Learning Goals
By the end of this lesson, students will be able to …
- Use the Critical Analysis Process
- Analyze a dance piece
- Make connections between dance and culture
Materials
- Iceberg Concept of Culture
- Video of Metis Jigging (or other cultural dance)
- PDF #1 Critical Analysis Process
- Technological device with Internet access
Terminology
- Critical Analysis Process (posters); see Teaching the Critical Analysis Process (Members-only resource)
- Cultural Dance Form; see Exploring Forms and Cultural Contexts (Members-only resource)
Minds On
Note about Readiness
If working through the Critical Analysis Process is new for students, you may wish to extend this lesson using these additional lessons from CODE: Teaching the Critical Analysis Process (Members-only resource).
Whole Class > Analyzing Dance
Post the Critical Analysis Process to guide student reflection. Handout PDF #1 Critical Analysis Process to students. Show students the video of Métis Jigging (see materials section), or another video of your choice. As a class, fill in PDF #1 Critical Analysis Process while watching the video.
Teacher Tip: Depending on student readiness, you may need to pause the video and discuss each section of the Critical Analysis Process and/or watch the video more than once.
It is important to model how to use the Critical Analysis Process here for students so they can apply it independently in the following activity.
Action
Pairs > Dance Detective
Put students into pairs and ask them to select a cultural dance form (e.g., Bhangra, Hip Hop, Highland Dancing, Bharatnayum, French Canadian Step Dancing, Chinese Ribbon Dance, Salsa etc.). This could be a form that has personal significance to them, or one they are interested in. Students will need Chromebooks or iPads to watch a performance of their selected dance form and do additional research on the dance form, if needed.
Hand out a new copy of PDF #1 Critical Analysis Process. Once pairs have selected their cultural dance form, ask them to work together to fill in the handout. Circulate and provide feedback as needed.
Extension: Students could create a visual or artistic representation of their interpretation of the dance piece. These could be shared through a gallery walk or other informal presentation style.
Consolidation
Whole Group > Identity Discussion
Post the Iceberg Concept of Culture for students to discuss.
Questions for Discussion:
- Where do you see dance in your life? (e.g., for fun, lessons, cultural celebrations etc.)
- How can dance be visible and above the iceberg?
- What do we see when different cultural backgrounds dance?
- What meanings might there be that come out? (e.g., love, nature, cultural joy).
Individual > Identity Chart
Invite students to revisit their Identity Chart from Lesson 2 and add additional ideas.
Assessment for Learning (AfL)
Sidecoach and provide feedback, as necessary to ensure students’ understanding of the Critical Analysis Process
