In this lesson, students will learn that abstract movement can be interpreted using different perspectives and that Call and Response is a compositional tool that can be used to enhance a dance piece.  

Guiding Questions
  • What is meant by the term abstract in movement compositions?
  • Why is using colour an effective source for abstract movement compositions?
  • How can call and response be used to enhance the message of a dance piece?
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 The Creative Process: 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;
    • A2.2 Choreography and Composition: create a complex dance composition that explores a self-or teacher selected theme
    • A2.3 Choreography and Composition: use a variety of compositional approaches to express a broad range of ideas and moods through dance
Learning Goals

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

  • demonstrate an abstract movement composition using Call and Response
  • demonstrate the colour and its shades through a movement composition
  • describe how colour is an effective source for inspiration in abstract movement compositions that use call and response
Readiness

Students will have had experience creating movement compositions using a variety of compositional tools and forms; individually and in groups;

Students will have experience using a variety of dance vocabulary in their compositions (e.g.: modern, contemporary, free movement, contemporary ballet, jazz, etc.) 

Terminology
  • Abstract
  • Call and Response
  • Compositional Tool
  • Free Movement

(see Glossary for these terms)

Materials
  • 7-10 Cue Cards in a variety of colours (e.g. green, blue, red, orange, purple, yellow etc.)
  • Appendix #3 Glossary of Compositional Forms and Vocabulary
  • Appendix #4 Composition Activities

Minds On (~20 minutes)

Whole Class > Discussion

Give students visual examples (e.g. pictures, videos etc.) of abstract movement compositions (e.g.: Winterbranch by Merce Cunningham, etc.) 

As a class, brainstorm key words that represent the elements of dance that are seen in abstract movement compositions (e.g.: linear, spiral, low, high, smooth, sharp, etc.). Also, discuss themes that are evident in abstract movement (e.g.: social issues, colours, etc.). 

Discuss how colour can be used as a source for abstract movement.  Discuss how a colour can evoke a particular mood, feeling or image.

Discuss examples of shades of a colour (e.g.: red- pink, burgundy, or blue- baby blue, navy etc.) and how the shade of a colour can evoke a different mood, feeling or image. 

Introduce call and response as a compositional tool. (see Appendix #3). Explain how one dancer begins and then a second dancer/group begins dancing in response to the first.

Teacher Prompt: Which of the compositions created by you in Units 1 and 2 used abstract themes/movements? (e.g.: Alphabet Dance)

Assessment for Learning (AfL)
  • Clarify abstract movement compositions
  • Clarify call and response as a compositional tool
  • Observe group participation during discussion about abstract movement and call and response
  • Observe participation during Call and Response to Colour warm-up

Action (~45 minutes)

Whole Class > Warm-Up: Call and Response to Colour

Ask students to stand in a circle to begin. Choose a colour (e.g. blue, red, purple etc.). Place the cue card with the colour in the centre of the circle.

Give students one minute to think about the mood, feeling and image that this colour evokes. Students will move one at a time making a movement gesture (consider using whole body expression and elements of dance) that is inspired by the colour. Ask students to demonstrate their movement one at a time, consecutively. Students will respond to each dancer's movement creation in turn. Repeat again using a shade of the colour (e.g. navy, pink, lavender).  Repeat this process four times in total using a different colour and shade each time.

Small Group > Choreography

Organize students into groups of three (Dancer A,B and C) to create a composition inspired by their choice of colour and that uses call and response.  This movement composition will use free movement or contemporary movement vocabulary. Each group will choose one cue card with their choice of colour. Ask students to discuss as a group the feelings, moods and images that are evoked by the colour and the shades of that colour.  

Dancer A will create 32 beats of movement that reflects the dominant colour (e.g. red) -Part A, this will be performed first and individually.

Dancer B will create 32 beats of movement that reflects the first shade (e.g pink)- Part B, this will be performed second by Dancer A and B- Dancer B will teach this section to Dancer A. 

Dancer C will create 32 beats of movement that reflects the second shade (e.g. burgundy)- Part C, this will be performed by all three dancers, Dancer C will teach this to Dancer A and B.

Note: Movement choices will be informed by the elements of dance and it will include repetition, size, and tempo. While students are creating their compositions offer feedback and suggestions. Remind students to maintain their connection to their colour and shade. Students can share their composition with another group for peer feedback before showing it to the class.

Differentiation (DI)
  • Students work as a group to discuss the mood, feelings and images that are evoked from the colour
  • Students work individually to create their composition section; students can help each other as a group when difficulty arises
    Students may choose to draw/paint ideas for journal/blog, etc. entry 
Assessment for Learning (AfL)
  • Observe group participation during creation

Consolidation (~10 minutes)

Individual > Reflection

Ask students to reflect on their experience of creating movement to an abstract idea by writing a phrase that describes their journey. This phrase will be one to two sentences long and it will express how they expressed colour through movement in a group composition. This statement will be included in their composition journal (e.g.: blog, video diary, written journal, etc.).

Assessment as Learning (AaL)
  • Compositional Journals