About This Lesson
Learning Goals/Objectives
STUDENTS WILL BE ABLE TO:
- Describe a “second line” dance
- Learn, rehearse and perform a “Second Line” dance
Materials/Additional Resources
How to Play New Orleans Second Dance
Common Core Standards & NGSSS Music Standards
Common Core Standards
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
W.3.7 Conduct short research projects that build knowledge about a topic.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RL.5.3 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).
SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
L.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
NGSSS Music Standards
MU.3.H.1.1Compare indigenous instruments of specified cultures.
MU.3.H.1.3 Identify timbre(s) in music from a variety of cultures.
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.1.3Compare stylistic and musical features in works originating from different cultures.
MU.68.C.3.1 Apply specific criteria to evaluate why a musical work is an exemplar in a specific style or genre
MU.68.H.1.1 Describe the functions of music from various cultures and time periods.
MU.68.H.1.3 Describe how American music has been influenced by other cultures.
MU.68.H.1.4 Classify authentic stylistic features in music originating from various cultures.
MU.68.H.2.1 Describe the influence of historical events and periods on music composition and performance.
ESOL/ESE STRATEGIES
Steps
Step 1:
Play the video New Orleans Second Line Dancers Video for your students: If Cities Could Dance
Step2:
After watching the video, ask your students about what kinds of things they noticed during the video. Write down responses on the whiteboard.
Step 3:
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
Step 5:
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.
Step 6:
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.
Step 7:
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!
Step8:
Teach it to family members &/or classmatesLearn more about the New Orleans Second Lines tradition
Rubric/Instrument for Assessment
4 Points(Advanced):
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.
3 Points(Proficient):
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.
2 Points(Basic):
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.
1 Point(Emerging):
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.
0 Points:
A score of zero indicates that the student has provided a completely incorrect or non-interpretable response or no response at all.
