[b][center][size=150][/size][size=150][size=200][/size][/size][size=150][/size][size=150]Ethno Active: Discovering Culture Through Movement[/size][size=150][size=200][/size][/size][/center][/b]

[b]General[/b] [b]Learning Objectives:[/b][br][br][list][br][*]Identify and compare traditional clothes, dances, and games from Serbia, Austria, and Finland.[/*][br][*]Understand the diversity of Serbia's population and the concept of national minorities.[/*][br][*]Recognize repeating patterns in dance movements and relate them to mathematical and natural patterns.[/*][br][*]Explore traditional costume elements using technology and engineering principles.[/*][br][*]Express cultural elements through visual art.[/*][br][*]Participate in traditional games and dances to enhance physical coordination and intercultural awareness.[/*][br][/list][b]Materials:[/b][br][list][br][*]Pictures or short videos of traditional dances and clothing from Serbia, Austria, and Finland[/*][br][*]Printed dance pattern cards (e.g., right-step, left-step, clap)[/*][br][*]Traditional music samples[/*][br][*]Large paper, markers, colored pencils[/*][br][*]Measuring tape or rulers[/*][br][*]Simple materials for costume accessories (felt, fabric scraps, yarn, glue, scissors)[/*][br][*]Laptops or tablets (optional, for videos)[/*][br][*]Open space for movement activities[/*][br][/list][br][br]

[b]Discussion:[/b] Start by asking: "Who lives in Serbia?"[br][list][br][*]Explain: "All the people who live in a country are called its [i]population[/i]. In Serbia, most people are Serbs. But many people belong to national minorities. A national minority is a group of people who live in a country where they are not the majority. They often share the same language, culture, and origin."[/*][br][*]Show a map of Serbia ([url=https://www.worldometers.info/img/maps/serbia_physical_map.gif][/url][url=https://www.worldometers.info/img/maps/serbia_physical_map.gif]https://www.worldometers.info/img/maps/serbia_physical_map.gif[/url][url=https://www.worldometers.info/img/maps/serbia_physical_map.gif][/url]). Introduce some national minorities: Hungarians, Croats, Bosniaks, Albanians, Romanians, Bulgarians, Roma, Slovaks, Rusyns, and others.[/*][br][*]Explain: "Serbia is a country with many cultures. That’s why we have many traditional dances, clothes, and games. Some come from Serbian culture, and others from national minorities."[/*][br][/list][br]

[b]Introducing traditional dances:[/b] Start by watching a short clip of a traditional Serbian dance, such as the Kolo ([url=https://www.youtube.com/watch?v=cpZotJKOmbw]https://www.youtube.com/watch?v=cpZotJKOmbw[/url]). After viewing, explain that many countries have their own traditional dances. Tell students that today they will explore traditional dances from other countries as well, including Austria and Finland. Then show short clips from Austria ([url=https://www.youtube.com/watch?v=-nETlE3Vj0k]https://www.youtube.com/watch?v=-nETlE3Vj0k[/url]) and Finland ([url=https://www.youtube.com/watch?v=RVja6ZMokzw]https://www.youtube.com/watch?v=RVja6ZMokzw[/url]).[br][br]After watching the clips, ask students:[br][list][br][*]What did you notice about the dances?[/*][br][*]Were the movements fast or slow? Repeating or changing?[/*][br][*]How are these dances similar or different from each other?[/*][br][*]What do the clothes tell us about the culture or climate of the country?[/*][br][/list][br]

[b]Objectives: [/b]Identify repeating patterns in dance and relate them to mathematical and natural patterns.[br][br][b]Materials:[/b][br][list][br][*]Printed or hand-drawn dance pattern cards (e.g., right-step, left-step, clap, turn, jump, etc)[/*][br][*]8-square movement pattern worksheets or strips (1 per group)[/*][br][*]Markers or crayons for marking dance steps (optional)[/*][br][*]Music samples for practicing dance rhythms[/*][br][*]Open space for group movement[/*][br][/list][b][color=#980000][size=85]**Download the file with the dance pattern card and worksheet at the end of this lesson.[/size][/color][/b]

[b]Instructions:[/b][br][list][br][*]Watch again (if needed) short clips of traditional dances (e.g., Serbian Kolo, Austrian Ländler, Finnish polka).[/*][br][*]Show simplified dance patterns on cards (e.g., right-step, left-step, clap – repeat, jump, turn left, turn right).[/*][br][*]Students identify and count the repeating elements.[/*][br][*]In small groups, they create and perform an 8-beat dance pattern using steps and claps. Explain to students that a beat is like a steady pulse in music or dance, like counting: 1, 2, 3, 4, 5, 6, 7, 8. A movement pattern means doing an action on each beat. Give students a worksheet with 8 empty boxes. They will choose movement cards (e.g., step right, step left, clap, turn) and place one in each box to create their dance sequence. Then they will practice and perform their pattern together.[/*][br][/list][br][b]Extension:[/b] Compare these patterns to those in nature (e.g., flowers, shells, animals) or clothing (e.g., embroidery).[br]

[b]Objectives:[/b] Explore structure and design of traditional costume elements.[br][br][b]Materials:[/b][br][list][br][*]Images of traditional costumes from Serbia, Austria, and Finland[/*][br][*]Printed or digital (on tablet/projector)[/*][/list][list][*]Materials for designing accessories:[/*][/list]       * Felt, fabric scraps, yarn, colored paper[br]        * Glue, scissors, string, tape[br]        * Buttons, beads (optional)[br][list][/list][list][*]Measuring tape or rulers[/*][br][*]Large paper and pencils for sketching design ideas[/*][/list]

[b]Objectives:[/b] Represent movement and rhythm using visual art.[br][br][b]Materials:[/b][list][br][*]Drawing paper or blank A4 sheets[/*][br][*]Colored pencils, crayons, or markers[/*][br][*]Optional: Stencils for drawing symbols (spirals, dots, lines)[/*][br][*]Music (to replay the dance rhythm if needed)[/*][br][*]Student-created 8-beat patterns (from Activity 1) as reference[/*][br][/list][br][b]Instructions:[/b][br][list][br][*]Begin by showing students some basic visual symbols: spirals for turns, arrows for steps, zigzags for jumps, dots for claps.[/*][br][*]Ask: How could we draw a dance without using people? What shapes or symbols could show how someone moves?[/*][br][*]Students then create their own symbol art showing a short dance. It could be the 8-beat pattern they designed earlier or an imaginary one.[/*][br][*]Let them decorate their symbol artwork with patterns from costumes or nature.[/*][/list]

[list][b]Instructions:[br][/b][br][*]Show images of traditional costumes from Serbia, Austria, and Finland. Talk about colors, materials, and symmetrical shapes. [/*][/list][list][*]Ask the students:[/*][/list][br]        *What colors and materials do you see?[br][br]        *Are there any patterns or symbols?[br][br]        *Do these clothes look warm or light? What might that tell us about the weather?[br][br]        *What do you think the clothes tell us about traditions or celebrations?[br][list][b][br]Group Task: [/b][/list][br][list][*] In small groups, students will choose one country and design a small accessory inspired by its traditional costume (e.g., a belt, brooch, flower crown, sash).[/*][/list][list][br][*]Provide materials such as felt, yarn, string, fabric scraps, glue, and scissors. First, they will sketch their idea on paper, then build it using the materials.[/*][br][*]Each group presents their accessory and explains their choices (e.g., “We used red and black for Serbia because we saw these colors in the costume photo. We added triangles to show the embroidery pattern.”)[/*][br][/list][br]

[b]Objectives:[/b] Experience cultural diversity through games and dance.[br][br][b]Materials:[/b][list][br][*]Printed or written instructions for each traditional game station[/*][br][*]Cones or markers to define areas for each game[/*][br][*]Soft ball (for “Između dve vatre”)[/*][br][*]Wooden stick and 10 small blocks/sticks (for “Kymmenen tikkua laudalla”)[/*][br][*]Open space (gym, schoolyard, or classroom with desks pushed aside)[/*][br][*]Music player (optional, for background traditional music)[/*][/list]

I[b]nstructions:[br][br][/b]Divide students into 3 groups. Set up 3 game stations. Each station will feature one traditional game from Serbia, Austria, or Finland:[br][br][b]Serbia[/b]: [b]Klis [/b]This traditional game, once played by shepherds using wooden sticks, is now safely adapted with sponge noodles. Players are divided into teams, each with three short sponge noodles. The first player places two noodles on the ground (crossed), hits one to lift it, and then strikes it to launch it as far as possible. The team whose players launch the noodle the farthest earns points—most points win!

[code][/code][br][b]Austria [/b]: "Fangen" (tag) – One player is “it” and tries to tag the others. When tagged, players freeze until another player frees them by crawling under their arms.[list][list][br][/list][br][/list][br]

[b]Finland[/b]: "Kymmenen tikkua laudalla" – One player guards sticks placed on a plank. Other players try to sneak up and knock the sticks away. When they succeed, everyone runs and hides while the guard puts sticks back. Then the guard searches and calls out names when players are found.[list][list][br][/list][br][/list][br]

[list][*]After about 5–6 minutes, rotate groups to the next station.[/*][br][*]End the activity by bringing all students together to perform a simple circle dance like the Serbian Kolo.[/*][/list][br]

[b]Conclusion & Reflection:[/b][br][br]Discussion:[br][list][br][*]What did you learn about different cultures today?[/*][br][*]What patterns did you notice?[/*][br][*]How is dance connected to math, art, and nature?[/*][br][*]What did you enjoy the most?[/*][/list][br]Optionally, display student's artwork and accessories in a classroom exhibition.[br][br][br][b]STEPAM Components:[/b][br][list][br][*][b]Science / Social Science[/b] – Population and national minorities, cultural diversity.[/*][br][*][b]Technology[/b] – Use of digital tools to explore costumes and dances.[/*][br][*][b]Engineering[/b] – Creating wearable accessory prototypes.[/*][br][*][b]Arts[/b] – Visual expression of rhythm and culture.[/*][br][*][b]Mathematics[/b] – Recognizing and creating movement patterns.[/*][br][*][b]Physical Education[/b] – Engaging in traditional games and dances.[/*][br][/list][br]