Ballet is a traditional form of dance that is evolving in today’s society. There are three major forms of ballets; narrative, abstract and fusion. 

Guiding Questions
  • What is a narrative ballet?
  • What is an abstract ballet?
  • What are the similarities and differences of a narrative ballet and an abstract ballet?
  • How are the movement vocabularies similar and/or different?
Curriculum Expectations
Creating, Presenting and Performing
  • A3. Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of global dance forms
    • A3.2 accurately reproduce a range of dynamics and movement techniques from a variety of global dance forms
    • A3.3 create and perform compositions that blend the vocabulary and technique of two or more global dance forms
Foundations
  • C2. Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society;
    • C2.1 demonstrate an understanding of key developments in Canadian Dance History, including the artistic contributions of Canadian dance pioneers  
Learning Goals

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

  • Distinguish the difference between narrative and abstract ballet and list the similarities and differences
  • Choreograph a short narrative and abstract ballet using the elements of dance, characteristics of the type of ballet and the compositional tools and forms
  • Express their understanding of ballet through the use of ballet vocabulary
Readiness
  • Students have been working regularly on their ballet technique
  • Students have researched the history of ballet and have had a chance to observe ballet performed in a variety of settings.
  • Students are familiar with traditional Narrative Ballets
  • Students will have had experience working independently, and in small and large groups. 
Materials
  • Video Projector
  • Student journals
  • Chart Paper and Markers
  • Lined Paper and Pencils
  • Music player and speakers
  • Variety of music selections
  • PDF #2 Rubric

Teacher Tip: If possible, live performance opportunities may be accessed in lieu of videos. See our Artist Roster (Members-only) or read about Best Practices for Artists and Teachers Working Together.

Terminology
  • Narrative Ballet
  • Abstract Ballet
  • Notation

(see Glossary for these terms)

Minds On (~30 minutes)

Pairs > Think/Pair/Share

Invite students to choose a partner and give each pair a post-it note.  Ask students to write down on one side what a narrative ballet is and on other side what an abstract ballet is.  Instruct students to join the circle when they are finished. Instruct students to volunteer what they think a narrative ballet is and what an abstract ballet is.  After the discussion, sum up what a narrative and abstract ballet is (using the glossary).   

Whole Class > Viewing a Scene from a Narrative and Abstract Ballet

Have students watch excerpts from Ballet Jorgen's 'The Nutcracker'(narrative) and a clip from 'The Four Seasons'  James Kudelka's 'The Four Seasons' (abstract).  
As students are watching each, ask them to use a graphic organizer to organize their thoughts (mind map, fish bone, t-chart, placemat, etc).  Tell students to look for the following:

  • movement quality
  • the elements of dance
  • the compositional tools and forms
  • other observations/thoughts/feelings

After watching the clips, invite students to share their responses with the class.  

Small Group > Similarities and Differences - Venn Diagram

Ask students to get into a group of 4 or 5 students and create a Venn diagram.  In the middle write down similarities of a narrative and abstract ballet and on the right side write about the differences of a narrative ballet and on the left side write about the differences of an abstract ballet.  Allow 5-10 minutes for this.  Ask groups to share their Venn diagram with the class. 

Assessment for Learning (AfL)

Post-It Note of knowledge of narrative and abstract will help to inform planning for future lessons

Differentiation (DI)

You may wish to provide the graphic organizers for students who have a difficult time with organization

Action (~210 minutes)

Whole Class > Instructions for Choreography Assignment/ Challenge and Inspire

Explain to students that they will be placed in small groups and that their task will be to create a short narrative ballet (1-2 minutes) and a short abstract ballet (1-2 minutes) using ballet technique, elements of dance and compositional tools and forms.  The choreography will embody the characteristics of each type of ballet and will be clear to the audience when the dancers are dancing a narrative ballet and when they are dancing an abstract one.  Handout PDF#2 Rubric for Assessment of Narrative and Abstract Fusion Dance.

Small Groups > Imagine/Innovate and Plan/Incubate

Place students in their small groups and instruct them to use a journal for the planning and creating of their narrative and abstract ballet.  Discuss what notation is and encourage students to devise their own notation system.  The journals can be used as a summative assessment piece.

Small Group > Explore/Experiment with Choreography

Allow students to work on their choreography of a narrative and abstract ballet.  They will work on creating a story and work on creating a dance work that is conceptual.  Using a compositional form (AB, ABA, ABACAD) students will fuse both the narrative and abstract compositions together. (This could take up to 3 or 4 classes subsequent classes)

Larger Small Group > Analysis/Feedback and Revise/Refine

Instruct students to work with another group.  In these larger small groups, students will give feedback - strengths and areas for improvement.  Students will take the feedback and continue to work on their fusion pieces. 

Whole Group > Present/Produce

Invite students to share their dance pieces with the class. Remind students of proper audience etiquette. Groups may wish to explain the story and concept as well as the compositional tools and forms used BEFORE the presentation or AFTER. (Teacher's discretion)

Assessment for Learning (AfL)

Peer Evaluation of work-in-progress

Differentiation (DI)

Teacher may wish to assign a narrative and abstract ballet to each group and then students can re-work and use the ballets as a starting point (e.g., give students 'The Nutcracker' and 'The Four Seasons' and ask them to use these as inspiration for choreography)

Provide students with support when looking for ways to express themselves outside their comfort zone.

Assign students the task of finding as many titles as they can of narrative and abstract ballets.

Consolidation (~30 minutes)

Whole Group > Debrief of Fusion of Narrative and Abstract Dance Pieces

Instruct students to reflect on the presentations and share with the class their thoughts, feelings, initial reactions and ask them to discuss where they saw the elements of dance and compositional tools and forms being implemented.

Individual > Exit Card

Ask students to complete an exit card containing the following information before leaving:

  • title of narrative and abstract ballet (as watched in Minds On)
  • the choreographers for each
  • movement qualities of each
  • the story OR concept behind the piece
  • the story AND concept of THEIR choreography
  • one similarity and one difference of narrative and abstract ballet

Whole Group > Circle Reflection

After students have completed their exit card, invite students to sit in a circle and share one aspect they have learned about narrative or abstract ballets.

Assessment for Learning/Assessment as Learning (AfL/AaL)
  • Exit Card
  • Reflection circle - Conversation, Anecdotal records
Assessment of Learning (AoL)
  • PDF#2 Rubric