Objectives (5 minutes)

1. Understanding the Concept: Students should understand what dance collectives in school are, knowing the fundamental elements that make up a dance collective, such as cooperation, group choreography, and the different dance styles involved.

2. Identification of Elements and Experiences: Students should be able to identify and discuss the elements of dances they have experienced, recognizing their characteristics and difficulties. They should learn to appreciate the variety and complexity of dance as a form of art.

3. Practical Application: Students should have the opportunity to apply what they have learned in their own dance experiences, either by creating a group choreography or by participating in a collective dance performance.

The objectives of this lesson plan are designed to be achieved through interactive and hands-on activities, encouraging active learning and student participation. Always remembering that teaching arts, especially dance, should be a fun and engaging experience for students.

Introduction (10 - 15 minutes)

1. Content Review: The teacher starts the lesson by reviewing the basic dance concepts that were previously studied, such as rhythm, choreography, and body expression. They can use visual examples, such as videos or images, to assist in the understanding of these concepts.

2. Problem Situations: The teacher proposes two problem situations to the students:

   a) 'Imagine you have been invited to perform a dance at the school party. But you need to work in a group. How would you organize the choreography so that everyone participates equally?'

   b) 'Think of a dance that you really like. Now imagine you need to teach it to a group of people. What difficulties would you face in teaching this dance?'

These problem situations will encourage students to think about the complexity and challenges involved in organizing and executing a collective dance.

3. Contextualization: The teacher explains that dance is not only a form of artistic expression, but also an activity that promotes cooperation, communication, and mutual respect among group members. They can mention examples of famous dance collectives and how they collaborate to create amazing performances.

4. Introduction to the Topic: The teacher introduces the topic of 'Dance Collectives in School,' explaining that they will learn about how dances are organized and performed in groups. To spark students' curiosity, they can share some interesting facts, such as:

   a) 'Did you know that in New Zealand there is a dance called Haka, which is performed in a group and has a very important meaning for Maori culture?'

   b) 'And that in Brazil, we have frevo, a typical collective dance from Pernambuco, which is so important that it is considered Intangible Cultural Heritage of Humanity by UNESCO?'

By the end of the introduction, students should be motivated to learn more about collective dance and the importance of this activity for building social skills and artistic expression.

Development (20 - 25 minutes)

In this phase, students will delve deeper into the topic of dance collectives, practicing what they have learned through practical group activities. Here are some activity suggestions that can be carried out:

Activity 1: Creation of a dance collective

1. Divide the class into groups of five students. Each group will represent a dance collective.
2. Each group should choose a dance style they would like to represent. They can choose a style they already know or explore a new style.
3. Students will receive a list of key elements that should be incorporated into their collective dance. These elements may include things like emotional expression, rhythm, use of space, choreography, and coordination among group members.
4. The groups will have a set time to plan and practice their collective dances.
5. At the end of the designated time, each group will present their dance to the others, discussing after the presentation the elements they were able to incorporate and the difficulties they faced. This moment will be an opportunity for students to value teamwork and the importance of coordination in collective dance.

Activity 2: Problem-solving in collective dance

1. Again in groups, students will receive a series of 'problems' that may occur in a collective dance. These problems can range from lack of synchrony among dancers to difficulty in expressing desired emotions through dance.
2. Students should discuss possible solutions to these problems, considering the dance elements they learned in class.
3. The groups share their solutions with the class, stimulating a dialogue about best practices in collective dance and promoting creativity and critical thinking.

Activity 3: Appreciation of dance collectives

1. The teacher prepares a list of videos of different dance collectives, varying in style, geographical location, and group composition.
2. The groups choose a video to watch and are encouraged to pay attention to the different elements of dance in the performance.
3. After watching the video, each group should discuss what they observed and share with the class. They are also encouraged to identify which elements from the video they would like to incorporate into their own collective dances.

Through these activities, students will have applied in a practical and playful way the knowledge acquired about collective dance, as well as developed skills such as teamwork, critical thinking, and artistic appreciation. Additionally, they will have gained a deeper understanding of the complexity and beauty of collective dance.

Return (10 - 15 minutes)

1. Group Discussion: The teacher gathers all students for a group discussion. Each group will have the opportunity to share the solutions or conclusions they found during the activities. The teacher can ask questions to stimulate reflection, such as 'What was the most challenging dance element for you to incorporate?' or 'How did you solve synchronization problems in the dance?'. This discussion will allow students to appreciate the different approaches and solutions found by their peers, as well as reinforce the importance of teamwork and effective communication.

2. Connection to Theory: The teacher leads the class to reflect on how the activities carried out in groups connect with the theory studied. For example, the teacher may ask, 'How did the activity of creating a dance collective help you better understand the elements of a collective dance?' or 'How does the solution you proposed for collective dance problems relate to what we learned about rhythm, choreography, and body expression?'. This reflection will help students consolidate what they have learned and understand the relevance and practical application of theoretical concepts.

3. Individual Reflection: To end the lesson, the teacher suggests that students reflect individually for a minute on what they learned in class. They can answer the following questions: a) 'What was the most interesting part of today's lesson for you? Why?' b) 'What did you learn today that you can use in other situations (at school, at home, in the community)?'

4. Student Feedback: The teacher can ask students to share their answers to the reflection questions with the class or write them on a piece of paper to hand in at the end of the lesson. This feedback will allow the teacher to assess the effectiveness of the lesson and make adjustments for future lessons if necessary.

By the end of the lesson, students will not only have acquired new knowledge about collective dance and its complexities, but will also have reflected on the importance of cooperation, communication, and creative expression in dance and in life.

Conclusion (5 - 10 minutes)

1. Recapitulation: The teacher revisits the main points and concepts discussed during the lesson. They can ask students what they found most interesting or challenging in the lesson and which concepts they think need more practice or study. This recapitulation helps to consolidate learning and identify areas that may need more attention in the future.

2. Theory-Practice Connection: The teacher reinforces how the activities carried out during the lesson helped illustrate the theoretical concepts covered. They can ask students if they can think of other examples of how what they learned can be applied in practice. This connection between theory and practice helps make learning more meaningful and relevant for students.

3. Extra Materials: The teacher provides students with a list of additional resources they can use to deepen their understanding of the lesson topic. These may include videos of different dance styles, articles on the history of collective dance, or websites with dance tutorials. These additional resources give students the opportunity to learn more about the topic on their own, according to their own interests and pace.

4. Application in Daily Life: Finally, the teacher discusses how what students learned in the lesson can be applied in their daily lives. They can mention how collective dance can help improve communication and cooperation in a group, express emotions and feelings creatively, and appreciate the diversity and complexity of different art forms. They can also encourage students to look for opportunities to practice collective dance outside the classroom, whether by joining a dance club at school, watching dance performances in the community, or even organizing their own dance performance with friends or family.

5. Closure: The teacher concludes the lesson by reinforcing the importance of what was learned and expressing their expectation that students will continue to explore and appreciate collective dance. They can end with an inspiring quote about dance or with a thank you to the students for their participation and effort during the lesson. This positive and encouraging conclusion helps motivate students to continue learning and applying what they have learned in their lives.