Learning Goals

By the end of this lesson, students will be able to…

  • Identify choreographic forms
  • Use choreographic forms to create meaningful movements
  • Recognize how choreographic forms can help to emphasize the meaning of a movement piece
Materials
  • Compositional Elements resource
  • Sound system
  • A variety of music
  • Projector
  • A variety of dance clips
  • Appendix 4/PDF #7 Choreographic Forms Stations
  • PDF #8 Choreographic Forms Movement Rubric
Terminology

Minds On

Whole Class > What’s the Formula? 

PART 1: Hang anchor charts around the room before the beginning of class. See PDF #5 Choreographic Forms Stations. You can have them covered initially until after the discussion. Begin the class by asking the students, What is choreography? After some discussion, follow up with the question, What do we see in movement pieces that communicates meaning or emphasizes some of the movements? 

At this point, draw attention to the definition for Choreographic Form and read through some of the types of choreographic forms. Students copy the definitions into their dance journals. Refer to Compositional Elements.

PART 2: Show students small excerpts of dances that emphasize different choreographic forms. Students guess which form was used and discuss the impact it had on the dance. Guide them to talk about how the form affected feelings and/or the understanding of the dance.

Variation: The stations are available as Appendix 4 Choreographic Forms Stations so that they can be adapted for other formats based on your needs.

Action

Whole Class > Explore the Form 

Students work through a variety of stations. At each station, there is a card with directions for that station, emphasizing a different Choreographic Form. Students spend 8-10 minutes at each station. Use a bell or timer to manage the transitions

Debrief: After students have had time to explore all 6 stations, each group will select which station challenge they liked the most.

Whole Class > Perform the Form 

If this spans a second period, you may need to give students 10-15 minutes to remember, review and refine their movement.

Have students perform their pieces for the class. At the end of each performance, discuss which station/choreographic form the group chose. Provide some constructive feedback (2 glows and a grow) to the students.

Consolidation

Individual > Reflection 

Students answer any of the following prompts in their journals.

Questions for Reflection:
  • What is a challenge your group faced while trying to apply any of the choreographic forms?
  • Explain how one of the choreographic forms that you explored helps to communicate an idea to an audience.
  • Choose a choreographic form that you used in this activity and describe how your group applied it to your movement phrase. What worked well? What would you change if you had to do this again? Explain the choices that your group made.
Assessment for Learning (AfL)
  • Anecdotal notes
  • Observation checklist
Assessment as Learning (AaL)
  • Dance journal
  • Self & Peer assessment
Assessment of Learning (AoL)
  • Dance journal 
  • PDF #6 Choreographic Forms Movement Rubric