In this unit Dance and Environmental Education, students learn how to use the elements of dance and composition to convey a message about an environmental issue. Students learn about one environmental issue through research and, in small groups, create a dance piece that advocates for change and action.
Students begin to understand and become aware of the various issues that we as a population are faced with, and through the use of an environmental artifact or source as inspiration, generate movements individually and in small groups.
The unit could take anywhere from, 2-3 weeks to complete and should ideally be taught in the fall or spring as the site specific work calls for students to be outside.
Observation
Self-assessment
Side-coaching in small groups
Checklist
Journal Entry
Peer Evaluation
Journal Entry
Mind Map
Self-assessment
Discussions
Conferencing
Talk Around
A rubric will be used to assess the environmental dance piece and source/artifact visual component
Lesson 1
Feeling Nature's Connection
Students will use environmental artifacts as stimuli to create a solo composition. Through the creation, students will become aware of the environment and begin to understand the similarities between dance and the environment. Students will perform their solo with the whole group, with half the group and then in small groups. Students will reflect on how the various groupings changed the atmosphere or the message.
1 class = ~70 minutes
Lesson 2
Exploring an Environmental Issue
Using a quotes as stimulus, in small groups, students will explore climate change through the creation of 5 movements. They will use their solos created in Lesson 1 and as a group link the two phrases as a way of enhancing the contrast and emphasizing the impact of factors that harm the environment. Students will share their movement piece with the class.
2 classes
Lesson 3
Using Source Material for Inspiration
Students will learn that various sources can inspire movement. Through watching the video Earth Song, brainstorming environmental issues on a graphic organizer, creating a mind map and individually choosing one artifact or source material, students will create a short personal phrase about their own source. From these activities, movement vocabulary will be generated and students in their small groups will explore how they might compose their dance piece. Students will also be asked to creatively present their source/artifact at the end of the unit.
3 classes
Lesson 4
Site Specific Dance
Students will learn about site specific dance through observing a piece called Zummel and by reading an article. In small groups, students will answer a specific question and then share their answer with the group and with the whole class. Students will brainstorm a list of sites that they could possibly perform their piece in and then with teacher conferencing, will choose one site. Small groups will further develop and rehearse their work in that space and through peer feedback will continue to refine, revise and make artistic choices. The teacher will conference with each group to ensure accountability and monitor progress.
2 classes
Lesson 5
Expression and Vision
Students will be asked to reflect on the process of creating their composition and will be asked to think about two ideas: expression of ideas and following through with ones' vision. The teacher will decide on an order for the presentations and can base this decision on the various issues. Students will present their visual component of artifacts/sources and then perform their dance pieces. As groups are presenting, students will analyze the pieces using a graphic organizer. Finally, students will reflect upon the dance work and the impact it had on them.
3 classes
