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EDan 202 Lesson Plans Robyn
EDan 202 Lesson Plans Robyn
10 lessons in Dance
As you age naturally, your family shows more and more on your face. If you
deny that, you deny your heritage.
- Frances Conroy -
Robyn Clay
200216432
EDan 202-001
Winter 2011
Anne Kipling-Brown
April 15th, 2011
Lesson #1:
Grade level:6
Exploring Balance
Assessment:
Participation: /5
Lesson # 2
What is Choreography?
Grade Level: 6
Foundational Objectives: Creative /Productive
Students will express ideas about identity and how it is influenced, by
manipulation of the elements and principles of dance, including repetition and contrast,
and shape compositions by using choreographic forms.
Materials/Resources:
Computer lab
http://www.saskstories.ca/art/english/conversations/
Set:
Discuss how people can create or tell stories through dance. Watch/listen to the
conversations with Robin Poitras.
Development:
Ask student to brainstorm stories from their culture, stories that they grew up with
or important events in their life. Students will then individually decide on the topic that
they would like to explore and create a dance.
Closure:
Students will perform their dances for the group and prepare a little speech about
what their dance was about.
Assessment:
Use of body: /5
Clarity: /5
Variety in elements of dance (time, effort and space): /5
Lesson # 3
Exploring Saskatchewans heritage
Lesson # 4
Grade level: 6
Foundational Objectives: Creative/Productive
Students will express ideas about identity and how it is influenced, by
manipulation of the elements and principles of dance, including repetition and contrast,
and shape compositions by using choreographic forms.
Materials/Resources:
Dance on the Move: An Active Living Alphabet by Ann Kipling Brown and
Meredith LaRocque
Dance studio
Set:
Hand out books to the students. Ask them to look through the book on their own,
then go through it with them, asking them if they have any questions.
Development:
Students will divide into groups of 2 to 3. In their groups, they will choose three of
the letters in the dance alphabet to explore in various ways.
Closure:
Students will create a dance based on the letters that they chose and will perform
the dance for the class.
Assessment:
Participation: /10
Lesson # 5
Grade Level: 6
Foundational Objectives: Cultural/Historical
Students will explore the content and aesthetics of the arts within cultural,
historical and contemporary contexts, and understand the context between the arts and
the human experience.
Materials/resources:
Students
Dance lab
music
CD player
Set:
Ask students to what they recall from the previous two lessons and what they
have learned about dance and cultural influence. Ask students to think about their own
cultural identity and how it is part of who they are. Are they proud of their ancestry? How
does our heritage affect our identity?
Development:
Using their own heritage as inspirational, as students to create a dance that
reflects who they are. This dance will be a journey, with a distinct beginning, middle and
end.
Closure:
Students will pair with another student and teach each other their dances.
Teacher will evaluate the students on their ability to convey the meaning of their dances
to each other as well as working in pairs.
Assessment:
Coherence/clarity: /4
Elements of dance:/4
Participation: /4
Difficulty: /4
Ability to work in pairs: /4
Grade level: 6
Foundational Objectives:
Lesson # 6
Creative/Productive: Students will create a dance sequence inspired by a moment
from their lives.
Critical/Responsive: Students will brainstorm questions for dancer, Misty Wensel in
response to her live broadcast presentation.
Cultural/Historical: Students will learn how a dance artist is inspired by the culture
that they live within and experience.
Materials/Resources:
Computer lab with internet access
AbouttheArtist
In the fall of 2004, Misty established FadaDance as a contemporary dance company
and school in Regina. Since then, Misty has become recognized for her ability to fuse
Kathak into an original breed of contemporary work. She is currently refining this body
of Kathak-influenced work in collaboration with Joanna De Souza of M-Do/Toronto Tabla
Ensemble. Holding a B Ed. in Dance Education from the U of R, she teaches the arts at
Dr. Martin LeBoldus High School. She has toured across Canada with FadaDance and
has presented work at The Dance and Child Conference in both Brazil (2003) &
Jamaica (2009).
FadaDance is a company that delights their audiences with their energy, imagination
and sheer joy in movement. Their performances are fresh, fantastical and fiery (the
latter sometimes in a literal sense).
FadaDance is a prairie-based contemporary dance troupe with a repertoire that includes
fire dancing, comedic dance, and kathak fusion in producing new, original and
imaginative works. They collaborate extensively with musicians to explore the natural
connections between dance and music. Much of this work originates in the folk festival
circuit where they have joined forces with musicians from the U.S., Scotland and
Canada.
FadaDance has been captivating audiences at events throughout Saskatchewan and as
far away as Brazil, Jamaica, and across Canada. Their summer 2008 tour lead them to
perform and give workshops at the Bella Coula Discovery Coast Music Festival, Calgary
Folk Festival, Regina Folk Festival, and the Connect Electronic Music Festival.
Two-Hour Program Structure
PART 1: 30 min. LIVE broadcast introductory segment with a professional artist:
o Introduction of dancer/choreographer Misty Wensel
o Video - Artist Bio
o Demonstration - Dance warm-up, how to improvise body movements
emotion. Create a list of possible moments for dance inspiration. For example; learning
to ride your bike and you wipe out; taking your dog for a walk and it gets away, starting
school and feeling alone because you do not know anyone in the class.
3. Working with your students, re-visit the stages of creating a dance sequence:
a) Creating Movement. In groups of 3-5, students will brainstorm and, with their group
members, create a list that indicates all the steps of their chosen memorable moment.
The list should have a beginning, middle, and an end.
The students will then get up and come up with movement for each step on their list.
They will take time to memorize this dance phrase which will have a beginning, middle,
and end movement. The first phrase may initially appear raw, but once dynamics are
added to their phrase they will begin to dance the sequence.
Aphraseforlearning to ride a bikemightlooklikethis:
1. Beginning - miming, for example, walkinga biketotheroad
2. Middle - getting on the bike (using a chair); pedaling; look back at the parent
3. End - falling off the bike; crying.
Aphraseforgetting lostmightlooklikethis:
1. Beginning - playing at the park, wandering off into a groove of trees
2. Middle - climbing a tree, digging in the dirt, playing hide and seek in the trees
3. End - realizing you are alone, panicking, back tracking, and finding your parent.
Activity 1 Continued
b) Apply the element of dynamics to your dance sequence.
Write the following dynamics on the board for reference: speed - fast/slow, qualitysharp/smooth, weight - heavy/light.
Activity 2: Ask the artist.
Bring students back together and, working as a class, brainstorm some questions for
Misty to answer during the Q & A. Pick 4-5 good questions and have a student send
them in to the Broadcast classroom via Adobe Connect or phone. Please include
school and teacher name with the submission of the questions.
YOU MAY WANT TO INTRODUCE THIS ACTIVITY AT THE BEGINNING OF THE
SESSION
AND COLLECT QUESTIONS THROUGHOUT THE HOUR.
DevelopingtheDanceSequences
1. Music:Mistychose3piecesofmusicbytheartistTipper.Eachofthesepieces
conjuresupadifferentfeeling.Hopefullyoneofthese3optionswillworkwiththe
studentssequenceandtheycanbegintoapplythemusictotheirphrase.The3
optionsare:
Musicoption1 TrippingtheLightFantastic:upbeat&determinedfeeling
Musicoption2 EverythingisEverywhere:melancholyandreflective
Musicoption3 OddfromEveryAngle:mysteriousandcreepy.
Have each group choose the piece of music that best suits their dance and allow them
time to work with the piece of music.
2. Repetition: In addition to applying the dance element of dynamics to their phrases
(speed - fast/slow, quality - sharp/smooth, weight - heavy/light), students can explore
using repetition in their dancing. Which parts would look good repeated? Can the
dynamics of the repeated segments differ from the first time this segment is danced?
3. Formations: Once the sequence is created, students can pay attention to their use of
space and the formation in which they are dancing. Formation add interest and
variety to a dance. Instead of standing staggered or in a line for the whole dance, can
they apply 3 different formations throughout the dance? Formations might include:
- lines (horizontal, vertical, diagonal)
- circles
- pyramids
- scattered/staggered
Asawholeclass,practicemakingformations.Theteachercancalloutaformationand
thestudentscanseehowquicklytheycanmakeit.
Oncetheyhaveexploredmakingtheformationsasaclass,studentscantrythisintheir
smallgroupsandapplytheseformationstotheirsequence.
Assessment
Towhatextentdoesthestudent:
useaconceptweb(orbrainstormedlist)asaguideformovementexplorationand
improvisation
orderthemovements(sequence)intovariousforms(e.g.,ABA,ABBA,canon)
usebodyandactionsininnovativewaystodevelopsequencesandideas
investigateexpressivewaysofusingdynamics,rhythm,spatialdesign,andsoon
sequenceanddevelopmovementstoexpressandcommunicateideas
performselfcreatedandcollaborativelycreatedsequencesofmovementswithsmooth
transitions(seealsograde8physicaleducationcurriculumoutcomes8.9)duringwarm
upsanddancecompositions?
Total: /20
Lesson # 7
Grade Level: 6
Foundational Objectives: Critical/Responsive
Students will develop personal responses to arts expressions, think critically about
the ways that arts express identity and examine the arts of various times and places.
Materials/Resources:
computer with internet access
http://www.youtube.com/watch?v=g0pauDXck_E
Set:
Let students watch the video of Pop Goes the World by Men without Hats.
Ask students to think about ways in which the social identity/pop culture of an era
can influence identity. What can they learn about an era and society by watching a
video like this?
Development:
Students will research a specific period in time that interests them, paying
attention to the pop culture of the time and its influence on dance.
Closure:
Students will write a one to two page response to what they found in their
research.
Assessment:
Response/participation: /5
Grade Level: 6
Lesson # 8
Paper: /20
Total : /25
Grade level: 8
Lesson # 9
Lesson # 10
How do we move?
Grade level: 6
Foundational objectives: Creative/Productive
Students will express ideas about identity and how it is influenced, as well as
manipulation of the elements and principles of dance using repetition and contrast.
Students will also shape a composition using choreographic forms.
Materials/Resources:
Dance studio
Set: The arts all include repetition and contrast within their respective forms. In music, a
structural form known as binary form can be labelled as A-B-A. In this form the initial A
part is repeated at the end, sometimes in variation. The B part is contrastive or different
to the A parts, providing tension. Explain the concepts of repetition and contrast to the
students.
Put the following on the chalkboard:
ABA form:
A = introduction
B = contrastive movement
A = repetition of introduction
Development:
Students will create a dance that examines the use of contrast and repetition that
is based on qualities they find within themselves.
Closure: Students perform dance for the class.
Assessment:
Use of repetition and contrast: /5
Clarity: /5
Elements of dance: /5