Learning Goals

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

  • Demonstrate an understanding of a variety of dance forms, traditions, styles, and techniques from the past and present, and their social, historical and/or community contexts
  • Investigate, identify and describe some distinct stylistic features of forms they experience in their own lives; at home, at school, in their communities, and/or in the media
  • Understand how cultural values and traditions, and diverse contexts, shape dance
  • Analyze the role of dance in fostering community and community expression
Materials
Terminology

Minds On

Whole Class > Dance in Our Lives Reflection

Begin with a class discussion.

Key Questions for Discussion:
  • Where do you see dance in your daily life (e.g. at school, at celebrations, on TV, etc.)?
  • Do you participate as a dancer or audience member? 
  • How do you feel when you are dancing? Why?
  • How do you feel when you watch dance? Why?
  • What is your favourite kind of dance? Why?
  • What is the most exciting dance performance you’ve ever seen? Why? 

Extend questions as you see fit, per the interest and knowledge level of the class.

Action

Pairs or Small Groups > Finding and Analyzing our Dances

In groups of 2 or 3, students decide on 2 dance styles from their own lived experience and/or cultural heritage that they would like to do a brief research project on. Students begin by finding at least one authentic and appropriate video clip (preferably 2 or 3) for each dance as a reference for describing the stylistic features. 

Tip: You may wish to vet these videos with students once they have chosen them, and to ensure that groups are choosing different forms so a wider variety of dances are explored.

Using PDF #1 Forms and Cultural Context Research Table, students complete the following information for two dances:

  • Name/Form (may be the same) 
  • Origin (where it is from) and/or Tradition (if it is associated with one)
  • Stylistic Features (anything they observe, including the elements of dance they see used, choreographic  and compositional forms, costumes, lighting, etc.)
  • Social/Historical Context (what are the influencing factors on this dance form, and/or what influence did it have on society?)

Be sure that students use their dance terminology and vocabulary as much as possible when describing the dances’ stylistic features. 

Groups decide how they would like to present their work in the next class (you may need an additional class for research).

Whole Class > Presenting our Dance Research

Create a sign-up sheet for each group with the name of their dance beside the group name. One group at a time, students present their dances and findings to each other. Audience members will choose 3 additional dances of their choice to complete the 3 empty boxes on their PDF #1 Forms and Cultural Context Research Table during student presentations. You may collect this as an Exit Ticket. 

Consolidation

Whole Class > Reflection

Students can write the answers in their journals, or this can simply be a discussion.

Key Questions for Discussion:
  • Of the dances explored today, which was your favourite and why? 
  • Which two dances have either the most or the least in common? Explain. 
  • In your opinion, can dance bring people together? How or why?
  • What impact does dance have on your life? 
  • How is dance a part of your identity?
Assessment for Learning (AfL)
  • Teacher observation & anecdotal notes of student knowledge of different dances
  • Discussion
Assessment as Learning (AaL)
  • Circulate and side-coach during research
  • PDF #1 Forms and Cultural Context Research Table
  • Exit Ticket (completed tables)
  • Journal reflections
Assessment of Learning (AoL)
  • Could collect and mark the completed table: PDF #1 Forms and Cultural Context Research Table