Critical Learning

Sharing works in progress is an important part of the creative process, as it allows students a chance to rework their dance piece before being evaluated.

Guiding Questions

Why is feedback an important part of the creative process?

What does good feedback look like?

What makes a good audience member?

Learning Goals

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

  • establish criteria for giving good feedback
  • share their work in progress with the class
  • give and receive peer feedback
Readiness

Students should be comfortable presenting work in front of the class.

Terminology
Materials
  • Chart paper and marker
  • PDF #1 Rubric
  • PDF #2 Tips for Teaching Metacognition

Minds On (~10 minutes)

Individual/Group > Reflection

  • Have students identify which elements of their dance were inspired by elements from African and/or Hip Hop and which ones evolved over the course of the unit.

Teacher Prompt: Why do you think some of the movements evolved? (necessity, aesthetics etc.)

  • Answers should be discussed as a group and recorded in students' dance journals.
Assessment for Learning (AfL)

Check for Understanding: Students should be able to identify the elements of dance and how they are used in their own and others' choreography.

Action (~40 minutes)

Whole Class > Establishing Criteria

  • Discuss with students the importance of receiving feedback during the creative process (e.g.,  it helps us refine our piece, it helps to clarify the message being conveyed to the audience etc.)
  • Write student answers on chart paper or the board so they may refer to it during the lesson.

Small Group > Brainstorming

Ask students to brainstorm, in groups, what good feedback is. Some sample answers might include:

  • it needs to be specific
  • it should be related to the criteria for assessment
  • it needs to be said respectfully

Have each group share their ideas with the class. Record student answers on chart paper and post for future reference.

Whole Class > Discussion

  • As a class, discuss what a good audience member looks like.
  • Write down students ideas on the board, or on chart paper and leave them visible for the remainder of the unit.

Whole Class > Sharing Works in Progress

  • Go over the rubric (See PDF#1 Rubric), give students copies so they have something to refer to when watching their peers' dance pieces.
  • Each group shares their work.
  • After each group has presented, facilitate the peer feedback, referring to the rubric.
Teacher Note

It may be beneficial to have groups present in the same space they were working in as it may be disorienting for some students to move spaces.

Refer to PDF#2 Tips for Teaching Metacognition to support students in this phase of the lesson.

Link and Layer

Ensure that when students are sharing their works, the African and Hip Hop sections are distinct.

Consolidation (~10 minutes)

Small Group > Create the Action Plan

Ask groups to create an action plan based on the feedback they received. Each group should outline:

  1. What is working in the dance piece and why it is working 
  2. 2-3 things they need to improve on
  3. What they are going to change/how they are going to change those things
Assessment as Learning (AaL)

Student action plan