In this lesson, students will learn that the structure of a dance work shapes and organizes movements and includes a beginning, middle and end. In a structure that uses a narrative, the beginning is when the main characters are introduced and the scenes are set; the middle is when the storyline develops and plot, mood and themes are explored; the end is the climax of the story and the ultimate resolution of the storyline. (Arts Alive)  

Guiding Questions
  • Can dance tell a story?
  • How does a choreographer begin composing a composition using a narrative as a source of inspiration?
  • How can narrative dance be used as a therapeutic/healing tool?
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;
    • A2.2 create a complex dance composition that explores a self- or teacher-selected theme
    • A2.3 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:

  • translate a story into movement
  • discuss how a story/narrative can be used in a compositional form
  • express the plot, idea and message of a story through movement/ choreography
Readiness
  • Students have previous knowledge of and experience with the elements of dance and many compositional forms and tools.
  • Students have experience with "guided improvisation" and personal movement.
  • Students have experience working with groups.  
Terminology
  • ABA
  • Narrative Form

(see Glossary for these terms)

Materials

Minds On (~10 minutes)

Individual > Guided Daydreaming

Have students lie down in a comfortable, neutral position. Allow time for relaxation. Ask students to think of the best or worst day of their life. Have them relive that day in their heads.

Note: This could be an emotional experience for some students and the teacher must be cognizant of this as the lesson unfolds.

Prompt:
  • How did it start?
  • What did it feel like?
  • Who was there?
  • Do you remember any sounds, smells, textures about the day?

Remind students that their chosen day could be serious or humorous.

Slowly allow students to "waken" and have them sit in a neutral position.

Whole Group > Documenting Story

Hand out paper and pencils to students and have then quickly write down some of the points about their day that they will want to remember.

Teacher Tip: Students may share their stories orally with the class or with a partner. 

Differentiation (DI)

Some students may not be able to think of a story; have some stories available.

Assessment for Learning (AfL)

Discuss the difference between Abstract and Narrative dance styles.

Action (~45 minutes)

Whole Class > Introducing Compositional Forms

Introduce students to the compositional forms: Narrative and ABA (see Appendix #3).

You may wish to have students find/identify videos of choreography that use ABA format to consolidate their understanding before beginning choreography.

Individual > Choreography

The following activity is an individual exploration and movement assignment. Begin the Action by guiding students through an explanation of the ABA compositional form of choreography (see PDF #1).

Show students VIDEO of ABA form (see Materials for suggestions).

Guide the students through the explanation of the ABA they will be using for the composition activity.

A - The story of your day (approx 4-6 counts of 8) Create movement that "tell" the story of the day in chronological order (plot based).

B - Create movements that portray two emotions felt during the day (approximately 2 counts of 8).

A - Using the composition phrase from the first A created, use the elements of composition previously learned in the class to modify and alter the choreography of the original A (approximately 4-6 counts of 8).

Students practice using the ABA form. 

Teacher Tip: Consider a role reversal (role playing) and allow a student to interpret a story told by a classmate.

Differentiation (DI)
  • Some students may prefer to partner up, especially if they are uncomfortable working independently.
  • Encourage students to use dance styles/forms of their choice.
Assessment for Learning (AfL)
  • Observe and record anecdotal notes during the creative stage. 

Consolidation (~20 minutes)

Individual > Sharing and Discussing Works in Progress

Ask for volunteers to demonstrate their ABA Narrative compositions to the class. Have a whole group discussion about the process and presentations.

Key Questions for Discussion
  • Can dance tell a story?
  • How does a choreographer begin creating a composition using a narrative as a source of inspiration?
  • How can Narrative Dance be used as a therapeutic/healing tool?

Teacher Tip:

Allow students who wish to video-tape their work do so and discuss the differences in watching a composition live and on-screen. 
Have students perform their Narrative Composition to a variety of music selections.

Individual > Reflection

Have students write a journal (blog, etc.) response about whether or not using the composition ABA form is the best choice to shape a narrative dance, or is there a different form they have learned earlier in the course that would be a better choice when creating narrative-based dances?

Note: After seeing the volunteers perform their pieces, everyone will have one more period to develop their work to be shared in the last half of the period for assessment. PDF #2 and PDF #3 will be used to evaluate the compositions.