Push and Pull

Title:  Push and Pull

Grade: 1

Art Discipline: Dance

Time Frame: 40 minutes

Lesson Overview: Students create pushing and pulling movements in imaginary scenarios and describe how force (push or pull) affects the motion of the imagined object.  Students also create two simple dances that alternate between pushing and pulling, using smooth, strong energy and sharp energy.


GLO(s):   4. Quality Producer


Arts Benchmark: How the Arts Are Organized – FA.1.4.3: Apply the element of energy – smooth/sharp (attack), heavy/light (weight), tight/loose (flow) – to create simple movement sequences.

Rubric based on Arts Benchmark:

Advanced

Proficient

Partially Proficient

Novice

Apply the element of energy to create an extensive variety of simple movement sequences.

Apply the element of energy to crease a variety of simple movement sequences.

Apply the element of energy to create a few simple movement sequences.

Apply the element of energy to create one or two simple movement sequences.

Key Arts Vocabulary: energy, sharp, smooth


Content Area Benchmark: Forces and Motion –SC.1.7.1: Describe how the motion of an object can be changed by force (push or pull).                     

Content Area Rubric:

Advanced

Proficient

Partially Proficient

Novice

Describe and provide examples of how the motion of an object can be changed by force.

Describe how the motion of an object can be changed by force (push or pull).

Identify, with assistance, the motion of an object that is changed by force.

Show, with assistance, how the motion of an object can be changed by force.


Classroom Set Up: Large, open space; all tables and chairs pushed to side.

Materials & Equipment needed: Hand drum

Prior to this lesson, students need to know what “force” means in science.  They should have hands-on experience with hard and soft pushing and pulling of objects.

Teaching Tips:

  • Use a drum or other percussion instrument to cue freezing and to cue when you want students to begin carrying out your instructions.

# Minutes

Procedure

Create

Perform

Respond

15

(Students and teacher sit on the floor in a large circle.)

Today, we are going to explore “pushing” and “pulling” using our bodies.  Pushing and pulling require energy or force.  Who can give an example of when we push or pull?  Let’s try some different ways of pushing and pulling.

 

   
  • Imagine that you have a balloon that you want to keep in the air.  (Teacher note: you may use a real, tied off balloon to demonstrate.)  Show what motions you would use to keep it from touching the ground.  You may leave the circle and travel, but watch out for other people.  What kind of motions did you use?  Right—quick pushing, kind of like punching, but with your hand open.  We call this sharp movement.
  • Imagine that candies are flying in the air, whizzing by you.  Grab some as they fly by.  What kind of motions are you using?  You are pulling the candy toward you, again using a sharp movement.
  • Imagine that you are walking your big dog.  He wants to go one way, but you want him to go another way.  Pull hard on his leash; use all your strength.  This kind of movement is strong and smooth.
  • Imagine that a giant asteroid is heading towards Earth.  You are Superman and you must push it away.  It is huge, so you must use all your strength to push.  Again, this kind of movement is strong and smooth.
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5

Describe what your pushing or pulling did to each of the imagined objects, e.g.,

  • balloon: we made it go up instead of letting it fall down
  • candy: we made it come to us instead of letting it whiz past us
  • dog: we made it follow us instead of letting it go another way
  • asteroid: we made it go away from Earth instead of letting it hit Earth

Each time, your force (pushing or pulling) changed where the object was going.

   

check mark

15

Now we are going to make two dances about pushing and pulling.  Learn these movements (Teacher note: The dance alternates between the two different movements):

1st dance: Push/punch the balloon 8 counts, then pull the big dog 8 counts (keep repeating the sequence until freeze cue is given).

2nd dance: Pull/grab the candy whizzing by 8 counts, then push the asteroid 8 counts (keep repeating the sequence until freeze cue is given).

(Teacher note: Have everyone practice the first dance together.  You may then divide the group in two, so that they can perform for each other.  Do the same with the 2nd dance.)

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How does it feel to move with strong, smooth energy?  How does it feel to move sharply?      

5

Closing Reflection with students:

   

 

Name the two kinds of force you used today (pushing and pulling).

Describe how you can change the motion of an object (by pushing or pulling).

Which dance did you like better, the first or the second?  Explain.

   
check mark

Responding (Questions to ask students before, during, or after an activity in the lesson to elicit their thinking about their own work or about work they are studying):

 

Step 1: Describe

 

Step 2: Interpret

 

Step 3: Evaluate

 

Describe what your pushing or pulling did to each of the objects we imagined.

 

How did it feel to move with smooth, strong energy?

How does it feel to move sharply?

 

Which dance did you like better, the first or the second?  Explain.

 

 

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