Objectives (5 - 10 minutes)

1. Understanding the body as an instrument of expression: The main objective of this class is for students to understand that the body is a fundamental tool for expressing feelings, emotions, and ideas through dance. The teacher should reinforce that dance is a form of language, just like speech or writing, and that through it, we can communicate and share our experiences with others.

2. Identification of the constituent elements of dances: The teacher should teach students the main elements that make up a dance, such as rhythm, movement, space, and expression. Students should be able to identify and describe these elements in different types of dances, both those they already know and those that will be presented in the class.

3. Encourage appreciation and respect for different forms of dance: Finally, the teacher should encourage students to appreciate and respect the different forms of dance, whether from their own culture or others. Students should be encouraged to value diversity and artistic expression, recognizing that dance is an important part of humanity's cultural heritage.

Secondary objectives:

• Develop motor coordination: Through body movement, students will develop gross motor coordination, which involves the manipulation of large muscle groups.
• Stimulate creativity: Students will have the opportunity to experiment and explore different movements and rhythms, which will contribute to the development of their creativity.
• Promote integration and socialization: Group dance activity promotes integration and socialization among students, as they need to cooperate and communicate with each other to perform the task.

Introduction (10 - 15 minutes)

1. Recalling previous content: The teacher should start the class by reminding students about the importance of movement and physical activity for health and well-being. Questions like: "Do you remember why it's important to move every day?" or "What physical activities do you enjoy doing?" can be asked. This will help establish the connection between what they already know and the new content that will be presented.

2. Problem situations: The teacher can propose two situations to introduce the topic of the class:

   • "Imagine you are watching a dance show, but the dancers are not moving according to the music. How do you think that would make you feel?"
   • "And if you were dancing to a very cheerful song, but your movements were very slow and sad. How would that affect your expression and how others perceive your dance?"

   These situations will help students understand the importance of each of the elements that make up dance.

3. Contextualization: The teacher can then explain that, just like in speech and writing, there are rules and elements that make dance a form of communication. Examples of different types of dances, such as folk dances, ballroom dances, street dances, etc., can be given, and how each of them uses dance elements in a unique way.

4. Capturing students' attention: To capture students' attention, the teacher can share some curiosities about dance. For example, it can be mentioned how dance has existed for thousands of years and was used by our ancestors as a way to tell stories and celebrate important events. Another interesting curiosity is that dance is a universal language - around the world, people use dance to express their emotions and celebrate life.

5. Introduction to the topic: Finally, the teacher should introduce the topic of the class - the constituent elements of dances - and explain that they will learn more about these elements and how they are used to create different types of dance.

Development (20 - 25 minutes)

1. Theory on the constituent elements of dances (10 - 12 minutes)

   • Rhythm: The teacher should explain that rhythm is the pulse or beat of the music, which dictates the timing of movements in dance. Practical examples, such as clapping or playing a drum at different rhythms, can be used so that students can feel and understand the concept of rhythm.

   • Movement: The teacher should teach that dance is made through coordinated body movements, which can be fast, slow, smooth, strong, among others. Students should be shown how different parts of the body can move in different ways, and how these movements can be combined to create a dance.

   • Space: The teacher should explain that the space around us is an important part of dance. It can be demonstrated how the same dance can look different if performed in a small space or a large space, and how dancers use the space around them to create interesting visual effects.

   • Expression: Finally, the teacher should teach that dance is a form of expression. Students can be asked how they think dance can express different emotions, such as joy, sadness, anger, and then shown how dancers use their movements and facial expressions to communicate these emotions.

2. Application activity of the constituent elements of dances (10 - 13 minutes)

   • Dance of Emotions: The teacher should divide the class into small groups and ask each group to choose an emotion (joy, sadness, anger) to represent through dance. Each group should use rhythm, movements, space, and expression to express the chosen emotion. The teacher can play different music so that students can experience different rhythms and dance styles.

   • Playing with rhythm: The teacher can choose a song with a clear rhythm and ask students to follow the rhythm with different parts of the body (hands, feet, head) while dancing. This activity will help students focus on the rhythm and develop motor coordination.

3. Learning reinforcement (5 - 7 minutes)

   • Group discussion: After the activities, the teacher should promote a group discussion, where each group will have the opportunity to present their dance of emotions and share how they used the elements of dance to express the chosen emotion.

   • Connection with theory: The teacher should then connect the activities with the theory, reinforcing how the elements of dance are used to create different types of dance and how these elements can be used to express emotions and ideas.

   • Feedback and clarification of doubts: Finally, the teacher should give feedback to students on their presentations, praising their efforts and highlighting the positive aspects of their performances. The teacher should also take this opportunity to clarify any doubts students may have about the elements of dance.

The teacher should remember that dance is a playful and fun activity, and that the main goal of these activities is for students to have fun while learning about the constituent elements of dances. Therefore, it is important for the teacher to encourage the active participation of all students and create an environment of respect and mutual support.

Return (10 - 15 minutes)

1. Group discussion (5 - 6 minutes)

   • The teacher should gather all students in a large circle for a group discussion. Each group will have the opportunity to share their observations and experiences during the practical activity. This will allow students to learn from each other and see the different ways in which the elements of dance can be used to express emotions.

   • The teacher should ask reflective questions, such as: "How did you decide to use movements, rhythm, space, and expression to represent the emotion you chose?" and "Did you find it difficult or easy to use the elements of dance to express your emotions? Why?"

2. Connection with theory (3 - 4 minutes)

   • After the discussion, the teacher should reinforce the connection between practice and theory, explaining how students applied the elements of dance in their presentations. The teacher can say: "Did you notice how you used the rhythm of the music to guide your movements?" or "Did you see how the use of space can change the way the dance is perceived?".

3. Individual reflection (2 - 3 minutes)

   • To end the class, the teacher should propose a moment of individual reflection. Students should close their eyes and think about what they learned in the class. The teacher can ask two simple questions to guide the reflection:

     1. "Which elements of dance (rhythm, movement, space, expression) do you think you use most easily? Why?"
     2. "Which element of dance do you think you need to practice more? Why?"

   • The teacher should encourage students to share their reflections, but should also respect those who prefer to keep their reflections to themselves.

4. Final feedback (1 minute)

   • The teacher should end the class by giving overall feedback on the class performance. The strengths of the class, such as creativity, cooperation, and emotional expression, should be highlighted, and students should be encouraged to continue practicing and exploring the elements of dance.

At the end of the class, students should have a clear understanding of the constituent elements of dances and how they are used to express emotions and ideas. They should also have a greater appreciation for dance as a form of artistic expression and a means of communication. Additionally, the class should have helped develop students' motor coordination, creativity, and social skills.