STUDENTS WILL BE ABLE TO:
- Describe a “second line” dance
- Learn, rehearse and perform a “Second Line” dance
Common Core Standards & NGSSS Music Standards
Common Core Standards
LAFS.4.RL.2.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.
LAFS.4.SL.1.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.4.W.3.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
LAFS.5.RL.2.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
LAFS.5.RI.3.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problemefficiently.
LAFS.5.RL.1.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
LAFS.5.SL.1.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.5.W.3.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
NGSSS Music Standards
MU.4.H.1.1: Examine and describe a cultural tradition, other than one's own, learned through its musical style and/or use of authentic instruments.
MU.4.H.1.3: Identify pieces of music that originated from cultures other than one's own.
MU.5.H.1.1: Identify the purposes for which music is used within various cultures.
MU.5.H.1.3: Compare stylistic and musical features in works originating from different cultures.
Play the video New Orleans Second Line Dancers Video for your students: If Cities Could Dance
After watching the video, ask your students about what kinds of things they noticed during the video. Write down responses on the whiteboard.
Explain to students that they have just seen some short clips of a Second Line, which is a parade tradition in New Orleans. In New Orleans, a “first line” of the parade are the members of the actual parade, which includes the brass band. The “second line” are those who follow the band, parading, enjoying the music, and doing the traditional style of dance, which often involves a parasol or handkerchief. The second line can be used for weddings, funerals, and just about anywhere you can possibly imagine.
Step 4:Show a clip of the Treme Sidewalk Steppers Second Line to your students. During the video, ask your students to observe the dancing and the movements: Treme Side walk Steppers
Ask your students what they noticed about the dancing in the video. Then show your students the Second Line instructional video: How to Second Line. Each bar alternates which footsteps on the 1st beat1 2 3 4& 1 2 3 4& = R L R LR L R L RL keep repeating.
Watch an instructional video and learn how to“Second Line” dance (Instructionbegins @1:00)with a brass band parade. Then invite your family &/or class toparade with you!
Note: R= Right foot. L= Left foot. Every bar alternates which footsteps on the 1stbeat.1 2 3 4& 1 2 3 4& = R L R LR L R L RL keep repeating Example: “2nd Line” dancers following a brass band in parade Treme sidewalk steppers 2010.
Make a parade to Louis Armstrong and his band playing When The Saints
- Grab an umbrella and parade around in your yard or classroom while doing the dance!
- Move the umbrella as high as you can, then down to shoulder height.
- Blow a whistle if you have one!
Teach it to family members &/or classmatesLearn more about the New Orleans Second Lines tradition
Rubric/Instrument for Assessment
A score of four is a response in which the student demonstrates a thorough understanding of the concepts and/or procedures embodied in the task. The student has responded correctly to the task, used sound procedures, and provided clear and complete explanations and interpretations.
A score of three is a response in which the student demonstrates an understanding of the concepts and/or procedures embodied in the task. The students’ response to the task is essentially correct with the procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect in attentive execution of procedures or indications of some misunderstanding of the underlying concepts and/or procedures.
A score of two indicates that the student has demonstrated only a partial understanding of the concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students’ work lacks an essential understanding of the underlying concepts.
A score of one indicates that the student has demonstrated a very limited understanding of the concepts and/or procedures embodied in the task. The students’ response is incomplete and exhibits many flaws. Although the students’ response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or in complete. The response exhibits many flaws or may be incomplete.
A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.