A1.1 Creating and Presenting: translate into movement sequences a variety of images and ideas from other classroom subjects, including the arts
A1.2 Creating and Presenting: use dance language to explore, interpret and communicate ideas derived form a variety of literature sources
A1.4 Creating and Presenting: use the element of relationship in short dance pieces to communicate an idea
A2.2 Creating and Presenting: identify the elements of dance in their own and others' dance pieces and explain how they help communicate a message
A2.3 Creating and Presenting: identify and give examples of their strengths and areas for growth as dance creators and audience members
|Stick In/Stick Out - Popsicle sticks in 2 different colours (or 2 colours of construction paper strips)
BLM #3: Question Chart
BLM #5: Elements of Dance Anchor chart
BLM #6: Physical Warm Ups
BLM #7 Journal Reflection
Appendix 4: Teacher Observation Tracking Sheet
Blank paper for students to draw their word during Minds On
Appropriate instrumental music for movement sequence (see notes section below for suggestions)
Four sheets of chart paper, 1 marked "Inclusion Looks Like, Sounds Like, Feels Like" (broken up into 3 columns), the others Exclusion, Power, Powerlessness Looks Like, Sounds Like, Feels Like" (in the same way)
Note: The columns "Tastes Like" and "Smells Like" can be added. Students may come up with some interesting responses for these
|Approximately 15 minutes
Whole Class > Stick In/Stick Out!
Hand out coloured Popsicle sticks to each student. Explain that they will be playing a game with these sticks and that once everyone is ready you'll read them the instructions for the game. Read from 'instructions' that students with certain colours of popsicle sticks get a special privilege (like early recess) and some colours do not. Allow students the opportunity to absorb and react to the announcement about the privilege. Engage the students in a conversation asking them if there is a problem. Inform them that you'll read through the instructions again to make sure there wasn't an error. Inform them, that after looking at the instructions more carefully you realize you've made a mistake, and that in fact those who were supposed to get the privilege are really the ones that don't get it. (This gives the students opportunity to experience both sets of emotions.) Encourage students to examine their responses and feelings using the following guiding questions. This can be done in small groups first and then brought to the whole class for shared discussion.
Is this game fair? Why or why not?
How did it feel to be "chosen?" How did it feel like to be left out?
How did your reaction change when your privileges changed?
Did anyone feel like taking someone else's stick or trading so they would gain or give up the privilege?
What competitive feelings brewed?
Discuss with a partner and be prepared to share with the large group.
Can you think of a real life situation where people (adults or children) are excluded because the rules are not fair?
List some examples on chart paper or on the board. Referring to a specific example generated by the class, ask the following question and facilitate a discussion: What do you think should be done in this situation? Who has the power to change the situation to make it fair? Does such power depend on one person or many or on an institution to change the situation? What difference might that make?
Notes for Stick In/Stick Out:
Explore random, arbitrary exclusion and its effects on people.
Use the following examples of possible privileges for certain students:
early recess, free time, extra gym class, extra D.E.A.R. time, a night without homework, an extra day to complete homework.
Use BLM #3: Question Chart to teach questioning and encourage higher level thinking skills and inquiry.
Assessment as Learning (AaL)
Invite students to use their journal or learning log to note responses on their learning through the Stick In/Stick Out activity.
Use flexible groupings in the game activity to encourage heterogeneous group and accommodate differentiated learning styles.
|Approximately 100 minutes
Individual > Body Storming
Review the elements of dance (see BLM #5). Inform students that you will call out words from the inclusion and exclusion charts that they will explore through movement. No talking or sound is permitted. Instruct students to use full body movements (as opposed to gestures or miming) to communicate the words spoken by the teacher.
As you are body storming today, I want you to remember to stay in control of your body. Find and use your own space in the room without touching other people or things. Start in a neutral position and I will say a word (e.g., 'searching'). Find a movement that you think best represents 'searching.' Repeat the movement a few times to be comfortable with it. I'm now going to ask you to explore your movement, thinking about fine tuning it, using the elements of dance. Try changing the level of your movement...if you are low, try high level. Try changing the energy, speed, direction, etc. Can you lead using a different body part? Allow students time to explore the movement possibilities related to each word for a short time before moving on.
Pairs > Body Storming
Direct students to find a partner and label themselves A and B. Ask pairs to select a pair of contrasting words from the charts. Instruct students to keep their words in mind as they face each other. Still facing each other, instruct Partner A to body storm, using their word as inspiration. Instruct Partner B to react to their partner's movements, using the contrasting word for inspiration. Ask students to select a new pair of words and switch so that Partner B to take the lead.
Invite the students to experiment with the element of relationship by moving closer or further apart from one another.
Invite groups to share their work if they feel comfortable. Engage students in a reflection.
Small Groups > Selecting Words to Translate into Movement
Invite the students to join with another pair so that they are in groups of four. Direct students to the inclusion and exclusion verb charts and encourage them to add any new ideas that were inspired by the bodystorming exercise. Suggest new verbs to add if they have more ideas, and record them on the charts. Instruct each group to pick four words from the charts (they may choose words from both charts if they wish). Direct each group to write out their words on a large sheet of paper.
Individual > Exploration
Instruct each member of the group to select one word to explore on their own (each group member should choose a different word). Direct all students to find their own space and create a movement to represent the word they have selected. Remind students to refer to the BLM #5: Elements of Dance Anchor chart often throughout this activity. They will be assessed based on how they incorporate the elements into their work. They should pay particular attention to 'relationship' as this is a focus in Grade 5. Encourage students to think about the previous work they did with bodystorming and the elements of dance as they create their movement
Small Group > Learning and Sequencing Movement to Build a Dance
Direct students back to their group. Instruct each person to teach their movement to their group members. Emphasize that they must all learn to execute the movement with precision, i.e., very clearly defined movement with the same quality of energy and force as the author of the movement. Encourage students to put the movements together to create one sequence, using all four words. Everyone in the group must be involved in the sequence at all times. Encourage students to think about the order they would like to present the words in. As a group, they must negotiate transitions, spacing, and formation. Their sequence must also have a clear opening and closing position. Students can be encouraged to speak or chant the words they are exploring during their movement sequence.
Whole Class > Sharing
Invite groups to share their movement sequences with the whole class. Engage students in a discussion following the performances.
Key Questions for Discussion
Did you see any of the groups use the element of energy?
Assessment as/for Learning (AaL/AfL)
Circulate amongst the groups, using the vocabulary of the elements of dance to give specific feedback. Encourage students to refer to the Elements of Dance anchor chart (BLM #5). You may wish to record anecdotal comments using Appendix 4: Teacher Observation Tracking Sheet.
Students generally teach other the movement in a circle formation, so you may want to offer suggestions for different formations, e.g., lines, scatter formation, semi circle, V- shape, etc. Also encourage them to vary their levels, and quality of energy (e.g., forceful, light, gentle, direct, flowing, percussive).
Critical Literacy Focus
Encourage students to move beyond stereotypic notions of what a movement might mean or represent.
|Approximately 10 minutes
Individual > Journal Entry
Advise students that they must document their dance, using pictures, written descriptions, or video as they will be revisiting and performing these dances again in the next lesson. Direct students to make their own independent notes and diagrams, and then share with their groups to make sure everyone has the same information documented in their own unique way.
Based on the discussion that followed the presentations, and to assess learning, invite students to share their thoughts about the lesson in a reflective journal entry (see BLM #7 Journal Reflection).
Students should have experience with writing journal entries. The teacher might share examples of journal entries or lead the class in a shared writing experience.
Assessment for Learning
(AfL) The content of the discussion and the prompts in BLM #7 Journal Reflection may give reluctant writers some of the vocabulary they will need to answer the reflection questions around the elements of dance used in this lesson. Use journal entries as a way to check for understanding and get a sense of who might need further support with the material.
(DI) Some students may not be comfortable expressing their thoughts around the elements of dance in written paragraphs. Alternative methods might include: point form, mind map, pictures, teacher conference, narrowing down the choice of questions.