In this lesson, students will learn that dance has a common language and vocabulary that is unique to composition and choreography and that choreography must include the elements of dance as well as compositional tools and forms.

Guiding Questions
  • How are compositions created and/or inspired?
  • How can the elements of dance and compositional tools and form be used to communicate?
  • How can an artist get choreographic inspiration from a language we are all familiar with (the alphabet)?
Curriculum Expectations
A. CREATING, PRESENTING, AND PERFORMING
  • A1. The Creative Process: use the creative process, the elements of dance (body, space, time, energy, and relationship), and a variety of sources to develop movement vocabulary;
    • A1.1 use the elements of dance to create and perform increasingly complex dance phrases inspired by a theme
  • A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations;
    • A2.1 use a variety of choreographic forms, structures, and techniques to create and perform increasingly complex dance works. 
Learning Goals

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

  • become familiar with new compositional tools and vocabulary (Repetition, Retro-grade and slow motion)
  • create a short dance piece inspired by the alphabet
Readiness
  • Students are required to have taken ATC 1O and or/ ATC 2O prior to enrolling in ATD 3M.
  • Students have previous knowledge of and experience with the elements of dance.
  • Students have experience with guided improvisation and personal movement.
  • Students have experience working with groups.
Terminology
  • Retrograde
  • Repetition
  • Elements of Dance
  • Compositional Tools

(see Glossary for these terms)

Materials
  • Variety of music (see Resources)
  • Appendix #3 Glossary of Compositional Forms and Vocabulary
  • Appendix #4 Composition Activities

Minds On (~20 minutes)

Individual > Guided Compositional Lesson

Instruct each student create a new 8 count phrase.  After the phrase has been created have them do their phrase backwards - Retrograde (see Appendix #3). Using the original 8 count phrase give them the opportunity to manipulate the choreography by including repetition into the phrase (e.g., chose one movement and repeat it throughout the phrase)

Lastly, have students complete their original 8 counts in slow motion. They should think of watching a film that you can slow down with the remote and watch frame by frame. 

Teacher Tip: Depending on class size and ability, group sizes may be changed to suit. Model examples of retrograde, repetition and slow motion and allow students the opportunity to experiment with these ideas before adding them into the "Alphabet Dance".

Differentiation (DI)
  • Use a variety of alphabets based on the languages spoken by your class. (i.e. Greek, Russian, Chinese, Japanese, Arabic) 
Assessment for Learning (AfL)
  • Have an informal discussion about the elements of dance as a review of previous knowledge. 

Action (~45 minutes)

Small Group > Creating Choreography

Divide the class into groups of two or three. Instruct each group to create movements or shapes, using their bodies, for each letter of the alphabet. The letters can be upper or lower case. Encourage students to work together as a team and to make physical connections with their group members - Introductory Contact Dance (see Appendix #4). Have groups rehearse their movements/shapes and transitions in a chronological order. Have students check their work to ensure that all of the elements of dance (Time, Body, Space, Energy, Relationship) have been included and revise if necessary.

Small Group > Revising their Choreography

Now, invite students to integrate the compositional tools from the Minds On; repetition, retrograde and slow motion, into their group "Alphabet Dance". Provide rehearsal time.

Whole Class > Presentations

Ask each group to share their "Alphabet Dance" with the class. Music may be added to accompany the work as it is shared, if desired. 

Differentiation (DI)
  • Provide students with paper and pencils to record their creative ideas.
  • Play music in the background during the composition creation, to relax the atmosphere.
  • Show examples of letters that students have created. 
Assessment for Learning (AfL)

Observe and side coach students through the process.

Consolidation (~10 minutes)

Whole Class > Debrief

After each performance, briefly discuss how each group used the three compositional forms. Also, have the students point out which elements of dance were most effectively used by each group.

Assessment for Learning (AfL)

Observe students' level of participation and comfort in the discussion.