Learning Goals

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

  • Choose and explore a social justice theme that connects to their own lived experience and/or cultural heritage, as a stimulus for  dances
  • Make critical connections to themselves (their identities), their values and/or their beliefs, as a starting point for crafting the message of their movement piece
  • Use the creative process effectively (imagine, explore, experiment, refine, reflect, etc.) and take creative risks to express effectively 
  • Use the elements and fundamental concepts of dance to enhance their work and message
  • Use effective performance skills to share their dance and message. 
Materials
Terminology

Minds On

Whole Class > Discussion and Reflection

Lead a discussion about what social justice issues are important to and/or affect your students (e.g., racism, sexism, ableism, homophobia, ageism, classism, etc.). Create a word wall with their responses. Play The Groovement: Dancing for Social Justice and/or provocations of your choosing.

Key Questions for Discussions:
  • What do you notice (see and hear)?
  • How does this make you feel?
  • What message is the artist or choreographer trying to communicate?
  • Do they succeed? Why or why not?
  • What stands out to you? Why?
  • How might your perceptions be influenced by your social location and personal identity?  

Students can record responses in their journals. 

Action

Small Group > Social Justice Research

Working in groups of 3-5, students will choose a social justice issue that is meaningful to them, which will be the stimulus for their dance piece. Students will spend the rest of the class researching this issue, using any media they can find (e.g., videos, reels, articles, poetry, music, spoken word, blogs, etc.) Students brainstorm and record several ideas, deciding on key messages and ideas related to their topic that could be interpreted through movement.  Introduce PDF #5 Final Dance Composition Rubric. Let students know that the idea is to represent their chosen issue/message throughout their dance, and, if possible, to also represent the change they would like to see.

Small Group > Bodystorming

Students review their brainstorming notes from the previous class. Play music and allow groups several minutes to bodystorm the key ideas they have chosen to represent through movement. Encourage students to use a wide variety of elements of dance to make their movements interesting, effective and representative of the ideas they are trying to express. Students record movement ideas as needed.

Small Group > Co-Creating Success Criteria

Review the concept of Theme and Variation and offer it as another option for compositional form. Discuss, record and post/project the success criteria. Introduce PDF #3 Creative Process Student Checklist and so students are aware of what is expected of them during the creative process (note that there is a teacher option for formative assessment as well). 

Small Group > Creating Dances for Change

Students collaboratively choreograph a short dance piece (1–2 minutes) that communicates their chosen social justice message and the change they hope to see. Remind students to review their research notes and their bodystorming ideas throughout their creative process. You may wish to offer and/or brainstorm some structural guidelines:

  • Beginning: introduce the issue/injustice (struggle, tension)
  • Middle: show the impact/conflict (vary levels, tempo changes, relationship) 
  • End: suggested change, hope or resolution (energy shift, open movement) 
  • Manipulating Movements: using different choreographic devices 
  • Frozen start and end poses

Allow students ample time to create and refine their work, providing feedback along the way. Groups could also pair up at any point and share their work and feedback.

Small Group > Dancing for Change

Review audience etiquette. One group at a time, students perform their dances. Audience members share feedback.

Consolidation

Whole Class > Reflection

Students reflect on the lesson (written, orally, by video recording, etc.).

Key Questions for Reflection:
  • Did you effectively express your intended message during your performance? Why or why not? 
  • How did you feel while you were dancing?
  • Did you feel connected to your message and/or your feelings?
  • How can dance be an avenue for change? 
  • How can dance cultivate joy?
Assessment for Learning (AfL)
  • Teacher observation & anecdotal notes
Assessment as Learning (AaL)
  • Circulate and offer feedback while students are creating their dances
  • Peer-Pair-Share (optional)
  • PDF #3 Creative Process Student Checklist
  • PDF #4 Creative Process Teacher Checklist
Assessment of Learning (AoL)
  • Post-performance reflection
  • PDF #5 Final Dance Composition Rubric

What's Next?

You're off to a strong start. Consider these CODE resources for your next steps:

Grade 7-8

Grade 9-10