Dance can play an important role in society, as it is a tool that can communicate environmental issues to audiences and performers. Dance is an ever-evolving art form as it is a reflection of society. Self and peer reflection can help shape a dance work.

Guiding Questions
  • How does site specific dance add meaning and alter the concept of the piece?
  • Why would an artist choose to create a piece in a site other than the studio?
  • How does feedback help to improve movement phrases?
Learning Goals

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

  • understand what site specific dance is and how it can enhance the message of a dance piece
  • connect their dance with the physical environment it is being danced in
  • begin to understand how dance can be used as a catalyst for a variety of social issues
  • review and evaluate their own works
Readiness

Students will continue to work on their environmental piece and will need to begin to make artistic choices, such as, title, where the group will perform, costuming ideas, etc. Students will continue to need to work with the elements of dance and compositional structures and tools.

Terminology

Site Specific

Materials
  • Computer with Internet Access
  • Chart paper and Markers

Link to articles:

Minds On (~30 minutes)

Whole Group > View Site Specific Dance

Have students view a site specific dance piece.

Links to site-specific dance examples:

Pairs > Reflection

Instruct students to choose a partner and discuss:

  • How did the environment that the dance is located in add to the overall effect and meaning of the piece?
  • What images resonated with you and why?
  • How was the environment incorporated into the piece? Discuss TWO specific examples.

Small Group > Article

Instruct students in six groups, to read an article on site specific dance (see hyperlinks for suggestions)

Assign ONE of the following questions to each group member and ask students to record their responses on chart paper.

  1. Why is site specific dance so powerful?
  2. What does serendipity mean and how is it related to site specific dance?
  3. What are some of the variables that are out of a choreographer's control and how can this affect the piece?
  4. What should a choreographer take into consideration when planning/choreographing a piece?  (In terms of movement)
  5. Which dance artists first began using site specific dance and why?
  6. Write your own definition of site specific dance.

Instruct groups to share their responses about the questions above with their group.

Assessment for Learning (AfL)
  • Questioning
Differentiation (DI)

Provide a copy of the article for each student. Provide a list of various locations that pieces could be performed.

Action (~110 minutes)

Small Group > Brainstorming Site Specific Performance Locations

Invite students to brainstorm a list of site specific environments that would work for their group choreography. Ask them to choose a space that will enhance or juxtapose the theme/ideas of their dance work. It must be safe for performance and accommodate an audience.

Small Groups > Explore/Experiment and Producing Preliminary Work

Have students go to the location to further develop and rehearse their dance work. Remind them that they may want to make changes to accommodate and reflect the surroundings, as a site-specific piece should use the location as part of the choreography (i.e. the choreography becomes part of the choreography and could not be performed anywhere else). Remind students to be aware that other classes may be in progress and that they must work quietly. If students are outside make sure that there is adequate teacher supervision. 

Facilitate a time for class to view small groups works in progress. Walk around to locations as a group.

Small Group > Feedback

After presentations, invite students to use the critical analysis process to give and receive feedback to and from another group. Ask each group to identify two areas for improvement and two areas where the piece was aesthetically effective. 

Key Questions for Discussion
  • What elements and tools of composition are used in the piece? 
  • How are the elements organized, combined, or arranged?
  • How does the dance evoke ideas, feelings, and images?
  • How does the performance location add to the overall effectiveness of the work?

Teacher Tip:

You may wish to incorporate the information from Dancers Talking Dance by Larry Lavender into a mini-lesson before students give feedback to groups. The book details how to formulate critical responses to dance based on the five step ORDER approach: Observation, Reflection, Discussion, Evaluation, Recommendations for revisions.

Small Group > Refining/Revising and Making Artistic Choices

Instruct students to work with the ideas and suggestions that come out of the analysis above. Allow students 20-30 minutes to discuss and explore these ideas and suggestions. Encourage students to make choices about the title of the work, music, costuming, performance space, audience location, entrances and exits, etc.

Small Group > Teacher Conferencing

Conference with each group during the refining/revising process and ensure that students are on the right track. Discuss their piece and choices that they are making.  Allow students to ask questions for clarification.

Assessment for Learning (AfL)

Side coaching and teacher conference.

Consolidation (~70 min)

Whole Group > Talk Around

Ask students to sit in a circle and have them share what location they have chosen and why.  

Key Questions for Discussion
  • How did your group adapt the choreography to the site?
  • What were some challenges the group came across?
  • Did the piece become more meaningful in any way?  If yes, explain.
  • What did your group enjoy about the process? 
Assessment as Learning (AaL)
  • Talk Around