Class: Junior Secondary School 2 (JSS 2 / JS2)
Term: 3rd Term
Week: 10
Age: 13 years
Duration: 45 minutes
Subject: Cultural and Creative Arts
Curriculum Theme: Cultural and Creative Arts
Previous Lesson: Aspect of Dance as a Career: Appreciation of Dance as a Profession.
Topic: SELF-CONTROL IN DANCE
Subject Matter: Meaning of self-control, Aspects of self-control: Demonstration of self-control

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define self-control.
Explain the importance of self-control in dance.

Affective Domain:

Appreciate the need for discipline and focus during dance.
Respect personal space and the movements of other dancers.

Psychomotor Domain:

Demonstrate self-control through controlled body movements in dance.
Apply principles of self-control in a practical dance exercise.

Work cooperatively with peers in group dance activities.
Promote harmony and order during dance performances.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Cultural and Creative Arts for Junior Secondary Schools 2

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts showing different dance postures.
Audio player with various dance music.
Pictures of dancers demonstrating controlled movements.
An open space for practical demonstration.

Rationale for the Lesson

This lesson helps pupils understand that dance is not just movement but also requires discipline and control. It enables them to perform dance movements safely and effectively while respecting others, which is important for both individual skill development and group harmony.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of different dance forms and simple dance movements.

Lesson Content/Board Summary

SELF-CONTROL IN DANCE

Meaning of Self-Control

Self-control in dance refers to the ability of a dancer to manage their body, emotions, and movements effectively. It involves conscious effort to maintain balance, execute precise steps, and control expressions without being distracted or harming oneself or others.

Aspects of Self-Control in Dance

Self-control in dance involves several important aspects:

Body Control: Managing posture, balance, strength, and flexibility to execute movements with precision.
Emotional Control: Keeping emotions in check to avoid uncontrolled movements or expressions that might disrupt a performance.
Spatial Awareness: Being aware of one’s own space and the space of other dancers to avoid collisions and maintain formation.
Timing and Rhythm: Controlling movements to align with the music’s beat and tempo.
Focus and Concentration: Maintaining attention on the dance steps and overall performance without distraction.

Demonstration of Self-Control in Dance

Self-control is demonstrated in dance through:

Maintaining a steady and upright posture throughout the dance.
Executing sharp, clear, and precise movements as required by the choreography.
Controlling facial expressions to convey the appropriate mood of the dance.
Moving gracefully and smoothly without appearing clumsy or uncontrolled.
Stopping and starting movements exactly when intended.
Respecting the personal space of other dancers and moving in harmony within a group.
Adapting to changes in music or choreography without losing composure.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher welcomes the pupils and reviews the previous lesson briefly. The teacher then asks pupils what they understand by “control” in everyday life and how it might relate to dancing.
Pupils’ Activity: Pupils respond to the questions and share their ideas on control. They recall aspects of the previous lesson.
Learning Point: Pupils connect prior knowledge to the new topic and are introduced to the concept of self-control.

Step 2: Meaning of Self-Control

Time: 10 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of self-control, particularly in the context of dance, using simple language and examples. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen attentively, ask questions for clarification, and copy the definition into their notebooks.
Learning Point: Pupils understand the definition of self-control.

Step 3: Aspects of Self-Control in Dance

Time: 10 minutes
Teaching Skill: Elucidation/Discussion
Teacher’s Activity: The teacher discusses the various aspects of self-control, such as body control, emotional control, and spatial awareness, explaining each with examples relevant to dance. The teacher uses charts or pictures to illustrate.
Pupils’ Activity: Pupils participate in the discussion, identify different aspects, and observe the illustrations.
Learning Point: Pupils identify and understand the key aspects of self-control in dance.

Step 4: Demonstration of Self-Control in Dance

Time: 10 minutes
Teaching Skill: Demonstration/Practical Activity
Teacher’s Activity: The teacher demonstrates simple dance movements, first showing lack of control, then demonstrating the same movements with clear self-control (e.g., maintaining balance, precise steps, controlled stops). The teacher asks pupils to observe the differences.
Pupils’ Activity: Pupils carefully observe the teacher’s demonstrations and identify the differences between controlled and uncontrolled movements.
Learning Point: Pupils observe practical examples of self-control in dance.

Step 5: Practical Application and Group Activity

Time: 5 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher divides pupils into small groups and gives them a simple dance sequence to practice, emphasizing the need for self-control in their movements and interaction. The teacher monitors and provides feedback.
Pupils’ Activity: Pupils practice the dance sequence in their groups, focusing on applying self-control, and receive feedback from the teacher.
Learning Point: Pupils apply self-control in a practical group dance setting.

Step 6: Reinforcement

Time: 5 minutes
Teaching Skill: Reinforcement
Teacher’s Activity: The teacher consolidates the lesson by reiterating the importance of self-control for safe, effective, and harmonious dance. The teacher encourages pupils to practice self-control in all aspects of their lives.
Pupils’ Activity: Pupils listen and ask any remaining questions.
Learning Point: Pupils grasp the overall importance and application of self-control.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is self-control in dance?
Mention two aspects of self-control important in dance.
How can a dancer demonstrate self-control during a performance?

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key points of the lesson and assigns homework, asking pupils to observe and write down examples of self-control in any dance they watch at home.
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and prepare for further exploration.

Lesson Keywords

Self-control – The ability to manage one’s own body, emotions, and movements.
Body Control – Managing posture, balance, and precision in movements.
Spatial Awareness – Understanding and respecting one’s own space and the space of others.
Precision – The quality of being exact and accurate in movement.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to create a short dance sequence that specifically demonstrates different aspects of self-control. For pupils who need more support, the teacher can provide simpler movements and more one-on-one guidance during practical sessions, focusing on basic body control and spatial awareness.

Note for teachers using this lesson plan

Emphasize practical demonstrations and allow ample time for pupils to practice. Encourage a supportive environment where pupils feel comfortable experimenting with movements and receiving constructive feedback. Use music to make the practical sessions engaging and relatable.