Unit 2 Sample Lesson: Theme and Variation

Why are compositional forms important in movement compositions?

How do compositional forms work together to connect movement phrases to their theme?

How does the variation differ in mood or feeling from the theme?

What are examples of theme and variation in other art forms (e.g.: music, paintings, sculpture, poetry)?

A. CREATING, PRESENTING, AND PERFORMING

(Unpacked Expectations)

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

• demonstrate a movement composition using theme and variation
• demonstrate the theme (nature) through a movement composition
• describe how nature is an effective source for inspiration in movement compositions that use theme and variation

Readiness

Students will have experience with creating movement compositions using a variety of compositional forms (e.g.: rondo, ABA), tools (e.g.: tempo, canon, size etc.) and the elements of dance

Students will have experience creating compositions individually and in small groups

Terminology

Theme and Variation
Beginning, Middle and End

Compositional Tools

Choreography

Compositional Forms 

(see Glossary for these terms)

Materials 

Whole Class > Review

Key Questions for Discussion:

What is the theme used in the performance? (e.g.: the transformation of seasons)
How do the movements demonstrate the transformation of seasons ? (e.g.: quality of movement, use of space, relationship to dancers etc.)
How does the choreographer demonstrate variations on the theme? (e.g.: size and tempo of movement, mood, etc.)
What are other examples of themes that are inspired by nature? (e.g.: growth of trees, formation of ice, blowing wind, formation of clouds, hibernation of animals, etc.)   

Assessment for Learning (AfL)

Clarify the structural and compositional elements in theme and variation

Guide discussion by scaffolding questions to assess understanding of theme and variation (use BLM #3)

Observe participation in discussion about theme and variation

Observe use of focus and movement exploration in individual theme and variation warm-up and in group creation

Observe understanding of theme and variation as a compositional form

Assessment as Learning (AaL)

Compositional Journals

Differentiation (DI)

Students create movement composition individually and in small groups. 

Quick Tip

Students can create movements for a fourth variation on the theme.   

Link and Layer

Whole Class - Individual Movements > Warm Up: Theme and Variation Guided Improvisation

Students create a short movement phrase individually. It will be 16 beats and it will be inspired by one nature theme (e.g.: growth of trees, formation of ice, blowing wind, formation of clouds, hibernation of animals etc.). This movement phrase connects to the elements of dance by focusing on the use of body and shape and it represents the theme, called Part A. Remind students to frame their work using a beginning, middle and end. Guide students with vocal encouragement, clarification and instruction as they work. 

Once students have completed Part A, they will now create a variation on this theme in 8-16 beats. The theme will remain the same but will now include various modifications and manipulations (e.g.: performed faster or slower, with lighter or stronger movements). This movement represents the first variation, called Part A1. Once students have completed Part A1, they will now create a second variation on their theme in 8-16 beats. The second variation will include various modifications on the theme, Part A (e.g.: inverted levels, use retrograde, repetition/elimination of some movement etc.). This movement represents the second variation, called Part A2. 

Small Group > Choreography

Individual > Exit Card

Prompt: