Unit Overview

Context:

In this unit, students will use the elements of dance to communicate a message about a social justice issue. Through guided exploration and small group choreography students will learn how dance can be used to communicate a message.

A demonstration video of students participating in activities from this unit can be found here.

Summary:

In this unit, students will use social justice issues as a stimulus for dance. Through movement activities, students will explore power in relationships and how the elements of dance can be used to communicate. In small groups, students will create a dance piece about a chosen social justice issue, using flocking to help convey their message. Students will have a chance to receive peer and teacher feedback and then use that feedback to rework their dance piece prior to the final performance.

Overall Expectations

A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas

A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

Unit Guiding Questions

How can the elements of dance and choreographic forms be used to communicate a message about social justice?

Lesson Guiding Questions

Lesson 1 - Exploring Global Issues

What are the elements of dance?

How can the elements of dance be used to convey an idea?

What global issues are important to us?

Lesson 2 - Power in Relationships

How can the element of relationship be used to demonstrate power (and victimization)?

Lesson 3 – Responding to an Issue through Dance

How can the elements of dance be combined to communicate an intended message?

How can flocking be used to enhance the message of a dance piece?

Lesson 4 – Sharing Works in Progress

Why is it important to give feedback during the creative process?

How can we use peer feedback to improve a dance piece?

Lesson 5 – Culminating Task: A Dance Piece about a Social Justice Issue

How can peer and teacher feedback be used to guide the revision process?

How can dance make a statement about social justice issues?

 

Assessment and Evaluation: How will students demonstrate their learning?

Assessment of learning

Culminating Performance Task

The creative process and the final dance piece will be evaluated using co-constructed criteria.

Assessment for Learning

Lesson 1/Checkpoint #1

Observation
Discussion

Lesson 2/Checkpoint #2

Observation
Discussion

Lesson 3/Checkpoint #3

Side-coaching
Observation
Discussion

Lesson 4/Checkpoint #4

Peer feedback
Teacher feedback

Lesson 5/Checkpoint #5

Side-coaching
Reflection

 

Unit Lessons: How will assessment and instruction be organized for learning?

Approx. Duration 1 class= 50

minutes

Lesson 1

Exploring Global Issues

Students brainstorm and discuss a variety of global issues that will later become the stimulus for dance.

1 class
Lesson 2

Power in Relationships

Students will use mirroring and the Magic Hand activities to explore power in relationships. They will explore how their participation in these movement activities links to the role of power in global issues and how power can be communicated through  movement.

1 class
Lesson 3

Responding to an Issue through Dance

Students will choose one of the global issues brainstormed and use it as a stimulus for creating a dance piece.

2 classes
Lesson 4

Sharing Works in Progress

Students will share their works in progress and, based on peer a teacher feedback, devise a plan on how they will refine their dance piece prior to evaluation.

1-2 classes
Lesson 5

Culminating Task: A Dance Piece about a Social Justice Issue

Students will revise and refine their dance piece and present it for evaluation.

1-2 classes