Early Childhood Education

Learning Experience Template

Name: Julia Venesile Lesson Title: Dance and creative movement

Date: 3/2/24 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):
Domain: Creative development
Strand: Artistic Engagement and Expression
Standard Statement: expresses self creatively through music and dance
Standard(s)/Guideline(s):
Domain: Physical Development and Wellness
Strand: Motor Development
Standard Statement: Develops competency in a variety of locomotor skills and non-locomotor skills.
Pre-assessment of current knowledge:
I will ask if anyone know how to dance or has ever danced to music before.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional Identify Evidence: (What will you collect or record as data Academic Language:
Objective(s): The student will be to demonstrate students have met your objective(s) and
able to... skill?) Dance, movement, march, scarves

Students will be able to express I will create a checklist and will check off, for each student,
themselves creatively through if they can do the dance moves that I am teaching.
dance and movement.
Procedural steps:
And

Students will be able to use Program Monitoring: (How will you aggregate or compile First, I will gather the children in a circle and talk about the
locomotor skills and non-locomotor your evidence into a class or group view?) importance of moving our bodies. I will explain that they will
skills explore creative movement, where they get to use their
I will have them all on the carpet and walk around the room bodies in different ways and express themselves through
and monitoring how they move their body safely. I will also dance.
One Assessed Developmental take pictures and do this again a couple months later
Skill: I will play music and allow the students to dance or move
creatively as a warmup.
Demonstrates locomotor and non-
locomotor skills with control, I then will show pictures representing different animals and
coordination, and balance both Differentiation: ask the children to imitate the movements and sounds of
with and without objects. each animal. Then I will play music and yell out an animal
For students in wheelchairs, I will provide scarves, ribbon, name. The students will have to freeze in a pose that the
and streamers for them to still be able to have movement animal would make.
and expression.

Rev. 1/2024
 Early Childhood Education
Learning Experience Template

After this, I will hand out scarves to the children. I will play
Safety Considerations: different music styles and tell them to move their body and
scarves to how the song makes them feel.
Having their own space and
bubble and not hurting anyone Finally, I will play Simon says with music in the background. I
with their bodies. will show them different dance moves and they will have to
follow what I am doing.
\Making sure they are keeping
their bodies safe by following When we finish, I will ask them what one thing they liked or
instruction. learned is.

Authentic Materials: (Describe authentic real-life, hands-on

materials.)

Scarves, music

Adult Roles:
Monitor how the students move their bodies and are playing
with the scarves. Making sure they aren’t hurting or touching
anyone with their bodies.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)

I learned that my students love to dance. They love to express themselves through dance and movement. Prior to this lesson, I always saw the kids dancing to
YouTube videos, so I knew this was of interest to them, which is why I decided this lesson would be the best to do. The only thing that was hard about this lesson
was that it was hard to settle the students down after dancing, and it was hard to switch from concept to concept during the lesson because they just wanted to
keep doing what they were doing. Overall, I think this lesson went very well because they were able to follow movements and express themselves through
movement and dance, and their locomotor skills were developmentally appropriate.

Rev. 1/2024