Dance can play an important role in society, as it is a tool that can communicate environmental issues to audiences and performers.
Dance is an ever-evolving art form as it is a reflection of society.
Self and peer reflection can help shape a dance work.
How does site specific dance add meaning and alter the concept of the piece?
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
C2.2 identify and describe ways in which dance addresses social questions of local and/or global interest (e.g., explain how the choreography of a dance work on a social justice or environmental theme helps communicate the intended message)
At the end of this lesson, students will be able to:
Students will continue to work on their environmental piece and will need to begin to make artistic choices, such as, title, where the group will perform, costuming ideas, etc. Students will continue to need to work with the elements of dance and compositional structures and tools.
Computer with Internet Access
|Approximately 30 minutes
Pause and Ponder
Whole Group > View Site Specific Dance
Have students view a site specific dance piece. (See hyperlinks for suggestions).
Pairs > Reflection
Instruct students to choose a partner and discuss:
Small Group > Article
Instruct students in six groups, to read an article on site specific dance (see hyperlinks for suggestions)
Assign ONE of the following questions to each group member and ask students to record their responses on chart paper.
Instruct groups to share their responses about the questions above with their group.
Assessment for Learning (AfL)
Questioning during Minds On, side coaching and teacher conference.
Assessment as Learning (AaL)
Provide a copy of the article for each student. Provide a list of various locations that pieces could be performed.
You may wish to incorporate the information from this book into a mini-lesson before students give feedback to groups.
Dancers Talking Dance by Larry Lavender
Details how to formulate critical responses to dance based on the five step ORDER approach: Observation, Reflection, Discussion, Evaluation, Recommendations for revisions.
You may also wish to look at the Dance Current website for reviews and articles. (See hyperlinks).
Hyperlinks in the Lesson
Links to site-specific dance examples:
Alias Dance Project animates Toronto's Todmorden Mills
Porch View Dances by Kaeja d'Dance
Global Water Dances (Toronto) by Janice Pomer
Site Specific piece by choreographer Stephan Koplowitz
Site Specific rehearsal in Tong Chong Street
Link to articles:
Let's Take it Outside by Camille LeFevre
Huffpost article about site specific dance
|Approximately 110 minutes
Small Group > Brainstorming Site Specific Performance Locations
Invite students to brainstorm a list of site specific environments that would work for their group choreography. Ask them to choose a space that will enhance or juxtapose the theme/ideas of their dance work. It must be safe for performance and accommodate an audience.
Small Groups > Explore/Experiment and Producing Preliminary Work
Have students go to the location to further develop and rehearse their dance work. Remind them that they may want to make changes to accommodate and reflect the surroundings, as a site-specific piece should use the location as part of the choreography (i.e. the choreography becomes part of the choreography and could not be performed anywhere else). Remind students to be aware that other classes may be in progress and that they must work quietly. If students are outside make sure that there is adequate teacher supervision.
Facilitate a time for class to view small groups works in progress. Walk around to locations as a group.
Small Group > Feedback
After presentations, invite students to use the critical analysis process to give and receive feedback to and from another group. Ask each group to identify two areas for improvement and two areas where the piece was aesthetically effective.
Key Questions for Discussion:
What elements and tools of composition are used in the piece?
Small Group > Refining/Revising and Making Artistic Choices
Instruct students to work with the ideas and suggestions that come out of the analysis above. Allow students 20-30 minutes to discuss and explore these ideas and suggestions. Encourage students to make choices about the title of the work, music, costuming, performance space, audience location, entrances and exits, etc.
Small Group > Teacher Conferencing
Conference with each group during the refining/revising process and ensure that students are on the right track. Discuss their piece and choices that they are making. Allow students to ask questions for clarification.
|Approximately 70 minutes
Whole Group > Talk Around
Ask students to sit in a circle and have them share what location they have chosen and why.
Key Questions for Discussion:
How did your group adapt the choreography to the site?