final project
jerusalema dance
lesson plan
INTRODUCTION
The topic I have chosen for my final Massive Open Online Course (“MOOC”) portfolio is the Jerusalema Dance, which can be used for the cross-curricular learning of both physical education and music. To make the project fun, innovative, and current, I have used digital tools, including a lesson plan, videos, instructional material, and sheet music in order to animate the information and make the lesson more compelling to the students.
During the Covid-19 pandemic, a song called Jerusalema (produced by a South African DJ, Master KG) became a new social phenomenon that went viral (over 200 million views) all around the world. This song turned into a dance (created by fellow South Africans from Angola) that eventually led to dance challenges referred to as the Jeruselema Dance Challenge. A search of YouTube and other sites include videos of groups of people, including nuns and doctors, police officers, healthcare workers, and others from South Africa, Portugal, Italy, the United States, and even in Spain. The Jeruselema song, and accompanying dance, has different and diverse meanings to those who participate in the dance. As indicated in many accompanying comments to the numerous videos, the song and dance challenge has become an inspiration to others and helps to uplift those fighting Covid-19.
This project will help introduce the learners to South African music and dance, as well as be a motivational guide/template to learners to being more active, physically and musically. From a musical standpoint, the song will help the learners to learn about a different culture, how to apply it to their own culture, improve their listening skills, learn about reading music, and how to develop their own expression technique. In physical education, the learners will improve their balance coordination, body movement, rhythmic accuracy, and build teamwork to name a few. The final exam will consist of a final performance of the Jeruselma Dance Challenge to assure that the learning objectives have been achieved.
I have used a variety of tools in the design of this project that are included in this MOOC project. To begin with, I have included a series of activities surrounding the Jeruselema Dance from both the physical activity and the musical activity sides. The first three activities can be used in either side and the fourth activity will be applicable from the physical side or the musical side.
I was happy to learn that our school, IES Gaspar Sanz, decided to create a a cross-curricular project dedicated to performing the Jerusalema Dance. I was excited to help contribute to the activities within Physical Education class and Music class assisting and learning skills from the teachers that led up to the final schoolwide performance. Unfortunately, due to privacy issues, I am not able to post the video, but it was a success!
“Problems and challenges are more easily faced and learned from when tackled in teams and creative advances are usually made in collaborations (John-Steiner 2001).”
“The scientific evidence (as well as the professional experience of many teachers) suggests that powerful, personally involving experiences, planned as part of a lesson or for a series of lessons, provide the best chances of including and improving all learners.”
CROSS-CURRICULAR APPROACH
This Model for teaching the Jerusalema Dance uses a mirroring structure, using a cross-cultural approach. In the first three activities, the lesson plan promotes the engagement between Physical Education and Music classes. By creating the same objectives within the first three activities, the learners can generate energy in and outside the classroom as they share the same experiences.
As researcher, Jonathan Barnes revealed in Cross-Curricular Learning, “problems and challenges are more easily faced and learned from when tackled in teams and creative advances are usually made in collaborations (John-Steiner 2001).” Additional findings reveal that, “scientific evidence (as well as the professional experience of many teachers) suggests that powerful, personally involving experiences, planned as part of a lesson or for a series of lessons, provide the best chances of including and improving all learners.” Barnes, J. (n.d.). (PDF) An Introduction to Cross-Curricular Learning. Retrieved January 17, 2021, from https://www.researchgate.net/publication/274313611_An_Introduction_to_Cross-Curricular_Learning.
In this project, I have designed a digital tool model with an emphasis on Cross-Curricular learning. The content and objectives will focus on hard skills and soft skills that will build on the learners’ existing worldview. Themes regarding inclusion and diversity with consideration of multi-ability learners. The project may take a month of preparation, more or less, depending on the progress of the learners. My aim is to offer educators the quick-viewing access to a variation of resources that will fit the energy of the class at any given time. I believe that the more tools offered will benefit the social dynamics within that class.
Educators within different subject areas can engage the learners by teaching the same lesson. By presenting materials, using different approaches and angles, educators can connect and meet the needs of the learning styles of different learners. Neuroscientific and social scientific insights can create lasting and transferable learning in both pure subject and cross-curricular contexts, as in working on shared challenges with others.
Below, is a model Lesson Plan that consists of the various activities and resources that we used to prepare the school to carryout the Jerusalema Dance project:
In the first activity, I have included a video presentation discussing the story behind and the origins of the Jeruselema dance from the creator, Master KG. The class of learners will watch the video and then have a discussion of the video. I have a created a group discussion about the video.
For activity two, I have created a quiz about the Jeruselema dance. The learners will work, independently, on the quiz that the learners have to answer by answering true/false questions or short answer questions to complete. Once the learners have completed the short exam, then we will go over the questions and answers as a group.
For activity three, after completing the first two activities and as a final activity of the initial MOOC project, the learners will then watch a video of how the dance steps are broken down. We will discuss this video.
In the fourth activity, the learners will spend approximately four weeks working and preparing on either the physical activity of the dance or the musical composition. I have included the dance step breakdown and the musical composition for the learners to try and perfect. They will be encouraged to work together in pairs or small groups to practice the fourth activity.
For the final exam to make sure the learners complete this project, they will come together to perform a final presentation that will be recorded and shared with the learners. The final presentation confirms that the learners have acquired the specific knowledge to complete this project.
In summary, as a language assistant, my job is to organize and support the group work by interacting with the learners in the group discussions about the videos, as well going over and discussing the quiz and answers. It is my job as a language assistant by challenging them to speak with them in English and encourage them to share their ideas in English. The educator and I must be coordinated by working together to motivate the students and encourage their creativity in this fun dance challenge. We both gave the presentation and then worked with the groups of learners to complete the Jeruselema Dance Challenge.
LESSON OBJECTIVE
Students will be able to apply Physical Fitness and Music Instrumentation to the Jerusalema Dance.
Music Class: To improve Listening, Culture, Reading Music, Expression Technique, Rhythm, Time, Tone, etc.
Physical Education: To improve Listening, Teamwork, Balance Coordination, Body Movement, Rhythmic Accuracy, etc.
Subject/Course
Cross-Curricular Learning: Physical Education / Music
Topic
Dance Fitness / Instrumental
Level
Any age
Lesson Duration
45 min (4-8 classes)
Methodology
Task-based learning; cross-curricular learning, multi-disability learning/inclusion, Collaborative Learning, Group Work
KWL: assess what the student already Knows, what we Want them to know, and what they have Learned
Assessments and Evaluations
Interactive Evaluation provided when the quiz is converted into Excel using the same website.
Evaluation on the execution of the dance performance and the musical performance
Rubric: Educator will observe in-class communication and apply rubric.
SUMMARY OF TASKS/ACTIONS
Physical Education
Activity 1 (5 min): Warm-up watch video of origin of Jerusalema song and dance
- Discuss (5 min) what they understand about the message in the video
Activity 2 (5 min): Take digital quiz OR printout of quiz.
Activity 3 (6 min): watch video of Jerusalema Dance Steps Breakdown
Activity 4 (15 min): Work in Group 3-4 students and have them perform the steps and write the steps down
Music
Activity 1 (5 min): Warm-up watch video of origin of Jerusalema song and dance
- Discuss (5 min) what they understand about the message in the video
Activity 2 (5 min): Take digital quiz OR printout of quiz.
Activity 3 (6 min): watch video of Jerusalema Dance Steps Breakdown
Activity 4 (15 min): Provide students with Sheet Music for Jerusalema and guide students to play the song with instruments
Activity 1a
Origin of Jerusalema Song
As a Warm-Up, the music and fitness educators will show the video to each of their respective classes. This (4 min) video will introduce the learners to a series of following activities that correspond to the video. This activity will involve listening, discussions, and comprehension as well as to promote fitness and musical influences to enhance their lives. The activity will demonstrate collaboration, fitness, body movement, rhythmic accuracy, cultural appreciation, and music composition.
Role of Language Assistant: Support the educator however they need, for example, setting up technology, helping students with pronunciation, expanding their vocabulary, introduce ideas about cultural awareness, etc.
Activity 1b
Discussion about Jerusalema Origin Video and Dance Challenge
Teacher-led discussion
Activity #1b can be used to discuss the Jerusalema Dance Video to promote English-speaking dialogue, critical thinking skills, classroom etiquette, cultural awareness, about the social phenomenon that would inspire people worldwide to participate in the South African dance, dance steps, and the music in the video.
Role of Language Assistant: Support the educator however they need, for example, passing out worksheets, helping students with pronunciation, expanding their vocabulary, introduce ideas about relatability in music, and culture, etc.
Here are some suggestions…
- Did you like the song?
- Why do you think people all over the world connected to this song?
- How did the song make you feel?
- What stood out in the video?
- Did the different language prevent you from feeling something?
- Have you seen this dance before?
- Have you participated in this dance before?
- Have you ever listened to African music before?
- Do you listen to music that is in another language than your own?
- What music do you like?
- What music don’t you like?
- Can this dance be used as an exercise routine?
- Which muscles would you be using?
- Which musical instruments did you hear?
- Can you use other musical instruments to create the same rhythm (guitar, strings, percussion, etc.)?
Activity 2
Jerusalema Quiz
On-line or PDF Quiz
The use of Activity #1b can be used after watching the Jerusalema Dance Video to use the KWL approach in observing what the learner already (K)nows, what we (W)ant to teach them, and assess what they (L)earned. *The quiz can also be used if technology is available (Link below.)
Role of Language Assistant: Support the educator however they need, for example, uploading the online quiz and setting up teams in Google Classroom. For the in-class activity, printing and passing out worksheets, helping students with pronunciation, expanding their vocabulary, answer questions they may have about their responses, etc.
Activity 3
Watch Video of Jerusalema Dance Steps Breakdown
Activity #3 can be used after watching the Jerusalema Dance video and after discussion questions and answers to apply, in a meaningful way, what they learned and saw, contextually, in the video. *Backup to this activity is a printout of the Jerusalema Dance steps in Appendix section of this document.
Role of Language Assistant: Support the educator however they need, for example, uploading the online and setting up teams in Google Classroom. For the in-class activity, printing and passing out dance step worksheets, helping students with pronunciation, expanding their vocabulary, answer questions they may have about the steps, and be a support for multi-disability classroom by altering the movements based on their abilities, or by being a mobility aid if needed, etc.
Activity 4
Physical Education
Perform and Write the Dance Steps to Jerusalema Dance
This Group Work Activity can be used after watching Activity #3. This activity is intended primarily with a focus on Physical Education learners. This lesson will demonstrate the step-by-step instruction on how to do the Jerusalema Dance. This activity will promote listening, writing, speaking comprehension, coordination, body movement, and rhythmic accuracy. This activity will promote group work, organization, collaboration, and creativity skills. Evaluations can be applied base on assessing questions/quiz results, by applying a rubric, and by performance of the Jerusalema Dance.
Role of Language Assistant: Support the educator however they need, for example, uploading the video online, setting up video in class; for the in-class activity, printing and passing out dance step worksheets, helping students with pronunciation, expanding their vocabulary, answer questions they may have about the steps, and be a support for multi-disability classroom by altering the movements based on their abilities, etc.
Some suggestions…
- Students will Perform and Write down the steps.
- Students may want to designate a person in the group to perform the dance moves.
- Students may want to designate a person to write down the steps.
Activity 4
MUSIC
Sheet Music to Jerusalema
Use the musical arrangement for “Jerusalema,” a rendition composed by Marta Fernández Fernández, with emphasis on piano, xylophone, and drum performers used in class. Activity #4 can be used after watching Activity #3. This activity is intended primarily with a focus on Music learners. This lesson will demonstrate the step-by-step instruction on how to play the Jerusalema Dance. This activity will promote listening, reading musical score, writing music composition, English-speaking comprehension as well as rhythmic accuracy, time, technique, and expression in music. This activity will promote group work, organization, collaboration, and creativity skills. Evaluations can be applied base on assessing questions/quiz results, by applying a rubric, and by performance of the Jerusalema Dance. *Backup to this activity can be to utilize mobile phone and play song to have students hear the music and perform body tapping to the beat.
Role of Language Assistant: Support the educator however they need, for example, uploading the video online, setting up video in class; for the in-class activity, printing and passing out dance step worksheets, helping students with pronunciation, expanding their vocabulary, answer questions they may have about the steps, and be a support for multi-disability classroom by altering their participation based on their abilities by incorporating body tapping, etc.
Arrangement by Marta Fernandez Fernandez, Creative Commons License
Creative Commons License
Activity 4 (Back-Up)
MUSIC
Music Rhythm Tree
This activity is a design of a Music Rhythm Tree that I created, that can be completed as a supplemental lesson in the event of technical difficulties. The project can also be used as Group Work, Pair Work, Individual Work, as extra credit, or as a homework assignment.
Appendix
Other Videos
Below you will find additional learning materials to enhance their learning experience and to use as backup materials in the event of technical issues.
All non-attributed photos are either licensed through Adobe Stock or have Creative Commons licenses.