Objectives

(5 - 10 minutes)

1. Understanding the Concept: The student should be able to define what dance collectives are and how they integrate into the school and community.

2. Identification of Elements: The student should be able to identify the different elements of a dance (rhythm, movement, expression, music), as well as the specific characteristics of different dance genres.

3. Reflection and Discussion: The student should be able to discuss their dance experiences, pointing out difficulties, achievements, and learnings. Additionally, they should be able to recognize the importance of dance for communication, expression, and personal and collective development.

Each objective will be addressed in a practical and interactive way, stimulating the active participation of students at all stages of the learning process.

Introduction

(10 - 15 minutes)

1. Reviewing Contents: The teacher starts the lesson by reviewing the basic concepts of dance with the students, such as rhythm, movement, and expression. This can be done through a quick question and answer game or a small interactive group review.

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

   • Situation 1: 'Imagine you are at a birthday party, and the music starts playing. Everyone starts dancing, but you don't know the dance. How would you feel? What would you do?'
   • Situation 2: 'Now, imagine you are part of a school dance collective and are preparing for a performance. You need to decide together which dance to present, how to organize yourselves, and how to overcome difficulties. How would you solve this?'

3. Contextualization: The teacher explains that dance is not only a fun activity but also an important way of expression and communication. They emphasize that in many communities, dance is used to tell stories, celebrate special events, and even resolve conflicts. Additionally, the teacher highlights that dance helps develop important skills such as teamwork, self-confidence, and creativity.

4. Introduction to the Topic: The teacher introduces the topic of the day - Dance Collectives in School - explaining that they are groups of students who come together to learn, practice, and perform dances. They may share the story of a famous dance collective or show a video of a school dance collective performance to capture the students' attention. The teacher may also share interesting facts about different dance styles or the history of dance in education.

By the end of this stage, students should be excited and ready to learn more about dance collectives and how they can participate and benefit from them.

Development

(20 - 25 minutes)

For this segment, we will propose three fun, interactive, and educational activities. The teacher should choose one of them to implement in the class.

Activity 1: 'Forming Our Dance Collectives'

This activity focuses on developing teamwork, creativity, and appreciation of diversity.

• Step 1: The teacher divides the class into small groups (4 to 5 students each), and each group will represent a 'Dance Collective'.

• Step 2: Each collective will choose a type of dance to study and present. It can be folk dance, street dance, ballet, etc. They can use books, the internet, and videos for support.

• Step 3: After the collectives are formed and have chosen the dance, each group will research the history of the chosen dance, the basic movements, and the music usually accompanying it.

• Step 4: Each group should also discuss and note the difficulties they perceive when trying to learn the dance and the characteristics they notice in the chosen dance.

Activity 2: 'Find the Movement'

This activity is aimed at helping students understand the different components of a dance and how movements are adapted for different genres.

• Step 1: The teacher acts as a DJ, using a playlist with music from various genres like pop, hip hop, samba, funk, forró, among others.

• Step 2: While the music plays, they have to move to the rhythm of the music with the corresponding dance, for example, if it's a samba song, they try to do samba steps.

• Step 3: This activity can become more dynamic by having one or two students at a time dance in the center of the circle, and the other students must guess which dance style they were representing.

• Step 4: At the end, the teacher can talk a bit more in-depth about the different rhythms played and their characteristic movements.

Activity 3: 'Creative Steps'

This activity will allow students to explore creativity in dance by creating their own movements and routines.

• Step 1: It's a group activity, with 4 to 5 students, where each one must invent a dance movement.

• Step 2: After creating the movement, they teach it to the other group members.

• Step 3: Then, together, they must create a short dance routine using all the movements taught.

• Step 4: At the end of the activity, each group presents their creation to the others. The teacher judges each group's presentation by scoring criteria such as creativity, synchrony, and execution.

By the end of these activities, students will have gained a better understanding of dance collectives and the different dance genres. Additionally, they will be able to report their experiences, challenges, and learnings during the dance activities.

Return

(10 - 15 minutes)

1. Group Discussion: The teacher gathers all students in a large circle, and each group, in turn, shares what they learned about their chosen dance style. They should talk about the history, the movements they learned, and the difficulties they encountered when trying to learn the dance. Additionally, they should share the characteristics they noticed in the chosen dance. This will be important for students to learn from each other and appreciate the diversity of dances.

2. Individual Reflection: The teacher then asks students to silently reflect on what they learned and how they felt during the lesson. They can use a small notebook or piece of paper to write their reflections. The teacher may suggest they think about questions like: How did they feel while dancing? How did they deal with difficulties? What skills do they think they developed or improved?

3. Connection to Theory: The teacher now makes the connection to theory, explaining how dance, besides being an artistic practice, is also an important form of communication and expression. They can emphasize how each dance style reflects the culture and history of a people and how each movement has a meaning. The teacher can also discuss how dance helps develop skills like teamwork, creativity, self-confidence, and discipline.

4. Group Reflection: Now, the teacher proposes a group reflection with two simple questions:

   • Question 1: 'How does dance help us express ourselves and connect with others?'
   • Question 2: 'How do you think you can use what you learned today in your lives outside of school?'

Students are encouraged to share their answers and ideas with the group. This discussion will help students better understand the importance of dance in communication, expression, and personal and collective development.

5. Closure: Finally, the teacher ends the lesson by highlighting the most important points learned during the class and praises the students for their effort and participation. They may also announce the next lesson or activity, generating anticipation and interest.

This return will provide students with a moment of reflection and discussion, allowing them to consolidate what they learned and realize the importance and application of what was worked on. Thus, they will be better prepared to apply this knowledge and skills in their lives outside of school.

Conclusion

(5 - 10 minutes)

1. Recapitulation: The teacher starts by summarizing the main points covered during the lesson:

   • The concept of dance collectives in school and their importance for artistic expression and the development of social skills.
   • The different elements and genres of dance, their characteristics, and the challenges encountered when trying to learn a new dance.
   • The practical dance experiences of the students, and the reflections they made on these experiences.

2. Connection between Theory and Practice: The teacher then emphasizes how the lesson allowed students to connect theory to practice. Students were able to not only learn about dance collectives and different dance genres but also had the opportunity to experience these concepts practically through dance activities.

3. Extra Resources: The teacher suggests additional materials for students to explore at home or in their own time to deepen their understanding of dance collectives and different dance genres. These may include videos of dance performances, online articles about the history and importance of dance, and even dance tutorials for those who want to continue practicing.

4. Applications in Daily Life: Finally, the teacher highlights how the knowledge and skills acquired during the lesson can be applied in students' daily lives. Dance, as a form of expression and communication, can be used in various situations, from parties and social events to moments of relaxation and self-care. Additionally, the skills developed through dance, such as teamwork, creativity, and self-confidence, are extremely useful in many aspects of life.

5. Feedback and Closure: The teacher ends the lesson by requesting quick feedback from students about the class and thanks everyone for their participation. They may also take this opportunity to spark students' curiosity about the next lesson, giving hints or asking an intriguing question related to the next topic.

This conclusion will serve to consolidate students' learning, encourage them to further explore the subject in their own time, and help them understand the relevance of what they learned for their everyday lives.