Lesson 2 - Elements of Dance and Identity-Solo

Personal character traits (e.g. Respect, Teamwork, Tolerance, Integrity, Honesty, Trustworthy etc.) shape who we are and decisions we make. The elements of dance can be used to convey meaning about who we are and what character traits we possess. 

What is identity and why is it important to have an understanding of yourself?
Using the elements of dance, how can we develop a personal movement vocabulary that represents who we are?

Creating, Presenting and Performing

A1. The Creative Process:use the creative process the elements of dance (body, space, time, energy, and relationship), and a variety of sources to develop movement vocabulary;

A1.1 use the elements of dance to develop and perform a personal movement vocabulary inspired by a variety of stimuli, sources, or themes

A1.2 creates and performs phrases that explore two or more elements of dance

A4. Performance: apply dance presentation skills in a variety of contexts and performances.

A4.1 revise and refine movement to enhance dance presentations and performances revise and refine movement to enhance dance presentations and performances

Reflecting, Responding and Analysing

B1. Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ dance works and activities;

B1.2 explain the difference between the content of dance and the expressive, interpretive aspects and assess the contribution of each

Learning Goals

(Unpacked Expectations)

At the end of this lesson, students will be able to:

• create movement that illustrates/demonstrates an idea (aspects of their own identity) using the elements of dance
• understand how elements of dance relate to one another
• constructively critique and offer feedback on movement ideas of their peers
• use that feedback to revise and refine their work

Readiness

Students should be familiar with the 5 Elements of Dance. Students will have to have a solid grasp on all of the elements and the various descriptors of each so that they are able to connect and correlate them to their statement about themselves.

Terminology:

Elements of Dance
Body
Space
Time
Energy
Relationship
Movement Phrase
 

Materials

Handout Chart - Elements of Dance https://artsonline.tki.org.nz/Teaching-and-Learning/Pedagogy/Dance

Character Development in Action K-12 for ideas and language related to character development.  See: https://www.edu.gov.on.ca:443/eng/literacynumeracy/successReussie.pdf

BLMs

PDF #4 Elements of Dance Graphic Organizer

PDF #5 Self-Assessment of Solo

Small Group > Graffiti  

Put students into five groups and give them each a piece of chart paper with one of the 5 elements of dance on it (body, space, time, energy and relationship). Ask students to write down on their piece of chart paper, anything they can think of associated with their element of dance (adjectives describing that element, components of that element etc). After a few minutes, have the groups rotate in a clockwise direction so that they get a chance to write about a new element. Continue until groups have had a chance to write about all 5 elements. When groups return to their original paper, give them a few minutes to read through what is written and make connection between any of the ideas that appear on the chart paper. Post the papers up in the room and give students a few minutes to do a gallery walk of the papers to see what has been written about all of the elements.

Individual > Exploration of the Elements

Lead students through an active movement study for each element of dance. Read some of the concepts/adjectives etc from the graffiti papers and ask students to interpret each concept in movement. Students can then use PDF #4 to write down words that embody the element.  A useful handout is: https://artsonline.tki.org.nz/Teaching-and-Learning/Pedagogy/Dance for students to refer to the elements of dance.  

Assessment for Learning (AfL)

The minds on activity can be used as a diagnostic assessment piece around the elements of dance. 

Assessment as Learning (AaL) 

Character Quote -  Is the chosen quote authentic and meaningful to the student? How do you know?
How does the student talk about connections between the solo composition and the character quote? What connections are being articulated?
Self-Assessment of the solo.  Refer to PDF #5

Differentiation (DI)

Students have the choice of incorporating the character quote into their solo. As well, students may wish to draw out their movements or pathways on paper first before actually beginning to move. Allow students longer for the creation of the composition depending on their level/experience.

Quick Tip

A few books that will support the teaching of Dance Composition:  

1. Dance Composition - An Interrelated Arts Approach with music CD
   Janice Pomer
2. Dance Composition Basics
   Pamela Anderson Sofras
3. Dance Composition
   Fifth Edition Jacqueline M. Smith-Artaud

Available from Theatre Books (see hyperlinks)

Link and Layer

Students will have already completed the Improvisation in Lesson 1.  Students can think back to their movement choices and categorize them using the elements. This will allow students to see the connection between various movements and the 5 Elements of Dance.

The activity titled 'My Signature Move' from www.code.on.ca could help build upon this lesson. Look under Secondary Dance.

Hyperlinks in the Lesson

www.code.on.ca

Individual > Character Traits

Ask students to brainstorm a list of character traits. Instruct students to choose a character trait that best represents who they are. Give students time to research this trait and find a quote that describes it. e.g. Empathy - The quote related to this character trait is: "Put yourself in someone elses' shoes." Encourage students to look at a variety of source material including poetry and song lyrics (their own and others). Ask students to write down their trait, quote and a concept from each of the 5 elements of dance.

Individual > Exploring their Character Trait through the Elements of Dance

Instruct students to create a 30-40 second movement phrase inspired by their character trait (and the quote they selected). Allow students the choice of incorporating the quote into the movement phrase.  Students may wish to say the quote in the beginning, middle, end or not at all. Encourage students to use the five elements of dance (body, space, time, energy and relationship) to help them communicate their character trait. Students may use the words generated from the Minds On activity to assist them in choosing a concept from each element that best represents their chosen character trait. Lead students through an example.

e.g. The movement choices that best represent Empathy are:

Body- circle shapes, focus on hands and arms, stepping into the 'shoes' of someone
Energy - fluid, smooth, free, sweeping
Space - circular pathways, all levels, large movements,
Time - slow, steady rhythm
Relationship - using the entire space (inclusive and compassionate)

Give students a period to work on their Character Solos.

Pairs > Giving and Receiving Feedback

Invite students to share their piece with a partner and get feedback on how they can improve their piece. Partners can give feedback based on the following questions (See the Critical Analysis Process):

Key Questions for Discussion:

Encourage pairs to look at the Creative Process wheel from the curriculum document (Chapter Two, Page 8) and reflect on what phase they are in. (i.e., Explore and Experiment) Have students revise and refine their movement phrase based on feedback from their partner. Encourage students to share impressions and suggestions for strengthening the work. Give time for revisions to be made to the solo creations. 

Pairs > Sharing Solo Composition

Invite students to share their solos with a new partner and ask them to identify which character traits come to mind and how their partner is using the elements of dance to help convey meaning.

Individual > Reflection (Oral or Written)

After every student has presented their solo, ask students to reflect on their experience.

Prompt: What did you learn about yourself through creating and presenting your solo- in terms of who you are and in terms of the way you MOVE? What helped you convey your character trait in your solo?  Why or why not? How did using specific descriptors of each element help to convey meaning?

Whole Class > Moving Character Collage

Ask the class to choose one specific movement from their solo that best represents their character trait. Allow students a few minutes to select and rehearse this movement.  Stand in a circle and have each student demonstrate the movement. After each student has shared their movement once, invite the group to echo the movement back. Instruct students to add their movement to their cut out/collage from lesson one, through the use of text, a drawing, or a picture that best represents the movement.  

Individual > Self-Assessment

Handout PDF #5 and ask students to complete and submit.