African and Hip Hop

Unit Overview

Context:

This unit provides students with the opportunity to explore two global dance forms (African dance and Hip Hop) and explore their similarities and differences. Students will also examine the ways in which African dance may have influenced Hip Hop dance. Because this unit draws upon students' knowledge of the elements of dance and choreographic forms, it would be beneficial to do this unit towards the end of the year, when students have had a chance to develop their skills in dance.

Summary:

In this unit, students will have the opportunity to view, explore and create African and Hip Hop Dance. The class will reflect on how African dance may have influenced Hip Hop dance and examine the origins, as well as the similarities and differences between the two dance forms. Students will then use this learning to create a group choreography, using rondo form. Throughout the unit, there will be multiple opportunities for students to give and receive peer feedback and use this feedback to revise their dance pieces before the final presentation.

Overall Expectations

A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas

A2. Reflecting, Responding and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts

Unit Guiding Questions

How are African and Hip Hop dance the same? How are they different? In what ways might African dance have influenced Hip Hop? How can we use the movement vocabularies from these two styles of dance to create our own compositions?

Lesson Guiding Questions

Lesson 1: Exploring African

How are the elements of dance used in African dance?

Lesson 2: Exploring Hip Hop

How are the elements of dance used in Hip Hop dance?

How is this different from how they are used in African dance?

Lesson 3: Choreography

What are the similarities in Hip Hop and African dance?

In what way can Hip Hop be considered the evolution of African dance?

Lesson 4: Sharing Works in Progress

Why is feedback an important part of the creative process?

What does good feedback look like?

What makes a good audience member?

Lesson 5: Final Performance

How are the elements of dance used in African dance?

How are they used in Hip Hop?

How can these two styles be combined to create one dance piece?

Assessment and Evaluation: How will students demonstrate their learning?

Assessment of learning

Culminating Performance Task

Students will create a group choreography, using rondo form, that uses the movement vocabulary from both African and Hip Hop dance. This will be evaluated using a rubric.

Assessment for Learning

Checkpoint/Lesson #1

Teacher observation
Side coaching
Reflection

Checkpoint/Lesson #2

Teacher observation
Side coaching

Checkpoint/Lesson #3

Teacher observation
Side coaching
Self-assessment

Checkpoint/Lesson #4

Teacher observation
Side coaching
Peer feedback

Unit Lessons: How will assessment and instruction be organized for learning?		Approx. Duration 1 class= 60 minutes
Lesson 1	Exploring African In this lesson, students will analyze videos of African dance and use this as a stimulus to create their own movement phrases.	1 class
Lesson 2	Exploring Hip Hop In this lesson, students will analyze photos of Hip Hop dancers and use this as the stimulus to create their own movement phrases.	1 class
Lesson 3	Choreography Students will work in small groups to create a dance that uses the movement vocabularies from both African and Hip Hop dance. They will each be responsible for creating a segment of the choreography. Students will use rondo form to help them organize their choreography.	1.5 classes
Lesson 4	Sharing Works in Progress In this lesson, students will have the opportunity to share their works in progress and receive peer feedback. They will be responsible for planning how to use this feedback to revise their dance pieces.	1 class
Lesson 5	Final Performance Students will use the peer feedback given to them in lesson 4 to revise and refine their dance pieces and then present them for evaluation.	1-2 classes

Lesson 1: Exploring African

Critical Learning	Guiding Questions
The elements of dance are the building blocks of movement. The elements are dance are used and combined in different ways to create different genres of dance	How are the elements of dance used in African dance?
Curriculum Expectations	Learning Goals
A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas A1.4 use the elements of dance and choreographic forms to communicate a variety of themes and moods A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences A2.2 analyse, using dance vocabulary, their own and others' dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help to communicate meaning	Learning Goals (Unpacked Expectations) By the end of this unit, students will be able to: examine how the elements of dance are used in African dance create a short dance phrase using videos of African dance as a stimulus
Instructional Components
Readiness Students should have some previous experience with the elements of dance. Terminology Shapes Levels Energy Sustained Solo Formation Locomotor/non-locomotor African Dance Elements of dance Dance sequence/Movement sequence	Materials Video clips of dance Pre-cut slips of paper Map of Africa Exit card Music (optional)

Approximately 20 minutes Minds On	Pause and Ponder
Whole Class > Analyzing Video Show students a clip of African dance. (See hyperlinks). After students have watched the video lead a class discussion about what they saw. Key Questions for Discussion: What shapes do you see? Are different levels being used or is one level favoured over the others? What kind of energy is being used? e.g. Is it slow and sustained or fast and sharp? Is it mostly solo dancing or group dancing? What formations are being used? Are the movements mostly locomotor or non-locomotor? What kind of music are they dancing to? What do you think the purpose of this type of dance is (ritual, celebration, entertainment etc?) Can you discuss the environment? Where are they dancing? What kind of costumes (if any) are the dancers wearing? Who is dancing? (gender-age) As a class, identify on a map of Africa, where each dance style originated from. Discuss with the students the diversity of African dance, because it has come from such a large geographical area. Small Group > Cover the Table Give each group multiple slips of paper (e.g., sticky notes, pre-cut scrap paper etc.) Pose the question "How are the elements of dance used in the African dance we just watched?" Students have 5 minutes to write as many ideas as they can think of, putting one idea per slip of paper. Each slip of paper is placed on the table and students attempt to 'cover the table' (no slips should overlap). For a complete description of the 'cover the table' strategy see Kagan Cooperative Learning by Dr Spencer Kagan and Miguel Kagan. Each group shares a few key ideas with the class. After each group has shared, ask groups to discuss: "What is unique about this style of dance compared to other dance styles you have seen (in your own cultural celebrations, at school on TV etc.)?"	Assessment for Learning (AfL) Check for understanding: it is important that students can identify the elements of dance and how they were used in the dance pieces viewed. If students are unable to do this, they may need further review of the elements of dance prior to moving forward with the lesson. Differentiation (DI) During the 'cover the table' activity some groups may prefer to work on the floor away from other groups. In this case, give them a set area that they are to cover in place of the table. Students who are comfortable with movement may create a longer movement sequence, whereas students who are not comfortable moving may create frozen shapes. Quick Tip You may want to play music while the students are moving. (suggestion: Geoff Bennett's "Next of Skin" "Umoja" the musical soundtrack) Hyperlinks Clips of African dance: http://artsalive.ca/en/dan/mediatheque/videos/videosDetails.asp?mediaID=499 http://www.youtube.com/watch?v=UH6yC7GjqZk http://www.youtube.com/watch?v=-bboJsFVa58
Approximately 30 minutes Action!
Individual > Shapes Ask students to spread out in the room so that each student has enough space to move freely. Give students 30 seconds to create one shape that reflects the style they just saw in the video. They do not need to copy a movement or dance sequence they saw, but rather create a shape/movement sequence of their own that is reflective of the style. This will be move #1. Next ask them to create a second shape/movement sequence. Coach them to try something at a different level, or facing a different direction etc. This will be move #2. Ask students to create one last shape/movement sequence, again, try and coach them to make it different from their first two moves. This will be move #3. Say to students that you will now be calling out numbers 1-3 and they should respond with the corresponding movement. Begin by calling them slowly, in order, then gradually increase the speed with which you call the numbers and begin calling them out of order. Repeat this until students are comfortable with all 3 movements. Pairs > Creating Transitions Partner students up. Have students teach their partner their 3 movements, so now each set of partners has 6 moves. Tell them they must decide which order they want to put the movements in and create a transition between each movement (e.g., are they going to melt, spin, grow slide etc.) from one move to the next.
Approximately 10 minutes Consolidation
Pairs > Sharing with the Class Have half the class freeze, while the other half presents. Then switch roles. This provides a low risk performance opportunities for students. Individual > Reflection Have students reflect on their experiences either orally or in writing. Key Questions for Discussion: How did your shapes/movements compare to the movements you saw in the minds on? How did they change or evolve? Why do you think this change occurred? What was your intent in creating the dance? What were you trying to accomplish? How does it contrast from the intent of the dancers in the video?

Lesson 2: Exploring Hip Hop

Critical Learning

Guiding Questions

The elements of dance are the building blocks of movement.

The elements are dance are used and combined in different ways to create different genres/styles of dance.

How are the elements of dance used in Hip hop dance?

How is this different from how they are used in African dance?

Curriculum Expectations

Learning Goals

A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas

A1.4 use the elements of dance and choreographic forms to communicate a variety of themes and moods

A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

A2.2 analyse, using dance vocabulary, their own and others' dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help to communicate meaning

Learning Goals

(Unpacked Expectations)

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

Identify how the elements of dance are used in hip hop
create a short dance phrase using pictures of Hip Hop dance as a stimulus
Identify the similarities and differences between Hip Hop and African dance

Instructional Components

Readiness

Students should be comfortable working in small groups to create choreography.

Terminology

Hip Hop

Materials

Music for dance (suggestions: Next of Skin by Geoff Bennett, Umoja Soundtrack)

Music player (Mp3, CD player etc)

Approximately 10 minutes Minds On	Pause and Ponder
Whole Class > Discussion Lead the class through a brief discussion about where Hip Hop originated from. (For more information see hyperlinks for suggested resources). Identify on the map where Hip Hop originated from. Whole Class > Analyzing Images Have images of various hip hop moves (see hyperlinks for suggestions on where to find sample images online) spread out in a circle around the room. Group students around each image (2-3 students per image). Ask students to interpret the image through movement. Remind them that it does not have to be an exact replica, but rather an interpretation of what they see. After students have had 2-3 minutes to create their movement, have them rotate clockwise to the next image. Repeat the process until students have 3 shapes/movements.	Assessment for Learning (AfL) Venn Diagrams will help you determine who has understood the difference between the two dance styles and whether or not the class is ready to proceed to the culminating task. Assessment as Learning (AaL) Venn diagram comparing and contrasting the dance styles. Differentiation (DI) Students who are less comfortable with movement may want to directly replicate the photo while students who are more comfortable with movement can create an interpretation of what is in the photo. Quick Tip While students are working, play a variety of music. Some suggestions: no music to begin with, just percussion, African music, hip hop music Link and Layer Compare the use of the elements of dance in African and Hip Hop dance Hyperlinks in the Lesson Information on the history of Hip Hop: http://en.wikipedia.org/wiki/Hip-hop_dance http://www.hip-hop-dance.net/history-of-hip-hop-dance.html http://www.centralhome.com/hip-hop-dance-history.htm Images of Hip Hop: http://www.triplethreatstudio.com/Dancing _Classes/hip_hop_classes.php http://www.gabiesboutique.com/index.php/id/177 http://www.gottadance.lu/GottaDance/Public/HipHop.php
Approximately 30 minutes Action!
Pairs > Creating a Movement Sequence Partner students up and direct them to teach their three movements to their partner. Each pair now has 6 movements. Instruct students to decide on which order they want to put the movements in and to create transitions between each movement. Give students time to rehearse. Prompt: How will you go from one movement to the next? Are you going to slide? spin? Will you change levels? Are you doing it in unison? Pairs > Sharing with the Class Keep students in the space they are working in and, one group at a time, have partners share with the class. Whole Class > Debrief Lead a class discussion about the similarities and differences between the African dance from lesson one and Hip Hop. Key Questions for Discussion: How were the elements of dance used in the same ways? How were they used differently? How is energy used in both styles of dance? What levels are used in African and Hip Hop?
Approximately 20 minutes Consolidation
Pairs > Venn Diagram Comparison Ask students to work together in partners to complete a Venn Diagram comparing the use of the elements of dance in African dance and Hip Hop dance. Ensure that once students have completed their Venn Diagram, they write a summary statement at the bottom of the page to synthesize their learning. Post Venn Diagrams around the room so students can reference them while they are working.

Lesson 3: Choreography

Critical Learning	Guiding Questions
Although different, Hip Hop and African dance share some fundamental similarities.	What are the similarities in Hip Hop and African dance? In what way can Hip Hop be considered the evolution of African dance?
Curriculum Expectations	Learning Goals
A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas A1.4 use the elements of dance and choreographic forms to communicate a variety of themes and moods A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences A2.2 analyse, using dance vocabulary, their own and others' dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help to communicate meaning A2.3 identify and give examples of their strengths and areas for growth as dance creators, interpreters, and audience members A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts A3.1 describe the evolution of dance and performance as different groups of people have responded to external factors such as migration, a new environment, and/or contact with other groups or cultures	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: compare and contrast African and Hip Hop dance discuss the connection between the two and explore how African dance may have influenced Hip Hop create a group choreography that uses African dance as a stimulus create an individual movement phrase that uses Hip Hop as a stimulus use rondo form to organize their choreography
Instructional Components
Readiness Students should be comfortable working in small groups and presenting in front of their peers. Presenting at the end of the class should be an established norm. Terminology Rondo (ABACADA) Choreographic form ABA form Theme and Variation	Materials Music for African dance and hip hop Music player (Mp3 player, CD player)

Approximately 10 minutes Minds On	Pause and Ponder
Whole Class > Discussion Review some key ideas from the Venn Diagrams. Ensure students have an understanding of how the two dance styles are the same and how they are different. Ask students to consider how the geography and culture may have influenced each dance style. Have students turn to an elbow partner and discuss how African dance may have influenced Hip Hop. Share ideas with the class. Key Questions for Discussion: How did African dance come to North America? How might that have impacted the evolution of Hip Hop? How does African dance and Hip Hop use the elements of dance in similar ways?	Assessment for Learning (AfL) You may want to have groups share their initial 8 count movement sequence to ensure that all of the groups are on the right track. Assessment as Learning (AaL) Exit card Differentiation (DI) Groups have a few options on how they want to present their final dance piece. For students who are newer to movement, you may want them to create a shorter movement sequence (ABA). For students who are more comfortable with movement you may want to have them try a more challenging choreographic form, such as theme and variation, where the theme is the African dance and the variations are Hip Hop (A, A1, A2, A3) Quick Tip Instead of exit cards, students could write an entry in their dance journal, or share their answers orally with a partner. Hyperlinks in the Lesson Clips of choreographic forms: http://artsalive.ca/en/dan/make/toolbox/formstructure.asp
Approximately 80 minutes Action!
Small Group > Choreography Put students in groups of 4 and ask them to create a dance piece that uses rondo as a choreographic form, based on the African and Hip Hop movements studied earlier. As a group, students create an 8 count movement sequence based on African dance. Encourage them to draw on movements they have already created in lesson 1. (This is the A phrase) They must rehearse it until all members of the group are comfortable with the 8 counts. Each member is then responsible for individually creating one 8 count Hip Hop phrase. These individual movement phrases can draw on the Hip Hop movements already studied or students can create new movements. (These will become the B, C and D phrases). Explain to students that they will be responsible for teaching their individual phrases to their group members, rehearsing the phrases and deciding on the order of the phrases to create a dance piece that follows the Rondo form (ABACADA). Circulate and side coach students as necessary.
Approximately 10 minutes Consolidation
Whole Class > Dress Rehearsal Ask groups to remain in the area that they have been working in. Give students a count down from 5 and all groups begin rehearsing together. When each group has finished, they freeze in their final position. Individual > Exit Card Individually, students answer the following questions: What were some challenges your group faced? How did you solve them? Which did you prefer, creating your choreography individually or as a group. Why? What did we do well in our performance today? What still needs to be worked on before the final performance?

Lesson 4: Sharing Works in Progress

Critical Learning	Guiding Questions
Sharing works in progress is an important part of the creative process, as it allows students a chance to rework their dance piece before being evaluated.	Why is feedback an important part of the creative process? What does good feedback look like? What makes a good audience member?
Curriculum Expectations	Learning Goals
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences A2.2 analyse, using dance vocabulary, their own and others' dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help to communicate meaning A2.3 identify and give examples of their strengths and areas for growth as dance creators, interpreters, and audience members	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: establish criteria for giving good feedback share their work in progress with the class give and receive peer feedback
Instructional Components
Readiness Students should be comfortable presenting work in front of the class. Terminology Creative process	Materials Chart paper and marker Rubric BLMs BLM #1 Rubric

Approximately 10 minutes Minds On	Pause and Ponder
Individual/Group > Reflection Have students identify which elements of their dance were inspired by elements from African and/or Hip Hop and which ones evolved over the course of the unit. Why do you think some of the movements evolved? (necessity, aesthetics etc.) Answers should be discussed as a group and recorded in students' dance journals.	Assessment for Learning (AfL) Check for Understanding: Students should be able to identify the elements of dance and how they are used in their own and others' choreography. Assessment as Learning (AaL) Student action plan Quick Tip It may be beneficial to have groups present in the same space they were working in as it may be disorienting for some students to move spaces. Link and Layer Ensure that when students are sharing their works, the African and Hip Hop sections are distinct. Hyperlinks in the Lesson Tips for teaching metacognition: http://www.edugains.ca/resources LIT/CoreResources/MetaGuide-June4%202009.pdf
Approximately 40 minutes Action!
Whole Class > Establishing Criteria Discuss with students the importance of receiving feedback during the creative process (e.g., it helps us refine our piece, it helps to clarify the message being conveyed to the audience etc.) Write student answers on chart paper or the board so they may refer to it during the lesson. Small Group > Brainstorming Ask students to brainstorm, in groups, what good feedback is. Some sample answers might include: it needs to be specific it should be related to the criteria for assessment it needs to be said respectfully Have each group share their ideas with the class. Record student answers on chart paper and post for future reference. Whole Class > Discussion As a class, discuss what a good audience member looks like. Write down students ideas on the board, or on chart paper and leave them visible for the remainder of the unit. Whole Class > Sharing Works in Progress Go over the rubric (See BLM #1 Rubric), give students copies so they have something to refer to when watching their peers' dance pieces. Each group shares their work. After each group has presented, facilitate the peer feedback, referring to the rubric.
Approximately 10 minutes Consolidation
Small Group > Create the Action Plan Ask groups to create an action plan based on the feedback they received. Each group should outline: What is working in the dance piece and why it is working 2-3 things they need to improve on What they are going to change/how they are going to change those things

Lesson 5: Final Performance

Critical Learning	Guiding Questions
The elements of dance can be used in a variety of ways to create dance pieces.	How are the elements of dance used in African dance? How are the used in Hip Hop? How can these two styles be combined to create one dance piece?
Curriculum Expectations	Learning Goals
A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas A2. Reflecting, Responding and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: revise their dance piece based on peer and teacher feedback present their dance pieces for evaluation reflect on their experiences
Instructional Components
Readiness Students should be comfortable presenting in front of the class. Students should have experience with self and peer assessment. Terminology Dance style Creative Process Dance sequence	Materials Music and music player (optional)

Approximately 10 minutes Minds On	Pause and Ponder
Pairs > Share Ideas Ask students to think about their action plan from last day. Have them turn to an elbow partner and share one idea they have for revising their dance pieces. Review the rubric and expectations for the final performance.	Assessment for Learning (AfL) Circulate and side coach students as necessary as they work to revise their dance pieces based on the feedback received in the previous lesson. Assessment as Learning (AaL) Student reflections. Assessment of Learning (AoL) Final performance will be evaluated using a rubric. Differentiation (DI) Students could share their reflection responses orally with the teacher. Quick Tip If students are going to be presenting to music, ensure that they have time to practice to the music.
Approximately 50 minutes Action!
Small Group > Choreography Rehearsal Have students work in groups to incorporate feedback from last days' session and polish their dance pieces. Observe and side coach groups as necessary. If students are struggling, have them slow down and coach them as they are moving. It may be helpful to have them chunk the dance piece into the A section, B section, C section and D section to focus on what needs to be worked on in each section and then they can put the sections back together in rondo form. Whole Class > Dress Rehearsal Have groups stay in the same place they have been working. Lead them through a dress rehearsal, all groups moving at the same time. Start them at the same moment (count down from 5). Direct students to freeze when they have finished and hold the final pose until all groups are done. This approach provides a low-risk performance opportunity prior to their final performance.
Approximately 30 minutes Consolidation
Whole Class > Performance and Reflection Ask students to sit facing the performance space. Review audience etiquette with the class. One at a time, groups share their dance pieces. Individual > Reflection In their dance journals, have students answer the following questions: How did their dance pieces change as a result of the feedback they received? What would they do differently next time What did they learn about each dance style? How was the creative process used? What was the aim of you dance sequence and how did you communicate it? What did you learn about what Hip Hop tries to communicate? What did you learn about what African dance communicates to the viewer? How did this influence you in creating your dance?

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