Critical Learning

Students will experience the difference between performing dance for film and performing dance live.

Guiding Questions

  • How does it feel to perform when you are filming?
  • How is performing for the camera different than performing live?

Questions directrices

  • Qu'est-ce que cela fait de jouer quand on est filmé ?
  • En quoi le fait de jouer devant la caméra est-il différent du fait de jouer en direct ?

Learning Goals

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

  • revise their dance pieces based on peer feedback
  • film and edit their dance pieces

Buts d'apprentissage

A la fin de cette leçon, les élèves seront capables de :

  • de réviser leurs pièces de danse en s'appuyant sur les commentaires de leurs pairs
  • de filmer et de monter leurs morceaux de danse

Instructional Components

Readiness

  • Students should have completed their storyboards.
  • Students should have all the materials that they need to create their dance film with them (costumes, music , etc.).

Terminology // Terminologie

  • Think/Pair/Share // Réfléchir/Parler/Partager
  • Three stars and a wish // 3 étoiles et un souhait

Materials

Approximately 10 minutes

Minds On // Esprit en marche

Pause and Ponder

Individual/Pairs/Whole Class > Think/Pair/Share //
Individuel/Paire/Ensemble de la classe > Réfléchir/Parler/Partager

Using Think/Pair/Share review presentation skills.

À l'aide de la méthode Réfléchir/Parler/Partager, révisez vos compétences en matière de présentation.

Prompt: What makes a good performance?  What do they like about their favorite performers?

Invitation : Qu'est-ce qui fait une bonne présentation ?  Qu'est-ce qu'ils aiment chez leurs artistes préférés ?
Assessment for Learning (AfL)

Use the responses in think/pair/share as a diagnostic tool of students understanding of performance skills.
Observe as students are preparing their work for filming.

Assessment as Learning (AaL)

Peer feedback "Three stars and a wish."
Students can use PDF #3 Rubric (ENG only) to self evaluate their films.

Assessment of Learning(AoL)

Evaluate the Dance Films and/or Storyboard presentation using PDF #3 Rubric (ENG only)

Differentiation (DI)

Students can present in smaller groups before presenting in the larger groups to help build confidence.

Quick Tip

If the students are struggling to give feedback you can give the first feedback. Modelling the vocabulary and tone that should be used by the students.

Link and Layer

Link the methods of giving feedback to earlier lessons and the concept of creating a safe and supportive working atmosphere.
Approximately 200 minutes

Action!

Small Group > Rehearsal

Give groups time to rehearse for filming. They should be focusing on the ideas from the Minds On activity while rehearsing. 

Whole Class > Sharing Works in Progress

Have each group present two -three movement sequences to the class. Have the class give verbal feedback on the performance skills using "three stars and a wish" strategy. Student responses must identify three things that went well (stars), and make one wish (area for improvement). Students are not allowed to use names in this exercise. Have students go back to their groups and continue to rehearse, keeping in mind the feedback that they received.

Small Group > Filming

Give students time to film their dance films. They will use Movie Maker, iMovie or a similar program to edit their films. Circulate and side coach as necessary.
Approximately 70 minutes

Consolidation

Whole Class > Sharing Dance Films

After rehearsal and filming, students will present their films. If the school does not have the equipment or if there is no time to film the works, then the students will present their dance pieces and storyboards to the class. In this case the presentation of the storyboard will need to be well rehearsed as they will need to perform the choreography and explain how it would be filmed according to the groups storyboard.