In this lesson, students will learn that various source material (images, poetry, quotes, newspaper clippings, etc.) can be a source of inspiration for movement and choreography. Movement conveys meaning when danced with intention and the use of a focused idea or theme.

Guiding Questions
  • How can environmental sources be used as a stimulus for choreography?
  • How can the message and meaning of choreography be enhanced by using the elements of dance and through the use of compositional tools and structures?
Learning Goals

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

  • use a variety of source material as inspiration for choreography.
  • collaborate with a group to create a dance.
  • communicate the importance and overall meaning of their choreography
Readiness

Students should have experience working in small groups to create choreography and should know the elements of dance. Review team work etiquette and discuss the importance of active listening.

Students may wish to connect to ongoing youth or Indigenous lead climate action projects.

A few books that will support the teaching of Dance Composition:

Dance Composition Basics
Pamela Anderson Sofras

Dance Composition
Fifth Edition
Jacqueline M. Smith-Artaud

The Art of Making Dances
Doris Humphrey

Terminology
  • Movement phrase
  • Movement vocabulary
  • Soundscape
  • Compositional structure
Materials

Minds On (~30 minutes)

Whole Group > Environmental Images

Watch Michael Jackson's Earth Song video.

Pairs > Reflection

Ask students to choose a partner. In pairs, ask students to reflect on the following questions:

  • Which image in the video stood out for you and why?
  • What are some ways that we can reverse the damage that we have done to Earth?
  • This video was release in 1995. What has changed with respect to climate justice since then?
  • Is there an image that you think was missing from the video?
  • If you had to change one thing about the video, what would it be and why?
  • Reflect on the statement "A picture is worth a thousand words". What does this statement mean to you?  Do you agree or disagree and why?

Action (~210 minutes)

Small Group > Leaf Graphic Organizer

Put students into small groups of four or five. These groups will stay the same for the culminating task in Lesson 5. Instruct students to brainstorm as many issues as they can.

Small Group > Environmental Issue Mind Map

Invite each group to identify one issue that they are most interested in exploring and that they would like to know more about. Ask them to consider:

  • What impact does this issue have on society as a whole?
  • How might this issue affect members of your group personally?
  • What words, images, phrases, questions come to mind when you think about this environmental problem?

Instruct small groups to create a Mind Map based on their issue.

Individual > Research

Planning/Focusing

Ask students to each find one artifact or source material (from home, community or computer lab/library) related to their chosen environmental issue. Sources can include poetry, quotes, newspaper articles, art images, photographs, storybooks, magazines, found objects, etc.

Individual > Generating Movement Vocabulary  

Instruct students to create a short, individual movement phrase about their source so that movement vocabulary for the group piece is generated. 

Small Group > Linking phrases

Invite students in their small groups to share their phrases and begin to experiment with how they might compose their dance piece. 

Whole Group > Compositional Elements

Share Compositional Elements / Éléments de composition and the following recipe and go through the compositional forms. Explain to students that each group should include the following in their choreography:

  • Two minutes of movement
  • ONE (or more) of the sources (from their research) integrated into the piece
  • Silence, soundscape or music
  • A clear compositional structure (AB, ABA, ABACAD, etc.)

Whole Group > Visual Component

Share with students that another component of the assignment is to creatively present the sources/artifacts found by group members in Lesson 3.  Students will share their visual components before the performance of their choreography. This will extend the work and allow the class to see what sources were used for inspiration. Invite students to consider how they might arrange these sources/artifacts. For example; collage, PowerPoint, brochure, Bristol board, advertisement, etc. Allow time (both in class and out) for students to develop this visual component.

Whole Group > Rubric Overview

Handout PDF #4. Go through the criteria and allow students to ask questions for clarification.

Small Group > Creating Piece and Compositional Checklists

Allow students at least one or two classes to work on their piece. After the work period(s), instruct students to complete a check list (PDF #5 Compositional Checklist) of criteria that has been completed. Continue to have students give feedback to one another as they make choices and build their work.

Teacher Tip: Allow groups to decide where they would like their audience to observe their choreography from. Try different staging to see if it creates a different feeling to the performances.

Assessment for Learning (AfL)
  • Mind Map
Differentiation (Dl)
  • Have a collection of source material prepared if groups are having a difficult time finding sources that relate to their chosen issue. Students can choose an artifact that they have a personal connection to.
  • A demonstration or example may need to be shown for better understanding of how the source material would be incorporated into the piece and how the images can serve as inspiration for movement.
  • Provide a handout of the Criteria for Composition.  (Refer to PDF #5 Rubric for Summative Assessment)

Consolidation (~40 minutes)

Individual > Journal Response

Ask students to reflect on the following:

  • What have you found challenging and inspiring about this project?
  • Is there one source that you are using that you find particularly powerful?  Explain.
  • How has your group negotiated roles and responsibilities with respect to the creative process?
  • What were your personal contributions to the piece?

Individual > Self-Assessment 

Ask students to refer to PDF #6 Self-Assessment.

Ask students to complete a self-assessment based on the following criteria:

  • Choreographic ideas
  • Engagement in the process
  • Involvement in the research
  • Overall leadership and participation
Assessment for Learning (AfL)
  • Journal Entry
Assessment as Learning (AaL)
  • Student Self-Assessment