Learning Goals
By the end of this lesson, students will be able to …
- Apply choreographic devices to extend and enhance a dance phrase
- Use the elements of dance effectively while composing a dance piece
- Collaborate with a partner/others while planning and exploring ideas
- Take risks and think outside the box while creating and presenting
Materials
- Projector, screen and speakers
- Chart paper, whiteboard, writing tool
- Student journals
- Open Space
- 1 device and song per group: student choice (optional)
- Some instrumental music (teacher)
- Elements of Dance Descriptions (Anchor Charts)
- Elements of Dance Posters
- Teaching Audience Etiquette
- Classroom Audience Etiquette
- PDF #2 Elemental Partner Dance Student Checklist
Minds On
Whole Class > Can You Repeat That?
Review and post the terminology and concepts for this lesson: Canon, Repetition, Retrograde, and Unison (you can add others if you like). Choose four volunteers who will stand at the front of the class with all other students standing facing them. Each volunteer creates one simple movement and shares it with the class. Students do the volunteers’ movement with them in unison, one movement at a time. Volunteers perform their movements in a sequence (movement/volunteer 1, 2, 3, 4), from left to right. Class repeats the sequence. Then, volunteers and class repeat this sequence/these 4 moves twice (1, 2, 3, 4, 1, 2, 3, 4) together, in unison. Next, do the movements in retrograde (4, 3, 2, 1), right to left, in unison. Finally, split the class into 4 groups, designating each group to a volunteer. Each volunteer and their group will do their respective movements one after the other, in canon, either right to left, left to right or both.
Pairs > Extending and Enhancing
Regrouping into the partners from the previous lesson, students will spend 5-10 minutes reviewing and remembering their Elemental Partner Dance from the previous lesson.
Next, they will extend and revise their dance by using each of the four choreographic devices: Canon, Repetition, Retrograde, and Unison. There is no need to be any more specific than this unless they need help. How they do this is their creative choice. Circulate, side-coach and offer feedback as needed. You could play music, or students can choose their own music at this point. Allow as much time as needed for exploring, planning and practicing.
Whole Class > Sharing Final Partner Dances
Review audience etiquette. One pair at a time, students share their work with the class. Leave room for student feedback after each performance. Let students know you are assessing their feedback as well, and be sure each student has an opportunity to offer some.
Consolidation
Individual > Self-Reflection
In their journals or as an exit ticket, students do a written, video or audio recording reflecting on their experience.
Key Questions for Discussion:
- Was it hard to include all of the necessary elements of dance and choreographic devices? Why or why not?
- Did it make creating the dance easier or harder to have such specific criteria?’
- Were you happy with your movement in the end? Why or why not?
- How was it to collaborate while creating movement?
- What is your favourite part of the dance?
- What is one thing you would change about your dance?
Assessment for Learning (AfL)
- Teacher observation & anecdotal notes
Assessment as Learning (AaL)
- Circulate and offer feedback while students are creating and practicing
- Peer feedback during sharing
- Self-assessment and reflection
- Journal reflections
- PDF #2 Elemental Partner Dance Student Checklist
Assessment of Learning (AoL)
- Could collect the self-reflection after the performance
- Could collect the PDF #2 Elemental Partner Dance Student Checklist
