EDan 202 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

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. Students will explore how to create balance by listening to their body, following their breath and concentrating. Materials/Resources: yoga mats Set: Teacher will demonstrate the traditional yoga moves of Tadasana (mountain or standing pose) and Vrkshasana (tree pose) to the students. Students will join in after demonstration. This will introduce them to the ancient art of yoga and also allow them to feel stillness within their bodies while creating awareness of effort. Development: Students take their places on the yoga mats that have been set up. Teacher leads them through the two poses and assists them when needed. Tadasana: Stand with feet hips distance apart on mat (you should be able to t a st between your big toes on each foot). Shoulders should be moving down your back and not up towards your ears. Tailbones are being pulled towards the ground and heart/ chest will be lifted and open. Stand with hands at side, and tuck your chin slightly. Every joint should be stacked over another (ie, hips over knees, knees over ankles, shoulders over hips), giving the sense of a straight line. Vrkshasana: Once comfortable in Tadasana, continue into Vrkshana by lifting the left foot, bending at the knee and placing the left foot on the right thigh (or as close as possible to). Remain here until balance is found, then lift both hands up over head. Stay in the pose for as long as possible before returning to Tadasana and switching to the other side in Vrkshana. To aid with balance, ask students to focus on a spot a short distance in front of them, concentrating on that spot. Ask them to take their eyes and concentration away periodically to see what happens to their balance Closure Ask students what it felt like to be in these postures. Encourage them to think in terms of effort, lightness and stillness and how they can bring the art of yoga into their dancing.

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 inuenced, 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

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: http://esask.uregina.ca/entry/geography_of_saskatchewan.html http://esask.uregina.ca/entry/german_settlements.html Guest speaker (if in Regina, Leila Hofmeister of the Austrian Edelweiss dancers) CD player: Possible music selections: waltzes by Johann Strauss Set: From the middle of the 18th century until well into the 19th century, the highest ethnic population in Saskatchewan was German (including Austrian). Our province was shaped by the hearty folk who immigrated from all regions of Germany and Austria and as such the traditions of that culture are rooted in Saskatchewan. One of the well-known and traditional dances from this culture is the waltz. Development: Introduce the guest instructor, who will give students more background on the dance and lead them through the dance. Closure: Allow students to ask your guest questions. Thank the guest instructor for talking to the class. Assessment: Participation: /10

Lesson # 4

Exploring the Musical Alphabet

Grade level: 6 Foundational Objectives: Creative/Productive Students will express ideas about identity and how it is inuenced, 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

A Journey through Identity

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 inuence. 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 reects 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 Difculty: /4 Ability to work in pairs: /4

Lesson # 6

LIVE - Dance interaction with Misty Wensel

Grade level: 6 Foundational Objectives:

 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 rening this body of Kathak-inuenced 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 ery (the latter sometimes in a literal sense). FadaDance is a prairie-based contemporary dance troupe with a repertoire that includes re 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

o Solo Performance - FromMistysnewworkBootsataleofTromping o Demonstration - Hands-onactivityExploringsequencingatheme. PART 2: 60 min. Pause LIVE broadcast for teacher-guided hands-on workshop activities. Teachers and students can consult artist via the Internet or telephone during this segment. On-line resources available for use in the classroom Refer to Teacher Guide in this document for more detailed information. PART 3: 30 min. Return to nal LIVE broadcast segment. o Introduction to Working Life - Misty talks about working as a professional artist o VideoBackstagePass o Q & A from students o VideoPerformancePass - YouthBalletandContemporaryDancersof Saskatchewan o Demonstration - Misty revisits solo performance and, using 2 student volunteers, shows process of creating variations on a theme. Teacher Guide for Hands-on Workshop Segment of the Broadcast Immediately following the rst 30 min. LIVE Broadcast segment, complete the following activity. After this hands-on activity, students will return to the LIVE broadcast for the nal 30 min. LIVE segment. Tasks: Students will complete a dance warm-up and then start to brainstorm themes for a dance. They will revisit the concept of creating movement and applying dynamics to a dance sequence (as demonstrated by Misty during the broadcast). Students will then break into small groups and create a short dance. Activity 1: Creating a dance Music for this session is available on-line at the LIVE Arts Website. 1. As a group, do a warm up based on what Misty demonstrated on the broadcast. Form a circle and do a follow-the-leader warm up. Have one student start by showing a stretch that everybody copies. Allow approximately 6-8 students to lead a stretch, and encourage them to use a different part of the body in each stretch. Music: Warm-up Mix 2. Brainstorm. Working as a class, brainstorm Memorablemoments.Amemorablemomentisa time from your past that sticks with you in some way. You can remember this moment well because it conjures up an

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 rst 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 nding 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:melancholyandreective

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 rst 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

Pop Goes the World

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 inuence identity. What can they learn about an era and society by watching a video like this? Development: Students will research a specic period in time that interests them, paying attention to the pop culture of the time and its inuence on dance. Closure: Students will write a one to two page response to what they found in their research. Assessment: Response/participation: /5

Lesson # 8

Coming Alive through Art

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 lab with internet access pens, paper www.artsalive.ca Set: Teacher will provide students with information on the history of dance in Canada found one the ArtsAlive website. Development: Students will then be asked to chose one dancer/choreographer/director who had a signicant impact on shaping the dance culture of Canada. They will research and write a report on this person, expanding on how the person they chose expanded and cultivated the art of dance in Canada Closure: Students will each give a 5 minute presentation on the person that they chose. Students will hand their report in to the teacher. Assessment: Presentation: Clarity: /2.5 was the presentation interesting: /2.5 Paper: /20 Total : /25

Lesson # 9

Shake, Rattle and Roll

Grade level: 8

Foundational objectives: Critical/responsive Students will: - respond through creation of own work - arts reect concern for social issues - arts expressions reect diverse world views Materials/Resources: www.globalissues.org Set: Given the recent natural disasters, the country of Japan has been brought to the forefront of international news and humanitarian efforts. What can we learn about a culture from their traditional dances? How can we express our Development: Have students create a dance the express the devastation of the earthquakes and how the worlds nations are coming together to help the people of Japan to rebuild their nation Closure: Students will perform their dance to a piece of traditional Japanese music Assessment: Participation: /5

Lesson # 10

How do we move?

Grade level: 6 Foundational objectives: Creative/Productive Students will express ideas about identity and how it is inuenced, 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 nd within themselves. Closure: Students perform dance for the class. Assessment: Use of repetition and contrast: /5 Clarity: /5 Elements of dance: /5