Unit Guiding Questions
- How might emotions be conveyed through movements?
- How might stories be told in multiple ways? How might dance be a form of text? What is narrative dance, and how does it tell a story?
- How might we care for others’ stories?
- How might we translate stories into movement?
- How might the elements of dance be used to communicate key elements of narrative stories?
- How might we represent stories about emotional experiences through movement?
- How might I reflect on and critically analyze the dance phrases created by others?
Readiness
Students should be familiar with the elements of dance. Consider using the Exploring Dance Elements unit to pre-teach the elements of dance. Students should have some experience using the elements of dance to communicate ideas and should know the difference between dancing and miming. You may wish to use the Communicating Ideas unit prior to teaching this unit.
Students should engage in some word study for the word “dignity” (see PDF #1), “abstract” (PDF #2) and “symbol” (PDF #3) prior to lesson 2.
Students should have some familiarity with syllable types and with breaking words into syllables (Clapping syllables does not work for all students. Explore various strategies such as having students put their hand under their chin while they speak a word - the number of times the hand drops is the number of syllables).
Students should spend some time learning about the importance of taking care of someone else’s story (Appendix 2 Caring for Others' Stories) and creating brave spaces, recognizing their boundaries and understanding concepts of identity (Appendix 3 Preparing for Identity Work).
If dance is taught by a rotary teacher, ensure that you communicate with the classroom teacher in advance of lesson 3 about which students might struggle with the concepts in Appendix 2 and Appendix 3, especially regarding safe stories to share and oversharing.
For lesson 3, the instructor should be prepared to connect with the school’s Child and Youth Worker and Social Worker will to support students who may wish to speak to a caring adult, though with proper scaffolding of these social-emotional learning skills, this should not be necessary.
Assessment and Evaluation
Assessment for Learning
- Use PDF #5 Anecdotal Records to track observations about student thinking during the discussion.
- Observation of students' participation and understanding of the elements of dance
- Exit card informs next steps and planning
- Educator side coaching and giving feedback throughout the creative process and documentation of observations
Assessment as Learning
- Reflection Journal - Students should reflect on their personal experience communicating narratives through dance in their reflection journal/writer’s notebook or using audio or video tools.
- Co-creation of success criteria for narrative dance presentation
Assessment of Learning
- Each individual within the group will be evaluated using success criteria checklists that are based on the co-created success criteria. Where possible, it is recommended that group presentations be recorded for review later.
Lessons
Lesson 1
In this lesson, students will use a picture book as a springboard to examine how dance can be used to communicate emotions.
Lesson 2
In this lesson, students will use a picture book about emotions as the basis for movement. Students will reflect on the importance of honouring someone else’s story and maintaining their dignity.
Lesson 3
In this lesson, students will create a narrative dance based on a personal story.
Lesson 4
This lesson students will work together to create a dance sequence that includes all of their narrative stories.
