Lesson 4 - The Art of Critiquing with Kindness

Individual > Visualization

Direct students to find a comfortable seated position that allows their spine to be straight; sacrum rooted to the ground and crown of head reaching toward the sky. Tell everyone to close their eyes. Provide the class with the following situations to contemplate in meditation (10 minutes).  

Prompt: Think of a time you were given feedback in a way that made you feel defeated, insulted or centered out. *pause*  Now recreate that same scenario. This time, imagine a way that the critic could have communicated to you in a way that made you excited about your work and willing to make changes for the purpose of enhancement. 

Remember a time when you were given feedback that genuinely helped you to improve a project. *pause*  Try to identify what it was about this helper's tone, words or body language that made you feel safe, motivated and supported. Take a moment to acknowledge the work and dedication you have put forth in conditioning your body and developing your dance creation. *pause*  Imagine that each individual in our class has put forth the same, or even more effort than you. What kind of language, tone of voice and body language can we offer one another to help each person's work progress?

Note: The script outlined above is a suggested guideline to follow that targets key elements of the lesson. 

Small Group > Critical Analysis Process

Allocate students into groupings of four or five. Write or project the steps of the critical analysis process as outlined below. Write the steps in a visible location so students can refer back to them (you may also reference the CODE Critical Analysis Process posters). Ask students if they need clarification on any of the steps. Distribute copies of PDF #6 Work-In-Progress Feedback Form to each student.

Producing Preliminary Work

One piece at a time, students perform their dance creations. While one pair or group is performing, the whole class can record their notes on PDF #6 using their own devices and materials. Consider recording the performance to share with the individual dancer, if you use an online learning platform.

Remind students that while they are viewing their peers and taking notes, audience etiquette applies (see Readiness for instructional suggestions).

Initial Reactions

When one dance piece is finished, the class reports what they felt while watching the dance or something the dance reminded them of. (e.g.: "I felt lonely, cold and isolated while you were performing. Watching this piece reminded me of people working day-in and day-out on an assembly line.")

Descriptions

Each group member then describes what they saw in the work. (e.g.: What stands out in the work?  What elements of dance were clearly addressed? What appeared to be an aspect of the composition that the dancer/choreographer worked particularly hard at capturing?)

Analysis and Interpretation

Students can share their feedback digitally both with the teacher and then with the performers. At this stage, a discussion occurs between the dancer/choreographer and the group. The performer describes the intended message or meaning behind the work. The audience contemplates this and compares it to their initial reactions. Personal context is brought into the picture and the audience helps the performer by sharing their personal interpretations and analysis. Both performer and audience try to put their ideas into context by sharing possible influences on their individual interpretations of the dance.

Expression of an Informed Point of View

Finally, each audience member identifies what they feel could use further exploration in the dance so that the dancer/choreographer has guidance in refinement and polishing. The teacher can collate students responses from PDF #6 and provide them to the performer for reference.

Distribute PDF #7 Moving Forward with My Dance Creation.  
Ask students to quietly and independently complete this form and collect it before the class is dismissed.