Express Yourself!

Student Teacher Name: Date Submitted: Date (s) Taught:

Rebecca Santone (Ms. Santone) May 4, 2017 N/A

Contextual/Environmental Factors Implications for Instruction/Content

Students have a history of self-harming behaviors. Teacher will keep stress levels low during class, monitor
how long students are out of class (i.e. bathroom breaks),
remove sharp objects from classroom, be extra sensitive
in any activities involving touch (i.e. if a student tends to
cut his/her/their forearm, avoid putting pressure on that
area because it will cause the student extra pain).
Length of class (i.e. 45 min). Teacher will adjust lesson to fit within designated time
frame.
Classroom space (i.e. cafeteria floor). If floor is dirty, teacher will restrict floor work. If floor is
unsafe (i.e. cement), teacher will restrict dangerous
movements, such as lifts or tumbling/flips.
13-year-old boys tend to move awkwardly, while girls Teacher will remind students that all movement is valid
tend to be more agile at this age (Wood 162). and accepted (other than inappropriate movement, such as
twerking, grinding, etc.) in creative dance, regardless of
what it looks like.
At age 14, students of any gender typically become more Teacher will keep any materials used (videos, music, etc.)
interested in sex, and some are sexually active (Wood school appropriate, appropriate clothing dress code will
174). be enforced (for ALL STUDENTS and teacher),
inappropriate movement will not be allowed (i.e.
twerking, etc.)

Lesson Overview
Lesson Description/Overview
This lesson is all about finding the meaning behind movements and getting students to express themselves through
movement. This lesson is geared towards adolescents that have a history of self-harming behaviors in an attempt to help
them replace these behaviors with expressing their feelings through movement.

Rationale/Purpose
Self-harm is on the ride for adolescent students (Alfonso and Dedrick). In a 2010 study, a population of middle school
students reported that almost half of these students knew someone that self-harms (Alfonso and Dedrick). Using artistic
activities has helped some individuals that self-harm overcome their struggles (Dokter 78-94). Specifically, creative artistic
activities have helped these individuals express their feelings through art, instead of self-harming (Cut-Up-Kids, 31:11-
31:19). Creative dance classes may help adolescents replace self-harming with an alternative way to express their feelings.

Critical Essential Question (s)/Focus Questions

 How do specific movements make you feel?
 What do you think each movement means?
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  How can you express how you feel through movement?

Student Learning Outcomes (SLOs) Corresponding National Core Assessment Methods for Outcomes
Arts Standard(s) (NCAS)
 Students will be able to interpret 1. DA:Cr2.1.6  Students can create
movements and decide how each a. Explore choreographic movements and explain how
movement makes them feel devices and dance structures to why and how they created
 Students will be able to use a variety develop a dance study that these movements in relation to
of creative dance concepts to create supports an artistic intent. how they feel
movements to represent how they Explain the goal or purpose of
feel the dance.

2. DA:Cr2.1.7
a. Use a variety of choreographic
devices and dance structures to
develop a dance study with a
clear artistic intent. Articulate
reasons for movement and
structural choices.
Prerequisite Knowledge/Experience
Teacher assumes that students have a basic understanding of dance/movement concepts (levels, tempo and other music
based concepts, facings, pathways, shapes, etc.)

Key Concepts/Vocabulary/ Terms

 Levels
 Tempo/Speed
 Shapes
 Facings
 Pathways

Resources/Materials/Technology/Tools/Pre-Preparation Needed
 journal (for each student)
 writing utensil (for each student)
 technology to place music
 technology to play videos
 sheet with class agreements: 1) Respect others’ personal kinesphere (space) 2) Speak positively to others 3)
Move, speak, and dress appropriately for school 4) Be respectful when other students are sharing their
ideas/feelings/movements 5) Keep an open mind
 notecards

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review  Students will enter classroom and sit in circle 5-8 min.
 Teacher will ask students how much energy they have
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 (scale of 1-5)
 Students will break apart and find quiet space to journal
about how they are feeling today (with soft instrumental
music playing in background)
Transition Teacher will regroup students, have them put their materials away,
and prepare them for warm-up
2. Statement of Objective  Teacher will go over objectives and explain that the lesson 3-5 min.
Warming up; Introducing the is all about expressing yourself through movement
concepts  Warm-up: Guided freeze dance to review concepts (teacher
will lead phrases in various levels, pathways, etc. while
music is playing, then call out a kind of shape for students
to make when music stops).
Transition Teacher will lead students to area where they will view videos
3. Teacher Input  Students will view various movements via videos 10 min.
Directions  Teacher will give one example of how a movement makes
Viewing Professional works her feel and why (i.e. “I think that person is sad because
she is moving on the low level) *teacher will emphasize
that all interpretations are valid, and this is only an
example*
 Students will write about how the movements make them
feel and why
Transition Teacher will break students into groups
4. Guided Practice  Teacher will give each student notecard with an emotion on 5-8 min.
Exploring the concepts it
and/or Developing skills  Each student in group will create a different movement that
represents this emotion to that student
Transition Teacher explains next activity
5. Independent Practice  Students will refer to what they wrote in their journals at 10 min.
Developing skills and/or Creating the beginning of class and select one or more parts of their
writing
 Students will create movement(s) based off of what they
wrote
Transition Students will regroup into circle with teacher
6. Assessment for Student Outcomes,  Students will be given the opportunity to share their 5 min.
NCA Standards movements/feelings, but will not be forced to
Evaluation
Expressing ideas, making
observations about one’s own work
and work of others

Transition Students will revisit their journals, teacher will explain closure
7. Closure/Summary  Students will be given time to write about how today’s 5 min.
Cooling down class made them feel in their journals
 Teacher will lead breathing exercise when students are
done writing to end class

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 Works Cited

Alfonso, Moya, and Robert F. Dedrick. "Self-Injury Among Early Adolescents." American Journal Of

Health Education 41.2 (2010): 74-84. ERIC. Web. 16 Feb. 2017.

Cut-Up Kids: The Epidemic of Self-Harm. Films Media Group, 2006,

fod.infobase.com/PortalPlaylists.aspx?wID=103198&xtid=39641. Accessed 20 Feb. 2017.

Dokter, Ditty. "Self-Harm In Young People's Psychiatry: Transforming Munch's Scream." Dramatherapy

and destructiveness: Creating the evidence base, playing with Thanatos. 78-94. New York, NY,

US: Routledge/Taylor & Francis Group, 2011. PsycINFO. Web. 16 Feb. 2017.

Wood, Chip. “Developmental Considerations.” In Yardsticks: Children in the Classroom ages 4-14, Turners

Falls, MA: Northeast Foundation for Children, Inc., 2007.

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