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.
How can we use our knowledge of Dance to address social issues?
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 create and perform a variety of movement phrases inspired by sources
A1.2 create and perform phrases that manipulate three or more elements of dance
A2. Choreography and Composition:combine the elements of dance in a variety of ways in composing individual and ensemble dance creations;
A2.1 use a variety of choreographic forms, structures, and techniques to connect a series of movement phrases
A2.2 construct a dance composition inspired by a source
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 analyse dance works in terms of both their content and their fluency, artistry, or expressiveness
At the end of this lesson, students will be able to:
Students should have experience working in small groups to create choreography and should know the elements of dance.
| Approximately 30 minutes
Pause and Ponder
Whole Class > Quote
Post these quotes around the room:
"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.
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 BLM #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.
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 BLM #3 Peer-Assessment.
Group numbers/sizes can be altered to best fit class and students individual needs.
You could provide a handout of the criteria for the composition.
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.
Link and Layer
You may wish to extend this lesson by using information about climate justice. Connections may also be made between climate change and Indigenous sovereignty. (See hyperlinks)
Hyperlinks in the Lesson
The site below has 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 global warming.
Zero Hour (Jamie Margolin)
Interview with Autumn Peltier
TED Talk Greta Thunberg
NASA Climate Resources for Teachers
Common Sense Resources for Teachers
|Approximately 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
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.
Invite students share their movement piece with the class. Refer to BLM #2 Checklist
Whole Class > Critical AnalysisInvite 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?
|Approximately 30 minutes
Individual > Journal Response
Invite students to respond in writing to the following questions:
Individual > Self/Peer-Assessment
Instruct students to complete BLM #3 Peer-Assessment.