10 Dance Lesson Plans

Submitted to Ann Kipling Brown

In partial fulfillment of the requirement for

EDAN202

Submitted by: Devon Stolz

Date Submitted: Friday, April 15th 2011

Lesson #1

Arts LIVE and Misty Wensel

Grade Level: Grade’s 3-8

Arts Education Components: Creative Productive, Cultural Historical, Critical Responsive

Objectives:

1. Students will work in groups in creating short dance pieces

2. Students will use Misty Wensel as the influence for their dance

3. Students will explore dance inspiration and creation of movements

4.Common Essential Learnings: Communication, Critical and Creative Thinking, Numeracy, Personal & Social Values & Skills, Independent Learning

Outcomes & Indicators:

1. Collaborate on the creation of a concept web of dance elements and possible movements related to an inquiry question.

2. Demonstrate leadership and collaborative skills in the creation of one section of a group choreography.

3. Encourage peers to extend bodies’ range of movement, strength, and balance with attention paid to correct alignment and clarity of action.

4. Improvise and collaborate to refine movements and develop the choreography.

Description of Lesson: Students will view Misty Wensel through the Arts LIVE program. After the first 30 minute session Students will use “memorable moments” to create a unique piece of dance and

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choreography. This choreography will be organized according to Misty Wensels’ “dance phrases”. The lesson will conclude with peer sharing.

Set: Students will arrive to class and begin to become engaged with the Arts LIVE- live telecast. After the first 30-minute session students will begin the dance exploration section of the lesson.

Development: Students will be placed into groups of 3-5 and begin to compile a list. This list is of specific “memorable moments” that could be used to inspire dance. A memorable moment is a period of time that evokes an emotion. These emotions are the basis for creating dance phrases. After the group has compiled a list of memorable moments they can begin sequencing them into specific movements and transitions. The dance phrase should incorporate movements associated with all of the memorable moments.

Closure: This lesson concludes with a quick group sharing of the created work.

Assessment:

Students will be assessed on the following:

1. Smooth transitions and clear, defined dance phrases

2. Inspired and creative movements3. Group flow and cohesiveness

Materials: Arts Live, Misty Wensel, Dance Studio or large open space, sound system

Resources: http://www.education.gov.sk.ca/artonair

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QuickTimeª and a decompressor

are needed to see this picture.

Misty Wensel

Lesson Title #2

Robin Poitras Artist Study

Grade Level: Secondary

Arts Education Components: Creative Productive, Cultural Historical, Critical Responsive

Objectives:

1. Students will become involved and have fun creating a unique dance

2. Students will gain a firm understanding of Robin Poitras and her work

3. Students will explore and become aware of the creative process and it’s significance

4. Students will actively discuss dance

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal & Social Values and Skills, Independent Learning

Outcomes & Indicators:

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1. Use body and actions in innovative ways to develop sequences and ideas

2. Investigate expressive ways of using dynamics, rhythm, spatial design, focus, relationships, transitions, and contrast

3. Perform self-created and collaboratively-created sequences of movements with smooth transitions

4. Encourage peers to extend bodies’ range of movement, strength, and balance with attention paid to correct alignment and clarity of action

Description of Lesson: Students will listen to the Robin Poitras interview on the SaskStories website and note the key points of her speech. They will then use the key parts of Poitras’ creative process to create a unique group dance. The lesson will wrap up with a group discussion about Poitras and her work.

Set: Students will listen to the interview by Robin Poitras on the Saskstories website. Using the important elements that she mentioned within her interview they will then plan and begin to create a dance. Students will be placed into groups and may choose to use the dance-making process as outlined in the evergreen curriculum, or they may choose to explore and create a sequence of movements on their own accord.

Development: The key points that students should take away from the Poitras conversation are the following:

1. Inspired by literature and stories2. Tests human movement potential3. Creates challenges for her body4. Enjoys working with body extensions5. Dances in small spaces6. Incorporates other kinds of art within

her dance7. Views dance as a communicative

language8. Dance in a pedestrian sense (walking

etc)

Students should incorporate at least 4 of these elements of Poitras’ creative process into their own dance. This should result in creative

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and enjoyable dances. The teacher should also stress the use of dance elements, such as: canon, pathways, space and relationships.

Closure: Students will meet in their small groups and reflect on their inspiration and use of the stimulus within their own dance. If necessary or if the teacher deems it productive a class-wide discussion about Poitras’s creative process may commence.

Assessment:

Students will be assed on the following

1. Participation2. Creative and unique idea’s in movement3. Comprehension of and effort to incorporate

Poitras work within the dance

Materials: Dance studio or large open space, sound system

Resources:

http://www.saskstories.ca/art/english/conversations/

Lesson #3

Global Issue’s explored through solo choreography assignment

Grade Level: This lesson is designed for Dance 30

Arts Education Components: Creative Productive, Cultural Historical, Critical Responsive

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Objectives:

1. Students will develop new and creative dance technique

2. Students will become comfortable with performance and displays of own work

3. Students will gain an understanding of global food epidemic as a social issue

4. Students will communicate relationships and idea’s through dance

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal and Social values and skills, Independent Learning

Outcomes & Indicators:

1. Use the dance-making process to explore the central questions and ideas

2. Reflect, analyze, and make connections between the original topic or inquiry question and subsequent dance explorations.

3. Use the Internet and other relevant sources (e.g., print, digital, community) to research and gather ideas for dance-making

4. Generate additional relevant questions for deeper exploration

5. Draw on own imagination and ideas, and strengths of other dancers, when choreographing dance section

6. Improvise and collaborate to refine movements and develop the choreography.

Description of Lesson: This lesson looks to challenge and test student’s ability to create dance. Preferably students will create short solo-choreographed numbers that communicate their feelings, thoughts and emotions about the global food crisis. The lesson will conclude with a presentation of each student’s work and classroom discussion about the elements of dance, creative process etc.

Set: The Teacher will begin the class by asking about pre-existing

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knowledge regarding the global food crisis. After the class has shared their knowledge about this global issue the teacher will then introduce the solo choreography assignment based around the global food crisis issue. Students will be given a resource package with all of the necessary information to gain a firm understanding of the issue at hand.

Development: Students will begin to create their dance by following the dance creation process that is outlined in the Evergreen Curriculum. Students have creative freedom to use whatever piece of music they desire and fashion a dance that is interesting and engaging to them. The dance must have a strong focus on the issue of world hunger, famine and world aide. The teacher must encourage personal feelings and beliefs to be expressed throughout the dance. The Teacher must stress the importance of space within this dance. Encourage interesting levels, directions, shape, sizes and pathways.

Closure: Students will display finished work to the class. The teacher will pose a class discussion about similarities within student’s work, differences and uniqueness. The class should also discuss their individual journey of creating dance, and self-reflect on the elements of dance that they chose to explore.

Assessment:

Students will be assed according to the creative dance rubric attached

Adaption’s & Extensions: It is likely that students may not wish to create a solo piece of choreography. While the intention of this lesson is to express personal feelings and thoughts – partners and/or small groups may also be applicable. This model look exploring social issues through dance- can be used for other global/sociological issues.

Materials: Dance studio or large open space, information packages, sound system

Resources:

Creative Dance Rubric

The following resources may be used in the information package to be distributed to students

http://www.bbc.co.uk/news/business-13086979

http://www.globalissues.org/article/758/global-food-crisis-2008

http://www.oxfam.ca/news-and-publications/news/the-global-food-crisis

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http://www.washingtonpost.com/wp-srv/world/globalfoodcrisis/

http://en.wikipedia.org/wiki/2007%E2%80%932008_world_food_price_crisis

Rubric for Creative Dance #3

D C B A

Beginning Satisfactory Proficient Excellent MARK

Effort Participates only with strong encouragement.

Is easily distracted and finds it difficult to maintain focus. May distract others.

Participates in dance.

Frequent reminders are needed to maintain focus on the dance.

Participates in dance with a positive attitude.

Needs to be reminded to focus at times.

Can stay focused and follows instruction well.

Participates in dance with enthusiasm, and encourages others to participate.

Is consistently focused and on task and encourages others to remain focused.

Level and Space

Uses little of the space possible for movements.

Student movement experiences only one level.

Uses some of the space provided.

Movement is limited to only two levels.

Attempts to use most of the space provided.

At times uses varied levels within their movement experience.

Uses all space provided, vertically as well as horizontally.

Uses all levels within their exploration of movement.

Patterns and Pathways

Pathways and patterns are not apparent in the dance composition.

Uses one or two pathways and patterns in their dance.

Attempts various pathways in their movement.

Basic patterns are included in their dance composition.

Uses an extensive variety of pathways in their movement.

Incorporates well-defined patterns in their dance composition.

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Creativity and Interpretation

Uses common and stereotypical patterns borrowed from others.

Uses familiar patterns and movements.

Re-uses a simple pattern borrowed from others or media.

Adapts some options from others in their movement

Goes beyond the familiar to take a small risk.

Movements repeat limited common patterns and themes.

Explores a variety of creative options.

Takes some risks in their exploration.

Movements show unusual patterns and fair variety.

Explores numerous creative options.

Willing to take risks in their exploration.

Movements are highly original and carried out well.

Movements highlight the music in an interesting way.

COMMENTS: TOTAL

Lesson #7

Group Presentation of ArtsAlive Dancer

Grade Level: Grade 5+

Arts Education Components: Cultural Historical, Creative Productive

Objectives:

1. Students will gain a historical and cultural knowledge of dance a important dancers

2. Students will create engaging and aesthetically pleasing posters for display

3. Students will demonstrate the educational merit of dance history and research of historical dance figures

Common Essential Learnings: Communication, Technological Literacy, Independent Learning

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Description of Lesson: Using the ArtsAlive website groups of students will select a dance artist and research specific aspects about each dancer. Students will then create large poster boards complete with all of the information about each particular artist. The lesson will close with each group doing a presentation about their dancer.

Set: Students will divide into small groups and become familiar with the ArtsAlive website. After time to explore the site the teacher will then instruct students to pick a specific influential dance artist and begin researching.

Development: Students will use the information gathered to create a visually appealing poster for display within the dance studio or classroom. This poster should not only be visually appealing but also include the following information.

1. Name of Dance Artist2. Date of Birth and Death (if applicable)3. Style, Genre of Dance4. Major influential contributions to

dance5. Legacy6. Images or illustrations of dances7. Description of her/his work using

dance terminology (heavily descriptive words)

Closure: Students will present their poster to the class with a short speech about the artist that they have studied using the arts alive website. After every group has shared their different and unique dancer the class should have gained a comprehensive understanding of a vast variety of dance pioneers and modern day professionals.

Assessment:

Students will be assessed on the following:

1. Amount of effort, time and thought put into preparing a visually appealing poster for display in the classroom

2. Quality of research 3. Value of presentation done by

the group during class sharingAdaption’s & Extensions: After researching and creating a poster based on the artist; Students could use the knowledge obtained to

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create a dance. This process is similar to the Robin Poitras lesson.

Materials: Materials to create posters, computer lab

Resources: http://artsalive.ca/en/dan/meet/index.asp

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Isadora Duncan

Lesson #5

Heritage Heirloom Dance

Grade Level: Secondary- Dance 10, 20, 30

Arts Education Components: Creative Productive, Cultural Historical, Critical Responsive

Objectives:

1. Students will create a personal and unique contemporary dance that

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reflects personal heritage and culture2. Students will make use of all elements

of dance3. Students will create interesting and

creative pieces of art4. Students will perform and value peers

performances

Common Essential Learnings: Communication, Critical and creative thinking, Personal and Social values and Skills, Independent Learning

Outcomes & Indicators:

1. Draw on own imagination and ideas, and strengths of other dancers, when choreographing dance section.

2. Record dance phrases (e.g., notation or video) to further explore and reconstruct movements

3. Contribute to group discussions regarding possible structures or form for the dance

4. Use the dance-making process to explore the central questions and idea

Description of Lesson: Students will develop a distinct “self-portrait” dance based around their personal heritage and a family heirloom.

Set: Students will be required to bring a heirloom that represents their family heritage or has a significant story. The class will be directed to think about the story attached with their particular heirloom. How does it reflect their culture, persona, and family history? Does it have a strong historical value? The teacher should suggest that students avoid sharing their stories at this point.

Development: Students will develop a personal and creative dance that reflects the story attached to the object and their heritage. (For example: If the heirloom/family happened to be from Poland then the dance should reflect elements of polish dancing) The main objective is that students create a dance that represents themselves and their families. They are encouraged to pull on elements of cultural dances, creative and contemporary dance, and classical and unique dance. Students should employ the dance making process that can be found in the attached resources, or on the evergreen curriculum. If students desire to dance with their heirloom that can be done; however it is certainly not mandatory

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Closure: After the dances have been performed for the class the entire group should sit and discuss the objects in which they have created the dance around. This is a show-and-tell. In which students can explain their inspiration, cultural significance, and uniqueness of their heirloom.

Assessment:

Students will be assessed by the attached rubric for creative dance

Adaption’s & Extensions: If students are struggling to find their own heirloom or heritage item they may borrow idea’s from peers, the internet or from books.

Materials: Dance Studio, sound system

Resources: none for this specific lesson

Lesson #6

Strengthening Music Vocabulary/ Creating Dance

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Grade Level & Conceptual Focus: Grade Seven- Focus is on PLACE

Key Inquiry Questions: What is the relationship between Saskatchewan Ecology & Climate in Saskatchewan First Nations Art, Music and Dance?

Arts Education Components: Critical Responsive, Cultural Historical, Creative Productive

Common Essential Learnings: Communication, Numeracy, Critical & Creative Thinking, Independent learning, Personal & Social Values & Skills.

Outcomes & Indicators:

1. Use inquiry in dance to extend understanding of place (e.g., examine historical relationships of people to the land in Saskatchewan

2. Use the dance-making process to explore the central questions and ideas

3. Keep a record of dance phrases using invented and/or traditional notation symbols, and video where possible, to explore, record, and reconstruct movements.

4. Reflect, analyze, and make connections between the original topic or inquiry question and subsequent dance/music explorations.

5. Explore and determine appropriate sound sources, forms and processes for creating music expressions.

6. Demonstrate self-awareness in decision making about own movement selections.

7. Develop and refine transitions using reflection, decision making, and movement problem solving.

Description of Lesson: Students will closely examine Buffy Saint Marie - Qu Appelle Valley Saskatchewan using the music reflection sheet attached. This document asks specific questions about the musical elements of a specific piece. Students must examine the song closely to give meaningful answers. In the second part of the lesson students will work in small groups and use their music reflection sheet to aide in the building of a unique dance. Students successfully complete all of the steps in the Dance-making process, creating a dance that correlates directly to the musical elements in the song. At

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the end of the process the class will share their work and complete a class discussion.

Set: As students arrive for class the teacher should have Qu Appelle Valley Saskatchewan playing as loud as possible on repeat. As class begins turn the music down and direct the class into a opening discussion about the Qu Appelle Valley, asking questions such as these:

1. What significance does the Qu Appelle Valley have for you as a resident of Saskatchewan and the province of Saskatchewan as a whole?

2. Do you think that the Qu Appelle Valley has had a significant effect on Saskatchewan Art and music? Are you aware of any art/music?

3. Have you ever thought of the Qu Appelle Valley as a source of artistic inspiration and creativity? Why or why not?

Development: After the preliminary discussion has concluded Students will be given the Musical Element Listening Guide. This is a blank sheet that asks specific questions about the Buffy St. Marie- Qu Appelle Valley Saskatchewan song. Encourage students to fill out their sheet as extensively as possible. Having a sheet that is thorough and concise will aid in the second part of the lesson. Students can listen to the song as many times as is necessary.

For the second part of this lesson students will divide into groups of 3-4. These groups will use the Dance-making process found in the grade 7 dance curriculum. The dance will be created to accompany Buffy St. Marie- Qu Appelle Valley Saskatchewan. It must employ creative bodily movement, as well as demonstrate the understanding of musical elements, found in the Musical Element Listening Guide. The dance can be no shorter than 1 minute and can begin at any part during the song. Students will use the Dance making step process.

1. Step One: Starting Points- starting with a theme/ idea or movement. This step has partially been achieved- Since the dance has a central theme. Students may look for a more abstract idea or theme.

Ex: The dance may be about the animals of Qu Appelle Valley or the movement of the river- etc.

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2. Step Two: Brainstorming- If the starting point has been established students may now begin to elaborate and create a web of idea’s for the dance. This step may also be done primarily through movement. Instead of sitting and talking about dance- bodily experimentation may be used

3. Step Three: Finding the movements for Exploration- At this point of dance making students focus on creating concept maps of Body, Space and Dynamics. What parts of the body are being used and when. How does the dance compliment the music? Can we get a sense of the music through the dance?

4. Step Four: Taking Stock- Students at this point will focus on the concept maps and exploration of the dance. In this step the primary focus is achieving the learning objects. Which are outlined in the grading rubric.

5. Step Five: Structure: The dance is past the exploration and into the development stage. Sequencing becomes important as well as any story that the dance may be telling. For this particular dance the focus is primarily on the correlation of the dance and the music. Does the Dance mirror the music’s strong sense of place?

*Usually Dance educators try to use music sparingly. As a strong emphasis on music can lead to structured movements without personal creative rhythm and an overlook of the elements of creative dance. Since this lesson is a cross-curriculum lesson the Music plays a vital role and is of the utmost importance.

Closure: Students will present their work to the class. And close with a reflective circle about each particular dance and the unique stories told in each. Students will discuss their inspiration from Saskatchewan Landscape and Buffy St. Marie. Hopefully students will have gained increased music understanding and terminology use as well as increased dance understanding.

Assessment:

Students will be assed on the following

1. Class participation/ Use of Class time2. Thoroughness and attention to detail

displayed in the answers of Musical Element Listening Sheet

3. Evaluation of Dance will be done on attached grading rubic

Materials: Dance Studio or Large open space. CD Player

Resources: http://www.youtube.com/watch?v=gVH-x4szOEI - Buffy St. Marie- Qu Appelle Valley Saskatchewan. Also available on ITUNES or 1976 Vinyl Album Sweet America

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Dance Creation/Musical Element Listening Sheet

Please fill in the answers to the best of your ability. The answers to these questions will be used in creating a creative dance.

What is this song about? -________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What instruments are used in this song?-

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain the Dynamics of this song- are there crescendo’s/ decrescendo’s?-

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

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___________________________________________

What is the Tone Colour of this song? Is it dark, brilliant, bright, mellow, rich? Explain your choice-

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When Listening to this song do you picture a specific scene or movement?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Rhythm is the flow of music through time.. describe the beat in Qu Appelle Valley Saskatchewan. How could this musical trait be translated into dance?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Musical Element Listening Sheet Continued….

Is the texture of this song Homophonic, Polyphonic, Monophonic? How could the use canon be used in your Dance to demonstrate which texture this song is?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Are you excited to create a creative and innovative dance to this piece?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Rubric for Lesson #6 Creative Dance

D C B A

Beginning Satisfactory Proficient Excellent MARK

Effort Participates only with strong encouragement.

Is easily distracted and finds it difficult to maintain focus. May distract others.

Participates in dance.

Frequent reminders are needed to maintain focus on the dance.

Participates in dance with a positive attitude.

Needs to be reminded to focus at times.

Can stay focused and follows instruction well.

Participates in dance with enthusiasm, and encourages others to participate.

Is consistently focused and on task and encourages others to remain focussed.

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Level and Space

Uses little of the space possible for movements.

Student movement experiences only one level.

Uses some of the space provided.

Movement is limited to only two levels.

Attempts to use most of the space provided.

At times uses varied levels within their movement experience.

Uses all space provided, vertically as well as horizontally.

Uses all levels within their exploration of movement.

Use of Musical Knowledge within the Dance

Musical knowledge is not apparent in the dance composition.

Unclear use of one or two symbolic musical elements within dance compositions

Attempts various demonstrations of musical knowledge

Basic symbolic musical elements are included in their dance composition.

Extensive us of musical knowledge in their movement.

Incorporates plenty of symbolic musical elements in their dance composition.

Creativity and Interpretation

Uses common and stereotypical patterns borrowed from others.

Uses familiar patterns and movements.

Re-uses a simple pattern borrowed from others or media.

Adapts some options from others in their movement

Goes beyond the familiar to take a small risk.

Movements repeat limited common patterns and themes.

Explores a variety of creative options.

Takes some risks in their exploration.

Movements show unusual patterns and fair variety.

Explores numerous creative options.

Willing to take risks in their exploration.

Movements are highly original and carried out well.

Movements highlight the music in an interesting way.

COMMENTS: TOTAL

Lesson #7

Inquiry based learning discussion about the different types of

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social dances

"Tell me and I forget, show me and I remember, involve me and I understand”

Grade level & Conceptual Focus: This lesson could be adapted for any grade. However for the purpose of this lesson plan the focus is Dance 10, 20, 30

Arts Education Components: Cultural Historical, Critical responsive

Objectives:

1. Students will gain a vast knowledge about the different types of social dances

2. Students will be assessed on group work and social development

3. Students will have to use independent learning skills within their groups to acquire the best possible information

4. Group discussion stimulates critical thinking, knowledge sharing and healthy conversation

Common Essential Learnings: Communication, Independent learning, Personal and social development, Technological literacy

Outcomes & indicators:

1. Summarize and focus knowledge of topic to determine information needs.

2. Generate additional relevant questions for deeper exploration.

3. Reflect on how movement, dance elements, and principles of composition can be organized to convey meaning in dance.

4. Contribute to group discussions regarding possible structures or form for the dance

Description of lesson: Students will be divided into groups and assigned a genre of social dance. From this point students will used the inquiry based learning model to research and share information in a class discussion.

Set: As students tend to enjoy group work, it may only be necessary to

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let the class divide into groups of their choice. The teacher will then disclose the purpose of dividing into groups. They will each research a unique and specific dance form. The following is a list of acceptable social dances (this list is not comprehensive, only suggestions): Ballet, Ballroom, Belly, Bhangra, Breaking, Country-Western, Disco, Folk, Hip-Hop, Jazz, Krumping, Merengue, Modern, Salsa, Scottish highland, Swing, Square, Tango, Tap, Waltz

Development: After the class has been divided into groups the teacher can then distribute the topics for independent research. The teacher will also give each group a series of questions to guide their research and help prepare presentations for class discussion.

Questions to Guide Research

1. Delve deep into the history of this particular kind of dance. Where did It begin? What were the socio-cultural roots?

Historically who has performed this dance? 2. Who are the key names associated with this genre of dance?

What have they done for the dance form?3. Key Question: What type of music is associated with this type of

dance?4. Can you briefly describe the physical movements of this type of

dance? (Using dance terminology)5. Locally (Within Regina & Saskatchewan) are there any groups

that perform this genre of dance?6. Where would you mainly find this dance being danced?

7. Any other key points that you deem necessary to the discussion

Closure: After students have completed their research the entire group will then begin a group discussion in which the knowledge is shared. Each group of students should prepare a small presentation about either of their dances and aim to answer all of the questions asked by the teacher.

Assessment:

Students will be assessed on the following:

1. Amount of effort and thoroughness of research

2. Involvement and willingness to participate in group discussion

3. Ability to work with peers efficiently and effectively

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Adaption’s and Extensions: It is not necessary that students work in small groups. This may be completely avoided if the class seems to struggle with group work, or if a situation exists within the classroom that requires group work to be avoided.

Materials: Computer Lab/Library, Classroom arranged in circular format, motivated and excited students!

Resources: None for this particular lesson

Lesson #8

Viewing and Experiencing Dance

Grade Level: Secondary- Dance 10, 20, 30

Arts Education Components: Critical Responsive, Cultural Historical

Objectives:

1. Students will display the ability to critically view dance

2. Students will explore dance vocabulary

3. Students will create a well written and comprehensive critique about a dance performance

4. Students will begin to gain an appreciation and understanding of dance

5.Common Essential Learnings: Communication, Critical and Creative Thinking, Technological Literacy, Personal and Social Values and Skills, Independent Learning

Outcomes & Indicators:

1. Generate key questions to guide inquiry in dance

2. Summarize and focus knowledge of topic to determine information needs

3. Expand on dance and movement idea’s in reflective records

4. Adjust inquiry and research strategies to accommodate changing

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perspectives

Description of Lesson: Students will view a live piece of dance. Then using The dance review focus questions the class will embark on a class discussion and written reflection about their experience viewing dance. The teacher will then mark either written work or participation in class discussion.

Set: Students will view a live piece of dance. The particular genre or style of dance is not of great concern. However the entire class must see the same performance. This is a field-trip lesson. The particular performance will be selected by the teacher. Preferably the performance will be either a cultural dance style, classical ballet or modern/contemporary.

Development: After viewing the dance performance students will then use the Dance Review Focus Questions to create an educated and well rounded opinion of the performance. Students will then write a 1-2 page reflection of their experience watching the dance. These reflections should aim to provide answers to questions posed in the Dance Review Focus Questions. Special attention should be paid to dance vocabulary and personal views and opinions of the performance/ all dance.

Closure: These written reflections will be handed in to the teacher, but first- the class will be engaged in a discussion regarding the dance performance. This is done to increase dance vocabulary, gage student understanding of dance, and create an open classroom.

Assessment:

Students will be assessed on the following:

1. Ability to express opinions/ views in both class discussion and written reflections

2. Students display understanding of dance vocabulary

3. Written work is of quality and standard

Adaption’s & Extensions: If it is absolutely impossible to take the class to a live dance performance, recorded performances are acceptable. However for this assignment to be poignant and of real value the performance should be live. As an extension this lesson could be repeated at the beginning and end of the term. Document the growth of each student.

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Materials: Live Dance Performance, Means to travel class, Circle of U shaped classroom

Resources: Attached Dance Critique document, http://www.sasked.gov.sk.ca/docs/artsed/dance102030/danceappdxc.html

Dance Critique Document- Prepared by Ann Kipling Brown, 2011

Description

Describe the piece without using value words such as “beautiful” or “ugly”

What is the written description on the label or in the program about the dance?

What is the title?

Who choreographed the piece?

Describe the elements of the dance (movement, music, costume, lighting, space)

Describe the subject matter. What is it all about? Are there any images?

Analysis

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Describe how the dance is organized as a complete composition

How is the dance constructed? (for instance, acts, movements, etc)

Identity some of the similarities throughout the dance (repetition of movement, phrases, sequences, etc)

Identity some of the points of emphasis in the dance (specific movements, phrases, group shapes, sequences that are used, etc)

If the dance has more than one dancer, what are the relationships between the dancers?

Interpretation

Describe how the work makes you feel or think

Describe the expressive qualities you find in the dance. What words would you use to describe the qualities (such as happy, sad, tragic, funny, etc)

Does the dance remind you of other things that you have experienced?

How does the dance relate to other ideas or events in the world or in your other studies?

Judgment/Evaluation

What qualities of the dance make you feel like it is a success or a failure?

Compare the dance to similar dances you have seen

What criteria can you list that would help others judge this dance?

How original is this dance? Why do you feel this work is original or not?

Lesson #9

Exploration using the elements of dance and props

Grade Level: Grade 6+

Arts Education Components: Creative Productive, Critical Responsive

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Objectives:

1. Students will develop a firm understanding of dance concepts and dance elements by creating dance

2. Students will engage in dance vocabulary

3. Students will understand strong & hard movements vs flighty and airy movements

4.Common Essential Learnings: Communication, Numeracy, Critical and Creative Thinking, Independent Learning

Outcomes & Indicators:

1. Investigate and demonstrate choreographic principles using the elements of actions, body, relationships, dynamics, and space

2. Analyze, discuss, and explore through movement, the principles of repetition and contrast in dance.

3. Demonstrate ways that contrast creates interest or variety in dance

4. Investigate and demonstrate different ways of sequencing and developing movements and phrases.

Description of Lesson: Students will use a variety of different dance props to explore quality of movement. This is a self-directed exploration as the teacher will observe the student creativity and process. Each student will explore with three different props before choosing their favorite and creating a four part sequence dance. Students will later reflect on their process and dance.

Set: As the class begins the teacher will lay out the different props for the class to see. He/She will then explain to the class the importance of quality of movement in dance. How strong, firm, aggressive, tense, light, airy, floaty, whimsical.. etc movements all help to shape a dance and create a stronger piece. After the teacher has covered the importance of quality and how it can be achieved students will begin with the first prop.

The four props include: Long, light rectangular pieces of fabric, Japanese Paper Umbrella’s, Medium Balloons, Rope

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Development: The exploration begins with the class all using the long rectangular pieces of fabric. The music that is played during this time should match the airy and ethereal qualities of the fabric. Students should mirror the movement of the fabric or incorporate the flow into their own exploration. After sufficient time has been allotted for the fabric repeat these steps but for each different prop. After the exploration period has been exhausted; Students will pick their favorite prop and begin to create a unique four part dance. These sequences should include attention to transitions and special attention paid to variety within a specific quality of movement.

Closure: Each dancer is to write a short reflection about their creative process and the work that they accomplished in the class. While this reflection is short it should encompass a quick review of the student’s creative process with this assignment while displaying an understanding regarding quality of movement. Students will give themselves a mark out of 10 based on their

Assessment:

Students will be assessed on the following:

1. Quality of written reflection2. Self- assessed mark3. Willingness to participate in

exploration4. Creativity and effort of movements

Adaption’s & Extensions: Any variety of props can be used for this lesson.

Materials: Variety of unique music, Class set of long rectangular fabrics, Japanese paper fans, Umbrella’s, Medium Balloons, Rope

Resources: Evergreen Curriculum: http://www.sasked.gov.sk.ca/docs/artsed/g6arts_ed/g6daaae.html

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Lesson #10

Jungle Exploration- A Dance of Relationships

Grade Level: Two-Five

Arts Education Components: Creative Productive, Critical Responsive

Objectives:

1. Students will develop a understanding of Relationship and space

2. Students will participate willingly in class activities

3. Students will become engaged in the realm of dance and aim to create exciting sequences

4.Common Essential Learnings: Communication, Numeracy, Critical and Creative Thinking, Independent Learning

Outcomes & Indicators:

1. Investigate and demonstrate choreographic principles using the elements of actions, body, relationships, dynamics, and space.

2. Analyze, discuss, and explore through movement, the principles of repetition and contrast in dance.

3. Apply understanding of form as an organizing structure in dance.

4. Generate additional relevant questions for deeper exploration

Description of Lesson: Students will begin the class with a warm-up directed at getting students active and excited for exploration. After the warm-up students will create an imaginary jungle and follow the instructor through the labyrinth of the jungle. Special focus and attention will be paid to how the students use the dance element: relationships and locomotors.

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Set: The class will begin with students becoming engaged through the popcorn warm-up. Which is the students laying on the ground and slowly they begin to pop up and bounce around. While this is a simple and easy warm-up it will result in students who are riled and ready to explore. After the warm-up is complete the teacher will describe to the students that they are about to embark on a journey through a rainforest/jungle!

Development: The teacher will lead the students through the jungle. Leading by example the class will encounter obstacles which require students to crawl over, under, around, through, etc. The students will combine locomotors with distinct levels, pathways and detours. Once the class has reached their destination the teacher will ask the class to create movement styles of specific animals. Students will do their best to replicate the animals movement style and unique pathway.

Closure: The class will then divide into small groups and display their favorite animals to replicate. The class will cool-down with a vocabulary review regarding the different types of words that the class explored during the journey and animals discovery period.

Assessment:

Students will be assessed on:

1. Participation2. Quality and effort of movement3. Creativity

Materials: Dance Studio or large open space, jungle music

Resources: none for this particular lesson

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