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Movement exploration with whole body

By Michael Matthews,2014-04-08 20:52
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Movement exploration with whole body

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    Movement Exploration

    Laurinda Anderson Melissa Jones Diane Wright

    Summer Izumigawa Aurelie Iroz Rita Cooper

The Value of Movement Exploration……………………………………..page 2

Movement with whole body……………………………………………… pages 3-12

    Movement with props……………………………………………………...pages 13-23

    Movement with games……………………………………………………..pages 24-33

    Movement with dance………………………………………………………pages 34-43

    Movement with story……………………………………………………….pages 44-53

    Movement with hands………………………………………………………pages 54-63

    Resource List………………………………………………………………..pages 64-65

The What and Why of Movement Exploration…………………………….pages 66-69

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     The Value of Movement Exploration

     Movement exploration is invaluable in any classroom setting. There is ―fundamental motor patterns‖ that children need to develop. Movement exploration helps children develop proper hand-eye coordination, sequencing, imagination, memory, closure, spatial awareness, builds finger and hand strength, total body strength, coordination and balance. Movement exploration helps the child become aware of the joy of physical movement and the feelings that it brings to their bodies. By implementing movement exploration in the classroom teachers will be able to observe any motor deficits in children.

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    Movement exploration with whole body

    Activity 1: Body Objects

Objective/Purpose of Activity:

     Students will understand how they can use their bodies in different ways to represent different objects. They will demonstrate their abilities to work in cooperative groups to achieve a common goal

Procedure:

     Teacher will arrange students into groups of three. The teacher will then explain that the students need to work together in order to use their bodies to represent and object (i.e. table). The teacher will then show the group a picture of an object and the students will be given three minutes in order to create the object using only their bodies. Classmates will then be asked to identify the object that is created by the group.

Materials:

     Pictures of objects. These pictures should be of objects that are familiar to the students such as tables, chairs, and beds, etc.

Evaluation:

    Good Satisfactory Needs Improvement

    They were able to use They were able to use They were unable to

    their bodies to make the their bodies to use their bodies to create

    object described. somewhat simulate the object describe.

    object described.

    They worked They had some They were unable to

    cooperatively difficulty working work cooperatively in

    cooperatively. their group.

    They followed They followed They were unable to

    directions directions. follow directions.

    They were able to They made attempts at They did not attempt to

    identify objects made by identifying objects made identify objects made by

    other groups. by other groups. other groups.

Laurinda Anderson

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    Movement exploration with whole body

    Activity 2: Let‘s make body shapes

Objective/Purpose of Activity:

     The students will demonstrate how to use their bodies to make different shapes. They will think up their own unique shape and they will work in cooperative groups to achieve a common goal.

Procedure:

    Students will be separated into groups of two. One student will be given a card with a shape on it. When the teacher says go, the student with the card will try to make the shape out of their body. The other student will then try and guess what the shape is. When they have guessed the shape, they will get another shape card from the teacher and the students will switch roles.

Materials:

     Cards with shapes on them.

Evaluation:

    Good Satisfactory Needs Improvement

    They were able to use They were able to use They were unable to

    their bodies to make the their bodies to use their bodies to create

    shape described. somewhat simulate the the shape describe.

    shape described.

    They worked They had some They were unable to

    cooperatively difficulty working work cooperatively in

    cooperatively. their group.

    They followed They followed They were unable to

    directions directions. follow directions.

    They were able to They made attempts at They did not attempt to

    identify shapes made by identifying shapes made identify shapes made by

    their partner. by their partner. their partner.

Laurinda Anderson

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    Movement exploration with whole body

    Activity 3: Body spots

Objective/Purpose of Activity:

     Students will be able to identify body parts. They will also use listening skills to

    follow directions. They will be able to count to five.

Procedure:

     Teacher will place 8-inch diameter circles around the room. The teacher will then explain to the students that a body part will be called out and when the music starts the

    students will need to touch that body part on 5 circles before the music stops.

Materials:

     25, 8-inch diameter circles. Music that can be started and stopped.

Evaluation:

    Good Satisfactory Needs Improvement

    They were able to They were able to They were unable to

    identify the body part identify most of the identify most of the

    that was called out. body parts that were body parts that were

    called out. called out.

    They followed They were able to They were unable to

    directions follow directions. follow directions

    They were able to touch They were able to touch They were unable to

    the desired body part on most of their body parts touch most of their

    the circle. on the circles. body parts on the

    circles.

    They were able to They missed counting They were consistently

    consistently count five five circles a few times. unable to count five

    circles. circles.

Laurinda Anderson

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    Movement exploration with whole body

    Activity 4: Tooty Ta

Objective/Purpose of Activity:

     This activity will help students follow directions and practice coordination. The

    students will also be able to use the letter of the day in the song.

    Procedure:

     Students will stand in large circle. The teacher will talk about the letter for the

    day and what sound it makes. The letter will then be used in the Tooty Ta song. The

    students will follow the directions given in the song.

Materials:

     ―Tooty Ta‖ by Dr. Jean & Friends.

Evaluation:

    Good Satisfactory Needs Improvement

    They were able to They were able to They did not follow any

    follow the directions in follow most of the of the directions in the

    the song. directions in the song. song.

    They participated during They participated during They did not participate

    the whole song. most of the song. during the song.

    They were able to use They were able to use They were unable to use

    the letter of the day in the letter of the day in the letter of the day in

    the song. the song. the song.

    Reference:

     Dr. Jean & Friends Copyright 1998 by Jean Feldman. Manufactured by

    Progressive Music. Tampa Florida.

Laurinda Anderson

null

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Movement exploration with whole body

    Activity 6: Fun with balloons

Objective/Purpose of Activity:

     This reinforces the student‘s concept of laterality (left and right sides of the body) as well as overall body awareness (parts of the body.)

Procedure:

     Review with the students which hand is their ―left‖ and ―right‖. It may be very helpful to show students how your right is their left when you are facing them, because it is like looking in a mirror. (this will help them when they perform the ―Hokey Pokey‖.)

    Explain to the students that they will be using different body parts to strike the balloon with. After students get a balloon and are in a self-space, call out challenges such as:

     *Show me how you strike the balloon with your left hand.

     *Show me how you can strike the balloon with you right foot.

     *Let‘s see who can strike the balloon upward with their head.

     *Can anyone strike the balloon with their behind?

     *Strike the balloon with your right elbow.

     *Strike the balloon with your left shoulder.

    Once all the areas of the body have been called out, have the students put away their balloons and make a circle and then dance the ―Hokey Pokey‖

Materials:

     Balloons for every student. Music of the ―Hokey Pokey‖

Evaluation:

    Good Satisfactory Needs Improvement

    They were able to They were able to They did not follow any

    follow the directions. follow most of the of the directions.

    directions.

    They participated during They participated during They did not participate

    the activity and the most of the activity and during the activity or the

    dance. dance. dance.

    They used the correct They used the correct They did not use the

    body part on the balloon body part on the balloon correct body part on the

    most of the time. balloon at all.

    Reference:

     Roy Acuff's publishing company bought the rights to The Hokey Pokey. Copyright 1950, Acuff-Rose Music Inc. This song can be found on a variety of children‘s cd‘s.

Laurinda Anderson

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    Movement exploration with whole body

    Activity 7: Body toss

Objective/Purpose of Activity:

     This activity will help the student practice the skill of underhand throwing, develop listening skills and reinforce identification of body parts.

Procedure:

     The teacher will first review the movements of underhand throwing. The students will then be grouped into pairs. Each set of partners moves into their own space and one partner will lie down on a piece of butcher paper and the other partner will trace around their partner‘s body. (If outside, partners can use chalk to trace on the blacktop.) When

    all partners are traced, the class can begin to play ―body toss‖.

     Students stand a comfortable distance away from their body tracing (about 8-10 feet or more away). The teacher will call out a body part (e.g. head, arm, leg, knee, foot, etc.), and the students attempt to underhand throw the beanbag onto the body part called out (if they aren‘t sure of where the body part is, a neighbor can help them). Students can continue to toss at the same part until the teacher calls out the next body part.

Materials:

     Butcher paper, chalk, beanbags

Evaluation:

    Good Satisfactory Needs Improvement

    They were able to They were able to They did not follow any

    follow the directions. follow most of the of the directions.

    directions.

    They were able to They were able to They were not able to

    identify the body part identify most of the identify any of the body

    that was called out. body parts that were parts that were called

    called out. out.

    They were able to throw They were able to throw They were not able to

    underhand. underhand most of the throw underhand at all.

    time.

Laurinda Anderson

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Movement exploration with whole body

    Activity 8: The bunny trail

Objective/Purpose of Activity:

     This activity helps students to practice walking, skipping, jumping, hopping, etc., while carrying an object.

Procedure:

     Start students out on an ―island‖. This can be a mat, carpet, or taped off area. Each child receives a plastic egg and is told that the Easter Bunny need help delivering them to the island across the gym, also made from a mat, carpet, or taped off area. Tell the children that they must follow the Bunny Trail to deliver the egg and if they drop their egg, they must start over. The Bunny Trail is an obstacle course that may contain as many or as few stations as you feel you students can handle. You may want to include some of the following: hopping through a line of hoops, jumping over a river made from taped lines, walking across a balance beam, and/or following different shaped pathways made from cutout footprints taped to the floor. Ask the students to perform certain parts of the course while skipping, crawling, tip-toeing, and/or going backwards. The path should end at the island at the other end of the gym where the egg is put in the basket.

Materials:

     Plastic eggs, cutouts of footprints, hoops, tape, balance beam, basket

Evaluation:

    Good Satisfactory Needs Improvement

    They were able to They were able to They did not follow any

    follow the directions. follow most of the of the directions.

    directions.

    They were able to They were able to They were not able to

    complete all of the complete most of the complete any of the

    activities in the obstacle activities in the obstacle activities in the obstacle

    course. course. course.

    They did not drop their They dropped their egg They dropped their egg

    egg. once. many times.

Laurinda Anderson

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