Various source material (images, poetry, quotes, newspaper clippings, etc) can be a source of inspiration for movement and choreography.
Movement conveys meaning when danced with intention and the use of a focused idea or theme.
How can environmental sources be used as a stimulus for choreography?
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
A4. Performance: apply dance presentation skills in a variety of contexts and performances
A4.1 revise and refine movement to enhance dance performance and interpretation
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
C2. Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society;
C2.2 identify and describe ways in which dance addresses social questions of local and/or global interest
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. Review team work etiquette and discuss the importance of active listening.
|Approximately 30 minutes
Pause and Ponder
Whole Group > Environmental Images
Watch Michael Jackson's Earth Song Video. (See hyperlinks).
Pairs > Reflection
Ask students to choose a partner. In pairs, ask students to reflect on the following questions:
Is there an image that you think was missing from the video?
Assessment for Learning (AfL)
Assessment as Learning (AaL)
Have a collection of source material prepared if groups are having a difficult time finding sources that relate to their chosen issue. Students can choose an artifact that they have a personal connection to.
A demonstration or example may need to be shown for better understanding of how the source material would be incorporated into the piece and how the images can serve as inspiration for movement.
Provide a handout of the Criteria for Composition. (Refer to BLM #5 Rubric for Summative Assessment)
Allow groups to decide where they would like their audience to observe their choreography from. Try different staging to see if it creates a different feeling to the performances.
A few books that will support the teaching of Dance Composition:
Dance Composition Basics
The Art of Making Dances
Link and Layer
Students will be expected to draw on their experiences from lesson one and two to complete lesson three.
Students may wish to connect to ongoing youth or Indigenous lead climate action projects.
Hyperlinks in the Lesson
Earth Song videoAdditional information on the elements of composition from Arts Alive
Additional Information on form and structure in choreography
|Approximately 210 minutes
Small Group > Leaf Graphic Organizer
Put students into small groups of four or five. These groups will stay the same for the culminating task in Lesson 5. Instruct students to brainstorm as many issues as they can.
Small Group > Environmental Issue Mind Map
Invite each group to identify one issue that they are most interested in exploring and that they would like to know more about. Ask them to consider:
Instruct small groups to create a Mind Map based on their issue.
Individual > Research
Ask students to each find one artifact or source material (from home, community or computer lab/library) related to their chosen environmental issue. Sources can include poetry, quotes, newspaper articles, art images, photographs, storybooks, magazines, found objects, etc.
Individual > Generating Movement Vocabulary
Small Group > Linking phrases
Invite students in their small groups to share their phrases and begin to experiment with how they might compose their dance piece.
Whole Group > Compositional Elements
Handout BLM #4 Compositional Elements and Recipe and go through the compositional forms. (See hyperlinks for additional resources). Explain to students that each group should include the following in their choreography:
Whole Group > Visual Component
Share with students that another component of the assignment is to creatively present the sources/artifacts found by group members in Lesson 3. Students will share their visual components before the performance of their choreography. This will extend the work and allow the class to see what sources were used for inspiration. Invite students to consider how they might arrange these sources/artifacts. For example; collage, PowerPoint, brochure, Bristol board, advertisement, etc. Allow time (both in class and out) for students to develop this visual component.
Whole Group > Rubric Overview
Handout BLM #5. Go through the criteria and allow students to ask questions for clarification.
Small Group > Creating Piece and Compositional Checklists
Allow students at least one or two classes to work on their piece. After the work period(s), instruct students to complete a check list (BLM #6 Compositional Checklist) of criteria that has been completed. Continue to have students give feedback to one another as they make choices and build their work.
|Approximately 40 minutes
Individual > Journal Response
Ask students to reflect on the following:
Individual > Self-Assessment
Ask students to refer to BLM #7 Self-Assessment
Ask students to complete a self-assessment based on the following criteria: