dancing the grimm lce sample lesson.pdf · page 12: dancing the grimm storyboard following your...

Dancing the Grimm

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2015 © Lincoln Center for the Performing Arts, Inc. Developed by Lincoln Center Education, LincolnCenterEducation.org 1

INTRODUCTION

Lincoln Center Education’s Mission

To enrich the lives of students, educators, and lifelong learners by providing

opportunities for lifelong engagement with the arts on stage, in the classroom, online,

and in the community.

Meet the Artist Teacher Resource Guide

The Lincoln Center Education (LCE) Teacher Guide for the Meet the Artist (MTA) School Series is

comprised of contextual information about the artists, suggested pre‐ and post‐performance

classroom activities, and discussion questions for the ride to and from Lincoln Center. It is

intended to be an adaptable resource for you to use in making the most of your visit to Lincoln

Center, and provides an introduction to LCE’s Learning Framework, the Capacities for

Imaginative Thinking (see page 4). This guide is meant to help you address a few targeted

Common Core Anchor Standards. You can find the Common Core Standards and learning

outcomes in the ‘Classroom’ portion of the guide. For Standards‐based assessment at your

grade level, see the check‐in box at the end of each lesson.

The goal of the activities and discussion questions is not to teach your students to perform like

the artists, but to teach them to think like artists. Having made creative choices, students are

better ready to perceive, analyze, and enjoys the performers’ choices.

The activities are designed to be open enough so that you may adapt them to your specific

grade level and student population. They do not require previous experience in teaching a

specific arts curriculum as a subject, but can be adjusted to include more performing arts

concepts and vocabulary should the activities be conducted by an arts specialist or enthusiast.

We hope this guide will be a springboard for your students’ curiosity about the performing arts;

and that LCE’s Capacities for Imaginative Thinking align with your goals for student learning.

Teacher Guides for the Meet the Artist School Series are created by LCE Teaching Artists, who

work in pre‐K – 12 classrooms throughout New York, Connecticut and New Jersey.

See you at Lincoln Center!


TABLE OF CONTENTS

MEET THE ARTIST : Meet the company behind Dancing the Grimm

IN THE CLASSROOM Page 4: Common Core State Standards Addressed in this Guide Connections to the NYC Department of Education Blueprint for Teaching and Learning in Dance Capacities for Imaginative Thinking Page 5: Line of Inquiry and Student Learning Outcomes Pre‐Performance Lesson Page 6‐9: Pre‐Performance Lesson Continued

ON THE ROAD Page 9: Questions for on the Road

AFTER THE PERFORMANCEPage 10‐11: Post‐Performance‐Viewing Lesson Page 12: Dancing the Grimm Storyboard

FOLLOWING YOUR CURIOSITIES Pahe 14: Glossary Page 17‐18: Teaching Links Back Page: LCE’s Capacities for Imaginative Thinking


For the second year in a row, Lincoln Center Education’s Meet the Artist School Series partners with the Juilliard School to present a program highlighting the fairy tales of the Brothers Grimm through dance! Juilliard graduate and choreographer Donald Borror and his ensemble help students interpret character and language through movement. Join favorites from Little Red Riding Hood to Sleeping Beauty’s Prince on a magical trip through the Black Forest, where stories of vivid characters, exciting adventures, and steadfast bravery are brought to life! Donald Borror, Choreographer Mr. Borror, a native of Columbus, Ohio, received a BFA in Dance from the Juilliard School in 2010 along with the Martha Hill Prize for Artistic Achievement and Leadership. Jenna Pollack, Dancer A Chicagoland native, Ms. Pollack received her formative training from The Evanston Dance Ensemble and Hubbard Street Dance Chicago. Jenna graduated from The Juilliard School in May, 2013 and has also studied in at U.C. Berkeley and the Alonzo King LINES Ballet BFA Program. Grace Song, Dancer With four years of incredible training under the direction of Lawrence Rhodes, Ms. Song graduated from The Juilliard School with a Bachelor of Fine Arts in dance. Directly upon graduation, Ms. Song was asked to join the Martha Graham Dance Company. She later became a member of Buglisi Dance Theatre and Janusphere Dance Company. Jeff Sykes, Dancer Mr. Sykes is a native of Pennsylvania, attended High School at The North Carolina School of the Arts and graduated from The Juilliard School in 2011. Since graduation, he has had the opportunity to dance for Ballet Hispanico, Company XIV, and TAKE Dance.

MEET THE ARTIST: DANCING THE GRIMM


Notice Deeply

Embody

Reflect/Assess

COMMON CORE STANDARDS The activities in the pre‐performance and post‐performance viewing lessons build skills in the following areas.

CCR Anchor Standards for Speaking and Listening

CCSS.ELA‐Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on others’ ideas and

expressing their own clearly and persuasively.

College and Career Readiness (CCR) Anchor Standards for Reading CCSS.ELA‐Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze

their development; summarize the key supporting details and ideas.

CAPACITIES FOR IMAGINITIVE THINKING*

The Capacities for Imaginative Thinking is a learning framework designed to help learners interact meaningfully with a work of art and to develop habits of mind that enable them to think like an artist. We have chosen three Capacities to focus on in this guide. You can see a colored pin next to activities that focus in this capacity.

*For more about Lincoln Center Education’s learning framework, see the back page.

Notice Deeply How many layers of detail can you identify if you take the time? Can you go deeper?

Embody Use your senses to explore your ideas. Try it out.

Reflect/Assess Look back on what you’ve experienced. What have you learned? What’s next?

IN THE CLASSROOM


CONNECTIONS TO THE BLUEPRINT FOR TEACHING AND LEARNING IN DANCE Dance Making

By exploring, creating, replicating and observing dance, students build their technical and expressive skills, develop their artistry and a unique personal voice in dance, and experience the power of dance to communicate.

Dance Literacy

Students develop a working knowledge of dance language and aesthetics, and apply it to analyzing, evaluating, documenting, creating, and performing dance. They recognize their role as articulate, literate dancers in communicating about dance to their families, schools and communities.

STUDENT LEARNING OUTCOMES

Through dance‐making, discussion and guided reflection, students:

Participate in conversations and collaborations with student partners and small

groups, and in teacher‐led discussions, building on others’ ideas and expressing their

own ideas.

Retell stories that they study with key details and become able to determine a

central idea or message in the story.

LESSON LINE OF INQUIRY*

In Dancing the Grimm, how do Donald Borror and the dancers use differences in body language (posture and gesture) to expand our

understanding of familiar characters?

* At Lincoln Center Education, a line of inquiry is an open, yet focused question that incorporates elements and concepts present in a live performance of dance, music, or theater. It invites questioning, guides your exploration throughout, and serves as

the framework for constructing experiential lessons.


PRE‐PERFORMANCE LESSON

Kindergarten – 2nd Grade

Suggested Materials: Chalkboard, SMART board, or easel

Fairy tale book(s)

OPENING ACTIVITY

10 minutes

Begin the lesson without speaking to the students. Instead, use your body language to

give the students an indication that you are sad (e.g., slumped posture, crying gesture,

etc.).

After the students have noticed your demeanor, continue to use the same body

language as you ask them:

What do you think I am feeling?

Does anyone have a different response?

What about how I am standing made you think that?

How did I shape my body?

What kind of character do you think I might be pretending to be? (Encourage

many different responses.)

Let the students know that they will be going to a performance called Dancing the

Grimm.

Ask the students:

Have you ever seen a dance performance?

What did you notice about how dancers communicate with each other? With

the audience?

How did I (the teacher) just communicate with you without using words?

Record answers on a chalkboard, SMART board, or easel.

Activity 2

HOW CAN WE USE OUR BODIES TO EXPRESS WHAT WE ARE FEELING?

10 minutes

Referencing your beginning demeanor, ask students to think about how they might

shape their bodies to represent a feeling. Brainstorm with the class to create a list of

different feelings.


Ask students to each pick a feeling from the list for which they would like to create a

shape.

Once they have worked individually to create their shapes, divide the class into pairs

where each student shares his/her shape with a partner. Ask each student to guess

what his/her partner’s shape was supposed to represent (and, if appropriate, what

details they noticed in order to make that determination). Remind students that

multiple responses are encouraged.

Share all shapes by dividing the class into two big groups. Each group performs its

shapes for the other half of the class. Ask students to identify the differences among the

shapes. Choose two individuals’ shapes that show a lot of contrast. Have the whole class

look closely just at these two, side‐by‐side.

Sample questions to ask:

What parts of their body are they using? How are they using those parts?

What do you see in the shapes that they are making?

How much space does each shape take up?

What do you notice about where they are looking? How are they using their

eyes and faces?

How are they different from one another?

What kind of character do you think each might be? What about the way they

are standing makes you say that?

Activity 3

WHAT IS A FAIRY TALE?

10 minutes

Ask the students:

What do you know about fairy tales?

What fairy tales can you think of?

What characters from fairy tales can you think of?

What do you know about these characters from fairy tales?

Create a chart of students’ answers.

For Kindergarten, read a fairy tale of your choice aloud to the classroom. Pick a

character for the class to focus on, or ask each student to pick a character from

the story. Write the name of the fairy tale and character or characters chosen

on the board.


For 1st Grade, read a fairy tale aloud to the classroom or have students pick out

a fairy tale to read on their own from a stack of books. Write each of the fairy

tales chosen on the board. Pick a character for the class to focus on, or ask each

student to pick a character from their story.

For 2nd Grade, have students pick a short fairy tale to read on their own.

Preferably, these come from a variety of cultures in origin. Write each of the

fairy tales chosen on the board. Ask each student to pick a character from their

story.

Activity 4

CREATING A MOMENT FROM A FAMILIAR STORY

20 minutes

Divide the class into three or four groups. Each group picks a fairy tale from the ones

they read in class. Each group chooses a moment from the selected story to perform.

When they are deciding upon the fairy tale, they should follow agreed‐upon rules of

discussion such as taking turns speaking, listening when someone else is talking, being

courteous and open about one another’s ideas.

NOTE: If all the members of a group are not familiar with a common fairy tale,

the group may select a different familiar story from the class’s reading. Remind

students that they will not talk during the performance, so their bodies should

tell us what character they are portraying and what actions they are doing.

Guidelines for the Activity:

1. The groups should pick out a moment to enact, not the whole story.

2. Students should make choices about how they are using their body to

communicate the action of the moment AND to tell us something about their

chosen character (what she or he feels or looks like, whether it’s a good or a bad

character, etc.). More than one student can be the same character.

3. Students should use agreed‐upon rules of discussion to decide on and create

their moment.

For Kindergarten: students should be reminded to listen while another

is talking. They can use the phrase “I would like to be_______, who

would you like to be?” and remember to be open to others’ ideas.

For 1st Grade: students should also ask questions of each other to clarify

ideas and topics.

For 2nd Grade: students should also ask questions and build on one

another’s ideas so that the final presentation is a collaborative work.


Each group performs for the rest of the class. After each viewing, reflect on the group’s

work. Suggested questions:

What do you notice?

How did people stand/use posture in order to let us know what character they

were playing?

How did different characters move their bodies differently?

What story were they telling? (Encourage different responses)

How did the group work together?

Kindergarten classes can reflect as a group with the teacher as the leader. First and

Second Grade can do a turn and talk with a neighbor about “What do you notice”, and

then share with the wider group to continue with further discussion.

CHECK IN ‐ Speaking and Listening Standard 1 Kindergarten

Kindergartners demonstrate the ability to listen while another is talking in small group discussions, while deciding on the characters in the scene.

o Use the phrase “I would like to be_______, who would you like to be?” with the understanding that two people can be the same character.

1st Grade

First graders demonstrate collaboration by listening while another is talking, taking turns, accepting others’ opinions. If they are unsure of the directions, or need more help, they ask their group to explain it to them, before asking the teacher.

2nd Grade

Second graders demonstrate collaboration by listening while another is talking, taking turns, accepting others’ opinions. They build on one another’s ideas.

o For example, “If you make a movement like knocking on the door, then I should make a movement to open the door to show Granny letting the Wolf into her home”.


QUESTIONS TO THINK ABOUT RIGHT BEFORE THE PERFORMANCE Ask the students to review the explorations that occurred in the lesson. What

did we do?

How might the performers use gestures to tell us something?

What do you think you might see in the performance?

What are curious about asking the performers?

QUESTIONS TO THINK ABOUT AFTER THE PERFORMANCE

What did you notice about the performance?

What stories did you see?

How did the dancers use their bodies to tell stories?

How did the dancers use their movements to show how they were feeling?

What did you learn during the Q&A? What stood out to you about their

answers?

What further questions do you have?

ON THE ROAD


POST‐PERFORMANCE LESSON

Kindergarten – 2nd Grade

Suggested Materials: Chalkboard, SMART board, or easel

Pencils or crayons

Printed storyboard (see page 14)

Activity 1 HOW CAN WE EMBODY A MOMENT FROM THE PERFORMANCE?

10 minutes

Divide the class into small groups, possibly the same groups as in the pre‐performance

activity. Ask students to recreate (with their bodies) a scene they select from the

performance.

For Kindergarten: Students are given a scene from the performance by the

teacher. As they are working, ask them to think about who the characters are.

How do they stand and how do they move?

What are they doing? Why?

How do you show that in gestures?

For 1st Grade and 2nd Grade: ask students to pick a moment from the

performance.

Ask them to think back and recall as many details as possible from that

part of the performance.

Ask them to think about sequence: What comes first? Second? Third?

How do you show that in your movements?

Have the groups share each scene.

Ask class to notice:

What words would you use to describe their movements?

What about the way they were moving was different from other characters?

How were they moving and positioning their bodies to tell us something about

their character?

How do the characters feel about each other?

Do they feel differently about each other at the end of the story?

What lessons might this character teach us?

What is a message or moral of the story?

AFTER THE PERFORMANCE


Activity 2

WHAT CAN WE RECALL BY CREATING A STORYBOARD?

20 minutes

Ask students to sketch three moments they remember from the performance (can be

same as the moment from Activity 1 or something different), in a sequence. Print the

Storyboard sheet on the following page to hand out to students.

For Kindergarten, teachers may want to suggest a story, or give students the

first picture and ask them to draw what comes next.

NOTE: Remind the students that the idea here is not for them to draw the best picture,

but to make what they saw in the performance clear.

Ask students to exchange pictures with a partner. Each student will title his or her

partner’s storyboard.

a. For Kindergarten, ask each partner to identify the story that his or her partner

drew and give it a title to share with the group.

b. For 1st Grade, ask each partner to identify the story and the sequence of events

in their partner’s drawings. Ask them to write down a title for the storyboard,

not the title of the story (e.g., The Wolf Eats Grandma).

c. For 2nd Grade, ask each partner to identify the story and the sequence of events

in their partner’s drawings. Ask them to write down a title for the storyboard

that identify one of the lessons that moment or story teaches.

Partners share with entire group.

CHECK IN ‐ Reading Standard 2 Kindergarten

With prompting and support, kindergartners embody a character from the story and an activity from the story. They are able to remember and embody key details about that character.

1st Grade

Without prompting, first graders embody a sequence of events, and are able to retell the stories with details about the characters. After doing so, they are able to participate in the discussion about finding a key idea or message from the story.

2nd Grade

Without prompting, second graders embody a sequence of events, and are able to retell the stories with details about the performance narrative and characters. After doing so, they are able to identify the moral of the story.

Dancing the Grimm Storyboard – Draw a scene from one of the stories in Dancing the Grimm

(Little Red Riding Hood, Sleeping Beauty, Snow White, Hansel and Gretel)

Title of Storyboard:

Drawing 1 – Beginning

What is happening? Is there a conflict?

How does the story end? What is the moral of the story?

Drawing 2 – Middle

Drawing 3 – End

How does the story start? Who are the characters?


Activity 3

WHAT DO WE KNOW ABOUT EXPRESSING CHARACTER THROUGH DANCE?

10 minutes

Now that the students have seen Dancing the Grimm, which questions can they answer?

What new questions or noticings can we share? Ask what new ideas they have about

characters in fairy tales and how they can be expressed.

CHECK IN ‐ Reading Standard 2 Kindergarten

With prompting and support, kindergartners are able to retell the story through sketching, including characters and plot. 1st Grade

Without prompting, students are able to retell the story through sketching a sequence of events.

2nd Grade

Without prompting, students are able to retell the story through sketching a sequence of events, and determine the central message or moral.


GLOSSARY OF TERMS RELATED TO DANCING THE GRIMM

Body Shapes A dancer’s body creates shapes in space as it moves: the shapes can be straight or curved and twisted.

Character Who is in the story? Characters can be people, animals, or even objects that have come

to life. When someone is on stage, the performer is the real person, while the character is the person that he or she is representing in the story. For instance, in Dancing the Grimm, Jenna is a performer, and she is playing Gretel in the story of Hansel and Gretel.

Expression In dance, expression is the ability to communicate feelings or moods through

movements and body language. Gesture A movement of your body (especially of your hands and arms) that shows or emphasizes

an idea or a feeling; something said or done to show a particular feeling or attitude. ‐ From Merriam‐Webster Online

Moral In stories, the moral is the lesson that can be learned from the story. Sometimes, a story

can have more than one moral in it. You can find the morals by asking, what did the main character learn from the events in the story. For example, Little Red Riding Hood might have learned not to talk to strangers after she tells the wolf where her Granny lives.

Narration Storytelling, spoken or written, which directly addresses the audience and describes

what is happening in the story. The person who talks to the audience or tells the story is called the narrator. The narrator can be a separate character outside of the story, or can be a character that also takes part in the action of the story.

Pattern Much like a textile pattern, a pattern in music is the form of a piece of music. For instance, when an element of the song is repeated at regular intervals, this becomes the pattern of the song: it’s how the song “goes.” Lines of melody followed by a chorus can be the principal pattern of a song. A rhythm pattern is the repeated beat that holds the song together: four beats is a pattern, three beats is a different pattern, and so on. For example, scales are common patterns in music.

Phrase (Musical phrase) A musical phrase is like a spoken sentence: it may be built of various musical elements, such as melody, singing, pauses, and other forms, the way a sentence is made up of words and punctuation. Again like a sentence, a musical phrase sounds complete, with a clear beginning and end, although it may be preceded and followed by many other phrases.

Technique The skills that enable dancers to perform steps and movements, such as jumps or twirls.

Different dance styles — modern, ballet, hip‐hop, and so on — have different technical

requirements.

FOLLOWING YOUR CURIOSITIES


Supplementary Texts and Resources If you are looking for more information on each of the fairy tales in Dancing the Grimm, or further fairy tales to use in your unit, you can find them here. The performance will cover Little Red Riding Hood, Sleeping Beauty, Snow White, and Hansel and Gretel. Fairy Tale Unit Resources https://www.engageny.org/resource/grade‐2‐ela‐domain‐1‐fairy‐tales‐and‐tall‐tales#anthology This resource contains lesson plans, stories, vocabulary and activities surrounding the Fairy Tales and Tall Tales Domain of Grade 2. You can also find a flip book and Read‐Aloud image cards. Brothers Grimm http://www.nationalgeographic.com/grimm/article.html Who is behind the stories that the choreographer and the dancers have “translated” into dance? Find out about the brothers named Grimm, their lives and their rich creative output. The Grimm Tales http://www.nationalgeographic.com/grimm/index2.html This fascinating and beautifully designed National Geographic site offers over two hundred Grimm tales—but you must use your imagination and decide not just which story you wish to read, but what kind of story you wish to read; make choices; you never know what will come out of them. Multicultural Folk Tales http://fairytalesinauthenticteaching.weebly.com/multicultural.html http://www.scholastic.com/teachers/article/multicultural‐folktales‐list Fairy tales and tall tales come from all over the world. If you are looking for books to supplement the Grimm tales with stories from other countries, you can find them at these links. Story Structure and Fairy Tales http://www.readwritethink.org/classroom‐resources/lesson‐plans/teaching‐about‐story‐structure‐874.html How can you use fairy tales to teach students about basic story structures? The Curriculum Corner http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/11/09/fairy‐tale‐unit/ The Curriculum Corner’s Fairy Tale unit has a free unit plan for second grade, along with worksheets, graphic organizers and activities to help students read and analyze a fairy tale or tall tale, with grounding in the Common Core. The Juilliard School http://www.juilliard.edu/degrees‐programs/dance All “Grimm” dancers are graduates of the Juilliard School. Do your students know what it is, and where it is on Lincoln Center’s campus?


What is Ballet? http://www.pbt.org/community‐engagement/what‐ballet This site will take you beyond the basic description to different styles and history of choreography, each accompanied by delightful images. What is Modern Dance? http://newsinfo.iu.edu/web/page/normal/3287.html A teacher offers her version of the answer, which she shares with her new students each year. The Sleeping Beauty One of the most beloved ballets. Here is a short excerpt. http://www.youtube.com/watch?v=_7CgUszTKy0 The Red Shoes http://www.criterion.com/films/233‐the‐red‐shoes Like many dances, and certainly many fairy tales, The Red Shoes was turned into an iconic movie in 1948. The dance sequences, such as this, are still considered magical. While contemporary dance companies do not always adopt a fairy tale theme, you can find resources to view contemporary and modern styles of movement here. Pilobolus http://www.youtube.com/watch?v=jjuVotlpvCI Paul Taylor Dance Company http://www.youtube.com/watch?v=N‐KFRwETojc Alvin Ailey Dance Company http://www.youtube.com/watch?v=JUv8dvSvB_o

Fairy Tale by Walter Firle


Capacities for Imaginative Thinking

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