Folk

Song Dance Soldiers Joy

Rationale: Students will learn the song and

dance for a traditional folk song.

Materials/Equipment: Audio Recording of
Soldiers Joy.
Weikart, P. S. Teaching Movement & Dance -
A Sequential Approach to Rhythmic
(6th ed., pp. 172-173).
Movement.
HIGH/SCOPE EDUCATIONAL RESEARCH
FOUNDATION.

TEKS Achieved:

ELA: 29. Students participate in teacher, and
student led discussion.

PE: E. Performing sequences that include
travel; showing good body control.

7A. Follow rules, procedures, and etiquette.

Music: 1B. Use standard terminology in
explaining music.
2A. Sing in groups.

Theatre: 1B. Using rhythmic and expressive
movement.

2A. Demonstrate safe use of voice and body.


Blooms Taxonomy:
Knowledge
Application

Evaluation
Comprehension

Differentiated Learning:
Visual/Spatial
Auditory
Kinesthetic
Logical/Math
Musical
Intrapersonal


Classroom Strategies:
Cooperative Groups Hands-On
Technology
Pairing
Problem Solving Whole-group

Objectives:
TSW participate in student and teacher
led discussion.

TSW demonstrate good body control

during movement.
TSW follow rules, procedures, and
etiquette.
TSW demonstrate their knowledge of
standard terminology in explaining
music.
TSW sing in groups.
TSW use rhythmic and expressive
movement.
TSW demonstrate safe use of voice and
body.
TSW learn the song and dance for a
traditional folk song.
TSW step on the steady beat.

Submitted by: Brandon Fisher For Grade Levels 3 6.

Lesson Plan:

Introduction:
With the students seated in their rows, ask the back row to silently stand, and the front row to silently stand and
face the back row. Now, split the middle rows down the middle, having each side silently stand and go to the
sides. This should form a rough circle but if necessary have the students hold hands for a moment to smooth out
the corners of your circle.

Raise your hand if you can tell me what the people did for fun back before TV and video games were invented?
(Children are called on, and answer) They would get together and have dances with all of their friends and
family, it was their way of entertaining themselves.

Have students listen to the song once while seated. Ask the students if they have any ideas on what could be a
dance move for the song. Call on the students individually and allow them to demonstrate. Refer the class
attention to the white board, where the diagrams of the dance movements (copy attached) will be drawn out.

Process:
Part I:
1.
Class stands in a circle, no hands held.
2.
Have all students turn to face their right. Instruct the students to keep their feet in place while
turning their torso to the center of the circle.
o
Teacher demonstration may be required
Part II:
1.
The teacher will begin to pat a steady beat, and instructs the students to step on the steady beat
going counterclockwise in their circle. Start singing the lyrics to the song to help give students further
instructions on the dance movements as they learn them (copy attached).
a.
Do not count aloud.
b. One the students have taken eight steps tell them to stop.
2.
Repeat the process, this time taking eight steps backward and moving clockwise.
3.
Ask students, Can anyone raise their hand and tell me how many steps we took? (The answer
should be eight)
4.
Repeat steps 1 and 2
Part III:
1.
In the same formation, have the students touch their inside foot to the side of their other foot three
times. Then, step in place with the same foot.
2.
Repeat step 1 three times (doing the move a total of four times).
3.
Now, touch one heel in front of the body, raise the knee of the same foot in front of the body, touch
the same heel in front of the body and step in place.
4.
Repeat step 3 three times (performing it a total of four times)
5.
Combine parts I and II this time adding the recording.
a.
Some rehearsal of the parts combined may be necessary.
Performance:

Go over how to begin and end a performance well with the students. Perform the piece in its
entirety.

Some helpful tips:
Practice walking forward and backward. Practice three touch movements plus a step with each foot. Practice
the UP, HEEL movements with each foot.

Accommodations:
1. Unpitched percussion will be provided for anyone that is handicapable. They will also have the opportunity to
have the instructor or a friend push them around in an abbreviated dance.
2. I will translate all of the instructions into a students native language if they do not speak English, and maybe
teach the song in their language as well.
3. I will have a simplified version of the song prepared if there are any mentally challenged students in my class.
They will also have the option to play on unpitched percussion instead of participating in the dance. The dance
can be simplified by not specifying the right or left foot.

Assessment/Evaluation:
1. I will observe and assess the students abilities to sing and dance simultaneously.
2. I will assess the students abilities to demonstrate their ability to follow rules, procedures, and etiquette.
3. I will assess the students knowledge of standard terminology in explaining music during discussion.