A Cause for Applause

Creating, Presenting and Performing

A1. The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

A1.2 create and perform movement phrases that use the elements of dance to express physical or emotional states;

A1.3 use improvisation and the elements of dance to show how movement and body language are used for non-verbal communication in daily life;

A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

A2.1 use a variety of choreographic forms, structures and techniques to create and perform a series of movement phrases

A2.3 identify and use a variety of compositional approaches to communicate ideas and feelings through dance.

Foundations

C3: Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities

C3.2 demonstrate collaborative skills in a variety of situations and settings.

Learning Goals

(Unpacked Expectations)

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

• identify and express (both through movement and verbally) the positive effect that being kind to others and receiving kindness has had on a personal level;
• create movement sequences that reflect upon powerful personal experiences; and
• demonstrate the concept of the ripple effect via canon work in the creative process.

Readiness

Students have previously studied and experienced the elements of dance. They should have some familiarity with guided improvisational tasks and canon, as a choreographic tool.  Students should also be familiar with creating movement phrases both independently and in small groups. Students should have been maintaining a traditional or digital portfolio throughout the course.

Terminology

Materials

Chart Paper
Markers
Student Portfolios
Pens
Glue
Music (from sources the represent varying tempos and genres)
A Pebble

BLMs

BLM #1 Personal Ripple Effect Map
BLM #2 "A Cause for Applause" Entries: Portfolio Rubric

Whole Class > Discussion

Invite students to sit in a circle for a whole class discussion. Present a pebble as a symbol of a generic act of kindness. Explain the concept that when a pebble, is tossed into water (the action), ripples are created in the water (the reaction). Ask students to link this cause and effect relationship in nature to the relationship between two people sharing an act of kindness (one person acting and one person reacting). Reinforce to the students that, no matter how small a kind gesture may seem, it has a positive impact on the person receiving the kindness. Pass the pebble to a volunteer in the circle. This volunteer will share an experience when he or she was the recipient of an act of kindness. Circulate the pebble amongst the students so that they have the opportunity to provide personal anecdotes related to receiving a kind gesture.

*As the students are sharing their anecdotes, discreetly record the various verbs (action words) that are shared.

Assessment for Learning (AfL)

Teacher Observation
Teacher Feedback
Whole Class Discussion

Assessment as Learning (AaL)

Peer Feedback
Self Reflection (Personal Ripple Effect Maps and journal entry in student portfolios)

Differentiation (DI)

Utilize teaching strategies and tools that correlate to student learning styles' inventory (i.e. right to pass, verb-based anchor chart, lengthening or shortening time between "called out" verbs)
During the shape linkage phase, if needed, provide the option of creating a short phrase if the extended creation task is too overwhelming

Quick Tips

During “Minds On” segment, record a selection of verbs shared by students (these action words will guide the improvisational section of the lesson)

During the Guided Improvisation section, encourage students to interact with one another.

During the presentation of student work, experiment with viewing creation twice to two very different musical selections (leading into a discussion related to varying experiences as both performer and audience member)

Link and Layer

Individual > Guided Improvisation

Instruct students to walk through the studio space. Encourage students to move in their own directions and to use their own tempos. As students continue to explore the space, periodically call out the verbs that were recorded during the “Minds On” discussion (e.g.: Give, Embrace, Share). Provide time in between verbs to allow students time to physically interpret each word.

Small Group > Creating Movement Pieces

Divide students into small groups of four to five members. Within this formation, each group member will share three to four shapes/short phrases and one action word that resonated most from the guided improvisation. Place a piece of chart paper and markers in the centre of the studio/class. When the sharing of shapes and words are finished, invite one member from each group to record all of the action words that were shared during the small group discussion/creative exchange. Post this chart in the studio. You may want to have a few volunteers read the student-compiled list aloud. Direct students to link each group member's shapes into a collaborative creation. Challenge the students to not only integrate all shared shapes but to explore the principles of action and reaction and the concept of the ripple effect within the group dynamic.

Whole Class > Establishing Criteria

On another piece of chart paper, list the following criteria for the creation and post in the studio:

1. Three to Four Action Words Per Group Member
2. Evidence of Action and Reaction
3. Movement-Based Interpretation of the Ripple Effect

Allow groups time to ensure that their creation has included the established criteria.

Whole Class > Sharing of Dance Pieces

Reconvene for the presentation of each group's creation. Select a different piece of music to accompany each work in progress. Encourage students to provide feedback to each other about physical interpretations of the various action words (refer to posted anchor chart that was created with all of the action words), about the ripple effect and about the relationship between action and reaction.

Individual > Reflection

Distribute BLM #1 entitled "Personal Ripple Effect Map".  Provide time for students to complete these graphic organizers and accompanying questions. Instruct students to attach maps and responses into their portfolios. 

At this time, distribute the BLM entitled "A Cause for Applause" Entries: Portfolio Rubric (See BLM #2). Explain to students that this rubric will be used to evaluate the entries for the unit and that the portfolios will be submitted on the last day of this unit.  Review with students the rubric and its accompanying expectations. Instruct students to paste this rubric into their portfolios. At the beginning of class, students shared experiences when they have been the recipient of an act of kindness. In their portfolios, students will now describe an instance when they have initiated an act of kindness. They will also reflect upon and record the ways in which they make positive contribution to the various facets of life.

Creating, Presenting and Performing

A1. The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

A1.2 create and perform movement phrases that use the elements of dance to express physical or emotional states;

A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

A2.1 use a variety of choreographic forms, structures and techniques to create and perform a series of movement phrases

A2.3 identify and use a variety of compositional approaches to communicate ideas and feelings through dance. 

Reflecting, Responding and Analyzing

B1 The Critical Analysis Process: use the critical analysis process to reflect upon and evaluate their own and others' dance works and activities

Learning Goals

(Unpacked Expectations)

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

• Express the content and the opinion of an article through movement
• Use a literary source as the foundation of choreography
• Contribute to the group work in a variety of ways

Readiness

Students will have previously explored a variety of stimuli as the basis of choreographic work. The rehearsal and group expectations would be established at the commencement of the course, in terms of focus, genuine collaboration, active listening and productivity. They would also be accustomed to recording reflections and experiences within a dance portfolio for the course. In this lesson, students will be building upon "the ripple effect" concept explored earlier in the unit as the article they select initiates a choreographic reaction from the students.

Terminology

Stimulus

Materials

BLMs

Whole Class > Creating Groups

In various areas of the studio, post a variety of coloured papers with television show titles on them. Ask students to look at the titles around the room and think about one to two of the programs that they enjoy watching. Invite students to stand underneath one of their choices (if some of the students do not watch television, have them stand near a title that may sound intriguing). It should be noted that once there are five people congregated at a television sign, those individuals will sit down and a group is formed. The goal is to complete this group forming task in less than 45 seconds. Prior to this activity, take into account the number of class members so that the number of television shows posted in the studio will correlate to the number of groups (4 to 5 students per group).

Assessment for Learning (AfL)

Teacher Observation
Teacher Feedback (verbal-group discussion and written-process rubric)

Assessment as Learning (AaL)

Peer Feedback
Self Assessment (process rubric)
Portfolio (scavenger hunt)

Differentiation (DI)

Utilize teaching strategies and tools that correlate to student learning styles inventory 

Quick Tip

For the major group compositional task, encourage students to explore  the threads of contact improvisation learned in the previous lesson.

If students do not bring in an article for the lesson, have some articles for students to read through (i.e. “Sleepy Teenagers Need Some Zssss” by Barbara Cooke)

Selected articles for this compositional task may vary in terms of their length, tone and subject matter. For this course, the articles may all be tailored to workplace subject matter

Link and Layer

Local & global perspectives
Contact improvisation
Creative Process driven by a stimulus
Portfolio responses

Hyperlinks in the Lesson

Small Group > Exploring the Articles

In the newly formed groups, have each member share his or her article via a summary and his/her opinions about the content. Visually reinforce these tasks on a piece of chart paper posted in the room. Ask students to decide which article (from each group) will be used as the stimulus for this major choreographic task. Circulate the studio to connect with each group and to answer questions and/or offer clarification as needed.

Distribute the Article Scavenger Hunt (See BLM #4 Article Scavenger Hunt) to the students and allow them time to complete this activity in their groups and based on their chosen article. After the scavenger hunt is complete, join two to three groups together. In these larger groups, students will have the opportunity to share the gathered information based on their hunts. After the exchange occurs, encourage students to now share their reactions to the articles in a whole class discussion.

Small Group > Creating Choreography

Explain to students that they will now be investing in the creation of a piece of choreography that embodies the article, its stance and how the group feels about the article’s content. Within these groups of four to five, if there are contrasting opinions about the content and the reactions to the article, encourage students to embed these contrasts within the choreographic work. Distribute the assessment tool for the collaborative process (See BLM #5) so that each group has a solid understanding of both the expectations related to the process and the product of this compositional task. As the students begin the rehearsal process, re-collect these assessment tools in order to complete and to provide feedback.
Ensure that groups have the opportunity to share their creations at various points in the process. Designate part of rehearsal as "work in progress" performances. Via this session, each group receives peer feedback and teacher feedback.

Small Group > Selecting Quotes

Each group will select one or two quotations from the article that is/are highly important to the choreography and to the article’s message. Each group will write their selected quotation(s) on the mirror. If the studio does not have mirrors, this consolidating activity could be completed on a large sheet of mural paper hanging on one of the walls. Each group will have the opportunity to explain why the quotation(s) is important and why the group selected it.

Students will understand the interconnectedness of the rehearsal phase to the actual performing experience.  Students will showcase their article-based creations and will learn that closure related to an experience can occur in a variety of ways, including movement-based activities and verbally-based forums. 

How does the rehearsal process compare to the real performance?
How did you feel performing your creation?
Through this unit, how have you made a difference for yourself and for others?
How have you truly danced for purpose?
How will your work and personal lives and your role in the community benefit from this experience?

Creating, Presenting and Performing

A1 The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

A2 Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

A4 Performance: apply dance presentation skills in a variety of contexts and performances

Reflecting, Responding and Analyzing

B1 The Critical Analysis Process: use the critical analysis process to reflect upon and evaluate their own and others' dance works and activities

B2 Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups and communities

B3 Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts

Foundations

C3 Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities

Learning Goals

(Unpacked Expectations)

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

• gain another experience that supports the notion of performing for purpose;
• apply rehearsal experience and practice into the performance realm;
• explain the positive effects that this experience has had on personal, work and communal levels;
• follow through on providing closure with the charities
• understand how they have been the catalyst for an artistic ripple effect.

Readiness

Students should have familiarity with performing in a variety of settings and for a variety of purposes. They should have an understanding of the roles of production and performance. They should have spent numerous hours in the rehearsal phase of this creation so that students feel prepared and confident about performing in the charity show (no matter what scale of the chosen venue). Students will be accustomed to working with their portfolios. They will also have experienced guided improvisation previously in the course.

Terminology

Call and response

Choreography

Guided Improvisation

Materials

Yarn
Portfolios
Pebbles
Class Jar
Music (from sources that represent varying tempos and genres)
Markers (fine tip)

BLMs

BLM #2 "A Cause for Applause" Entries: Portfolio Rubric
BLM #8 "A Cause for Applause"-Affecting Change
BLM #9 Performance Rubric

Whole Class > Preparing for the Performance

Ask students to form a circle. Give them a few minutes to think about what they are looking forward to about performing "A Cause for Applause".  The first person ready to share will begin with a ball of yarn, which he or she will pass to another member of class once he or she is finished sharing. At the end of this activity, a yarn web will be formed, which will visually reinforce how this has been a shared and a collaborative experience. At this time, exchange best wishes for the upcoming performance of "A Cause for Applause".

Note: The yarn and its visual representation of "interconnectedness" was originally devised by Carmelina Martin

Assessment for Learning (AfL)

Teacher Observation
Teacher Feedback
Whole Class Discussion

Assessment as Learning (AaL)

Peer Feedback
Self Reflection (graphic organizer)
Self Assessment

Assessment of Learning (AoL)

Performance Rubric
Portfolio Rubric

Differentiation (DI)

Utilize teaching strategies and tools that correlate to student learning styles inventory (i.e. graphic organizer, writing on the pebble option, increasing or decreasing the amount of time required for portfolio writing)

Quick Tip

For the performance day, the venue could range from being in-class, to taking place on the school stage, to Parents’ Night to Grade Eight Night.

You may want to provide students with a certificate for the experience to add to the work portfolios and to their resumes.
Have students follow through with charities with cards and cheques.

Link and Layer

The pebble exercise links back to the first lesson.

Whole Class > Performing "A Cause for Applause"

Manage the backstage area, while the students warm-up for the performance and review their creations. As the performances are presented for "A Cause for Applause", evaluate the article-based creations (using BLM #9) and provide help if any of the productions teams and/or performance groups require it. The performance concludes the first half of this lesson. 

Small Group > Sharing a Piece of Choreography

Next day, reconvene with students and ask each group to select twenty-four counts of their article-based creation. Allocate five minutes for groups to practice their chosen material.  After the brief rehearsal, invite each group to share their chosen counts with the class.
Direct each of the groups to fill the studio space. Number off each group so that upon hearing their number, they can perform the chosen twenty-four counts, while the other groups hold their stillness/pose.

Whole Class > Guided Improvisation

After groups have shared, guide students to move as individuals through the space (you may want to highlight verbs from the first day of the lesson), then to connect with a partner(s) (highlighting call and response and counterbalance). Invite students to improvise with the whole group (focus on collaboration, interconnectedness) and then allow time for the creation to resolve. This activity will be a physical representation of the experiences in the unit. Highlight that the above experience was a moving synopsis of the unit's work.

Individual > Reflection

Distribute the handout BLM #8 "A Cause for Applause"-Affecting Change. Provide time for students to complete this graphic organizer and to attach these responses into their portfolios. Ensure that all students have received the portfolio rubric (BLM #2) handed out on the first day of the unit) and then collect the portfolios. You may want to give the students a few extra days to refine their entries and potentially add more thoughts and reflections. This additional time may allow further time to process the unit's events and experiences.

Whole Class > Final Reflection 

Invite students to sit in a circle. Distribute a large pebble to each student. Provide students with the opportunity to formulate one final thought related to the unit's experiences and personal discoveries. You may also provide students with the option of recording their name and/or comment on the pebbles. Ask each student to share his or her final comment. When a class member completes his/her sentiment, tell students to place his or her rock in the "class" jar. Reinforce, with the help of the students, that all of the pebbles in this jar represent the actions that were taken to affect change by contributing positively to the individuals and to the community that surround them.

This class jar can be placed in a time capsule that is continually being added to throughout the course.