring behavior.

4.5 Students demonstrate an understanding of, appreciation for, and sensitivity to a multi-cultural and world view.

6.1 Students connect knowledge and experiences from different subject areas.

• What movement skills are required to perform social, folk and square dance?
• How would you describe folk art, folk music, and folk dance?
• What elements do you find in folk art, folk music, and folk dance?
• What can various works of art, music and dance tell us about the people of that culture?

Feature Article - Use Kentucky Writing Assessment Holistic Scoring Guide found at: http://www.kde.state.ky.us/oapd/ttp/ec/scoring_guide.pdf

PowerPoint Presentation -

WR-E-1.4 Transactive writing is informative/ persuasive writing that presents ideas and information for authentic audiences to accomplish realistic purposes like those students will encounter in their lives.

AH-E-2.2.21 Perform traditional folk dances, square dances, and ethnic dances.

AH-E-4.1.41 Create artwork using the elements of art and principles of design.

AH-E-4.1.42 Use a variety of media and art processes to produce two-dimensional (2-D) and three-dimensional (3-D) artwork.

AH-E-4.1.32 Art elements - line, shape, form, texture, and color (primary and secondary hues) and color groups (warm, cool, neutral)

AH-E-4.1.34 Describe a variety of media and art processes used to produce two-dimensional (2-D) and three-dimensional (3-D) artwork. (1.13, 2.22)

AH-E-2.1.21 With a partner or in a small group, perform a dance using the elements of dance with locomotor and non-locomotor movements.

AH-E-1.2.31 Identify similarities and differences in musical elements used in the music of Native American, American Folk, and West African cultures, including instruments unique to each culture. (2.23, 2.24, 2.25, 2.26)

AH-E-1.2.32 Identify and discuss various styles of music (blues, spirituals, popular, rock, rap, country, game songs, folk songs, work songs, lullabies, marches, patriotic, bluegrass). (2.24, 2.25, 2.26)

AH-E-1.1.39 Recognize and be able to distinguish families of instruments (brass woodwind, percussion, string, folk) and/or vocal timbres.

T1.1 Demonstrate ethical use of electronic resources

T2.1 Extract information appropriately and record citations

T3.1 Use proper citations

T3.2 Communicate responsibly and respectfully

T4.4 Locate information using the Internet

T4.5 Navigate within an operating system or software

T5.1 Use proper keyboarding with speed and accuracy relative to the task.

T5.2 Evaluate information using electronic references

T5.3 Evaluate information from the Internet

T5.6 Enter and edit word processing information

T6.3 Integrate two or more programs

T6.4 Use a Word Processor to present information.

T6.5 Create a presentation or product using application software.

T6.6 Use digital imaging and audio

• Locomotor/non-locomotor skills
• Interpersonal relations
• Speaking
• Writing
• Awareness of line, space, color
• Appropriate use of Art materials
• Identify similarities and differences in musical elements in American Folk music
• Identify and discuss folk music (instruments and genre)
• Incorporate media, print, and technology resources

Timeline for Unit

Assessment

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