In this lesson, students will learn that personal experiences based on receiving and offering kindness can become the foundation of movement phrases. 

Guiding Questions
  • What is a "random act of kindness"?
  • How have random acts of kindness affected you? 
  • How can personal experiences affect movement?
  • How can movement choices change to physically represent the key words presented? 
Learning Goals

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

  • identify and express (both through movement and verbally) the positive effect that being kind to others and receiving kindness has had on a personal level;
  • create movement sequences that reflect upon powerful personal experiences; and
  • demonstrate the concept of the ripple effect via canon work in the creative process.
Readiness

Students have previously studied and experienced the elements of dance. They should have some familiarity with guided improvisational tasks and canon, as a choreographic tool.  Students should also be familiar with creating movement phrases both independently and in small groups. Students should have been maintaining a traditional or digital portfolio throughout the course.

Terminology
  • Guided Improvisation
  • Shape
  • Phrase
Materials
  • Chart Paper
  • Markers
  • Student Portfolios
  • Pens
  • Glue
  • Music (from sources the represent varying tempos and genres)
  • A Pebble
  • PDF #1 Personal Ripple Effect Map
  • PDF #2 "A Cause for Applause" Entries: Portfolio Rubric

Minds On (~20 minutes)

Whole Class > Discussion

Invite students to sit in a circle for a whole class discussion. Present a pebble as a symbol of a generic act of kindness. Explain the concept that when a pebble, is tossed into water (the action), ripples are created in the water (the reaction). Ask students to link this cause and effect relationship in nature to the relationship between two people sharing an act of kindness (one person acting and one person reacting). Reinforce to the students that, no matter how small a kind gesture may seem, it has a positive impact on the person receiving the kindness. Pass the pebble to a volunteer in the circle. This volunteer will share an experience when they were the recipient of an act of kindness. Circulate the pebble amongst the students so that they have the opportunity to provide personal anecdotes related to receiving a kind gesture.

*As the students are sharing their anecdotes, record a selection of verbs shared by students (these action words will guide the improvisational section of the lesson).

Action (~90 minutes)

Individual > Guided Improvisation

Instruct students to walk through the studio space. Encourage students to move in their own directions and to use their own tempos. As students continue to explore the space, periodically call out the verbs that were recorded during the “Minds On” discussion (e.g.: Give, Embrace, Share). Provide time in between verbs to allow students time to physically interpret each word.

Encourage students to interact with one another.

Small Group > Creating Movement Pieces

Divide students into small groups of four to five members. Within this formation, each group member will share three to four shapes/short phrases and one action word that resonated most from the guided improvisation. Place a piece of chart paper and markers in the centre of the studio/class. When the sharing of shapes and words are finished, invite one member from each group to record all of the action words that were shared during the small group discussion/creative exchange. Post this chart in the studio. You may want to have a few volunteers read the student-compiled list aloud. Direct students to link each group member's shapes into a collaborative creation. Challenge the students to not only integrate all shared shapes but to explore the principles of action and reaction and the concept of the ripple effect within the group dynamic.

Whole Class > Establishing Criteria

On another piece of chart paper, list the following criteria for the creation and post in the studio:

  1. Three to Four Action Words Per Group Member
  2. Evidence of Action and Reaction
  3. Movement-Based Interpretation of the Ripple Effect

Allow groups time to ensure that their creation has included the established criteria.

Whole Class > Sharing of Dance Pieces

Reconvene for the presentation of each group's creation. Select a different piece of music to accompany each work in progress. Encourage students to provide feedback to each other about physical interpretations of the various action words (refer to posted anchor chart that was created with all of the action words), about the ripple effect and about the relationship between action and reaction.

Experiment with viewing creation twice to two very different musical selections (leading into a discussion related to varying experiences as both performer and audience member).

Consolidation (~30 minutes)

Individual > Reflection

Distribute PDF #1 entitled "Personal Ripple Effect Map".  Provide time for students to complete these graphic organizers and accompanying questions. Instruct students to attach maps and responses into their portfolios. 

At this time, distribute the BLM entitled "A Cause for Applause" Entries: Portfolio Rubric (See PDF #2). Explain to students that this rubric will be used to evaluate the entries for the unit and that the portfolios will be submitted on the last day of this unit.  Review with students the rubric and its accompanying expectations. Instruct students to paste this rubric into their portfolios. At the beginning of class, students shared experiences when they have been the recipient of an act of kindness. In their portfolios, students will now describe an instance when they have initiated an act of kindness. They will also reflect upon and record the ways in which they make positive contribution to the various facets of life.

Assessment for Learning (AfL)
  • Teacher Observation
  • Teacher Feedback
  • Whole Class Discussion
Assessment as Learning (AaL)
  • Peer Feedback
  • Self Reflection (Personal Ripple Effect Maps and journal entry in student portfolios)
Differentiation (DI)

Utilize teaching strategies and tools that correlate to student learning styles' inventory (i.e. right to pass, verb-based anchor chart, lengthening or shortening time between "called out" verbs)
During the shape linkage phase, if needed, provide the option of creating a short phrase if the extended creation task is too overwhelming