Students will have the opportunity to interpret text about the theme of environmental concern-specifically global warming and continue to refine their solos in a small group ensemble and, in addition, create movements to represent environmental concerns.
Guiding Questions
How can we use our knowledge of Dance to address social issues?
Learning Goals
At the end of this lesson, students will be able to:
- understand how dance can be used as a catalyst for a variety of environmental issues and how dance can advocate for change.
- create, rehearse and perform a dance phrase
- work on creating a choreographic phrase with their peers
- give peer feedback
Readiness
Students should have experience working in small groups to create choreography and should know the elements of dance.
Terminology
- Transition
- Movement Phrase
- Elements of Dance
Materials
- Pen/pencil
- Computer Lab/Library
- Variety of music
- Music player
- PDF #2 Checklist
- PDF #3 Peer-Assessment
Teacher Note
You may wish to extend this lesson by using information about climate justice. Connections may also be made between climate change and Indigenous sovereignty.
The sites below have information on current climate change initiatives that you may wish to read prior to the lesson or they may wish for students to read the link to further understand the topic of climate change.
Interview with Autumn Peltier
TED Talk Greta Thunberg
Common Sense Resources for Teachers
Mikaela Loach - author of It's Not that Radical: Climate Action to Transform our World and Climate is Just the Start
Green Girl Leah (Leah Thomas)
Minds On (~30 minutes)
Whole Class > Quote
Post these quotes around the room:
"I don't want your hope. I don't want you to be hopeful. I want you to panic. I want you to feel the fear I feel everyday. I want you to act. I want you to act like you would in a crisis. I want you to act like your house is on fire, because it is."
- Greta Thunberg
"I've said it once and I'll say it again. We can't eat money or drink oil."
- Autumn Peltier
"We had no power in creating the systems that are destroying our world and futures — and yet we are and will be paying the biggest price for the older generations’ recklessness."
- Jamie Sarai Margolin
Ask the class to walk around the room, read the posted quotes and stand next to the quote that most resonates with them. Ask them for their initial reactions.
Prompt: What does the quote mean? How do you feel when you hear this quote? What do you know about the person who said the quote?
Have them discuss with the people who selected the same quote as them. After, ask students to consider the following question: "What is climate change?" Discuss as a class.
Small Group > Mind Map
Divide students into groups based on the quotes they selected. Depending on how many students selected each quote, you may need to break the group up into smaller groups. In small groups, have students brainstorm ideas on this topic using a Mind Map. Allow students 10 minutes. Afterwards, have each group share the key words that they generated.
Teacher Tip: Consider how to divide students into groups. As this is still early in the creative process students may feel more comfortable choosing their own group members. Group numbers/sizes can be altered to best fit class and students individual needs.
Small Group > 5 Movements
In the same small groups, instruct students to respond to their chosen quote above by each creating a movement. Students then sequences the movements together with transitions that reflect the meaning and essence of the quote.
Assessment for Learning (AfL)
Teachers will have the opportunity to witness who has an understanding of source inspired movement through the use of PDF #2 Checklist. Observe the 5 movements that are created through the use of the quote and check to see that students are conveying the meaning of the quote using the elements of dance and compositional tools and structures.
Students will complete a journal entry using the guiding questions from the Consolidation section.
Action (~40 minutes)
Whole Class > Instruction for Movement Phrase
In the same small groups, ask students to consolidate the arrangement of their solos (from Lesson 1) which represented an artifact of nature and in essence, nature's beauty. Invite students to use the movement phrase that was inspired from the quote in Minds On (Lesson 2) and to link the two phrases as a way of enhancing the contrast and emphasizing the impact of factors that harm the environment. For example, students may want to start with their solos and then transition into the 5 movements or vice-versa. Discuss with students, that the overall message of the dance might be perceived by the audience differently if the group begins with the movements based on the quote and then transitions to the movement based on beauty and hope. They will need to make their own choice as group here.
Small Groups > Movement Phrase
Explore/Experiment
Allow students time to experiment with how best to link the phrases in order to convey the message about environmental issues/concerns. Students may wish to incorporate the text of the quote into the phrases.
Performing/Presenting
Invite students share their movement piece with the class. Refer to PDF #2 Checklist.
Whole Class > Critical Analysis
Invite the class to give feedback to each group using the following questions:
- What choices did the group make with respect to sequencing and structure?
- How is the piece clearly conveying the theme?
- How are the elements of dance being used effectively?
- Which compositional tools or structures did the group use to help convey the theme?
Differentiation (DI)
You could provide a handout of the criteria for the composition.
Assessment as Learning (AaL)
A peer-assessment will be used for Lesson 2. Ask students to assess their group's movement piece based on the solos and quote. Refer to PDF #3 Peer-Assessment.
Consolidation (~30 minutes)
Individual > Journal Response
Invite students to respond in writing to the following questions:
- How has creating and viewing the dance pieces changed the way you think about the environment and your interaction with it?
- What changes, if any, would you consider making in your life to improve the environment?
- How can dance help to advocate for change?
- What about our environment concerns you the most?
Individual > Self/Peer-Assessment
Instruct students to complete PDF #3 Peer-Assessment.
