World on Fire

Body, space, time, energy and relationship are the building blocks of dance and they can be used to communicated an idea in dance.

What are the elements of dance?

How can the elements of dance be used to convey an idea?

What global issues are important to us?

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

A1.1 create dance pieces to respond to issues that are personally meaningful to them

A1.2 use dance as a language to communicate messages about themes of social justice and/or environmental health

Learning Goals

(Unpacked Expectations)

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

• discuss a variety of global issues
• convey a feeling or idea about a global issue through dance

Readiness

Students should have some previous experience with the elements of dance. If students have no previous experience with the elements of dance, consider doing some work on the elements before beginning this unit. See "Take Five" or "Creating a Word Wall" activities from Think Literacy: Drama and Dance (See hyperlinks)

Terminology

Materials

Chart paper, coloured markers

BLMs

BLM #1 Bodystorming with the Elements of Dance

Whole Class > Body storming

Lead the class through a review of the elements of dance (body, space, time, energy and relationship). You may want to post these elements on the board so that students may refer to them throughout the unit. Ask students to find a space in the room where they will have some space to move. Lead them through a physical exploration of the elements of dance. Prompt: Demonstrate a locomotor movement (e.g., walking, crawling, skipping). Change direction, change your level. Can you do it in slow motion? Can you go from faster to slower? Can you change the quality (erratic, smooth) of the movement? For further direction on how to lead the students through the bodystorming see BLM #1 Bodystorming with the Elements of Dance.

Assessment for Learning (AfL)

Observe students' understanding of the elements of dance. If students are struggling, provide further opportunities for them to explore the elements of dance before continuing with the lesson.

Differentiation (DI)

Students may use words or images to convey their responses in the graffiti.

Quick Tip

You may also want to have students post their chart papers around the room and have students do a gallery walk to see what has been written on all the pages. Students could add additional comments or make connections between existing comments.

Hyperlinks in the Lesson

Think Literacy Drama and Dance
http://www.code.on.ca/resources/Documents/finaldramadance.pdf

Think Literacy: Cross Curricular Approaches Grades 7-12
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/

Whole Class > Brainstorming

As a class, brainstorm a list of global issues (e.g., homelessness, poverty, racism, bullying, heterosexism, the rights of the First Nations, Metis and Inuit Peoples etc.) Depending on your students, you may need to spend time discussing these issues and/or doing some follow up research to ensure that they have an understanding of the issues.

Small Group> Graffiti Activity

Put students into groups of five and give each group a piece of chart paper and five markers of the same colour. Ask each group to select one global issue and write their issue in the centre of the paper. Ensure that each group selects a different global issue. Give students five minutes to brainstorm everything they can about their issue. At the end of the five minutes, students take their marker and rotate to the next paper. Having the students rotate (as opposed to rotating the papers and having the students stay stationary), gives students the opportunity to get up and move during the lesson. For further information about the Graffiti Strategy refer to the Think Literacy document (see Hyperlinks). Continue until groups have had a chance to write on each paper.

Small Group > Reporting

Instruct each group to return to their original chart paper and reread all of the comments that have been made. Give the groups 5 minutes to make connections between what was said and highlight any comments that appeared often or that they found interesting. Ask each group to choose a reporter to give a brief summary of what was said about their issue to the class.

Whole Class > Body storming Words from the Graffiti

Lead the class through a guided improvisation based on words from the word wall. Ask each student to select on word, idea or phrase from the graffiti activity and find a space somewhere in the room. Have students explore how they can communicate this word, idea or phrase through movement.
Prompt: How could we create a dance sequence based on what was discussed in class? What elements of dance should we use to best represent social issues? How do we use these elements? (e.g., if a student was trying to show the idea of devastation, she/he may choose to start at a high level and slowly crumple to the floor).
Once students have had a chance to body storm, have half the class freeze and half the class share their body storming, then switch roles.

Dance can be used to communicate feelings and ideas about global issues.

How can the elements of dance be combined to communicate an intended message?

How can flocking be used to enhance the message of a dance piece?

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

A1.1 create dance pieces to respond to issues that are personally meaningful to them

A1.2 use dance as a language to communicate messages about themes of social justice and/or environmental health

Learning Goals

(Unpacked Expectations)

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

• use an issue as a stimulus for dance
• create a short dance piece
• use flocking to help sequence their movements

Readiness

Students should have a solid understanding of the elements of dance and be able to work and perform in small groups.

Terminology

Body storm

Flocking

Levels

Phrase

Movement sequence/dance sequence

Stimulus

Materials

Music for movement (optional)
See: http://www.gatofuentes.com/ourcds/default

BLMs

BLM #2 Rubric

Small Group > Introduction to Flocking

Remind students of the mirroring activity they did in the previous lesson and explain that they are going to do a similar activity called flocking. Place students in groups of four in a diamond formation:

All students should be facing forward and the person at the front of the diamond will be the leader. The leader should begin with a big, slow movement (as in the mirroring activity) and the other three in the group follow. When the leader is ready, she/he turns to face a new direction, the group follows, and a new person is at the front ready to take on the leadership role. Give students several minutes to explore movements using the flocking formation.

Assessment for Learning (AfL)

Teacher observation, side coaching, modeling.

Assessment as Learning (AaL)

Have students keep journals to reflect on the creative process and to ensure accountability.

Differentiation (DI)

Students who are comfortable with movement will naturally stay in the leader role during the flocking for an extended period of time.

Quick Tip

Play a variety of music while students are working to help stimulate movement ideas.

Link and Layer

Flocking is an extension of the mirroring activity.

Small Group > Selecting an Issue

Individual > Creating a Movement Sequence

Ask students to work independently to create an 8 count phrase based on their issue. This 8 count phrase will be used in their group flocking sequence, so they may want to discuss and/or plan with their group prior to breaking off to work individually. (e.g., if students are working with the issue of bullying, one student may want to create his/her movement phrase to represent the victim, while the other three create sequences that depict the bully and/or the bystanders). Give students time to work through their individual dance sequence. Circulate and side coach as necessary.

Small Group > Flocking

Have students return to their group and use their 8 count phrase as a stimulus for a group flocking piece. Remind students that they are responsible for their individual piece, but that it must still work with the collective. The group should make artistic choices about the order of the dance sequences. They also have the option to repeat some or all of the 8 count phrases if the repetition will enhance their message.

Pairs > Creating a Duet

Ask each group of four to split into partners. Explain that the partners will be responsible for creating a duet that will become part of their flocking choreography. As with the flocking, students may wish to discuss with the whole group prior to splitting into pairs, but the pairs will each be responsible for creating their own movement sequence.

Small Group > Putting it all Together

Ask the pairs to reconvene with their groups and begin to sequence the movements together. Students may choose to put the duets at the beginning and/or the end of the flocking, they may choose to put them in the middle of the flocking or they may choose to intersperse the flocking and the duets (e.g., flocking, duet, flocking, duet, flocking etc.) Encourage students to organize their dance in whichever way will best communicate their message. All groups must use flocking and their duet pieces, but may choose to alter or repeat it in any way that will make their message stronger. (e.g., if they are doing a piece on homelessness, they may have one person who never takes the lead in the flocking sequence to show his/her lack of power). Give students time to arrange and rehearse their dance piece. Circulate and side coach, as necessary. Give groups a copy of the rubric, and post it in the room so they can refer to it as they are working.

Whole Class > Sharing

Have half the class freeze, while the other half shares their dance piece. Switch roles.

Using peer and teacher feedback will improve the dance piece.

Dance can be a powerful tool to communicate a message about social justice

How can peer and teacher feedback be used to guide the revision process?

How can dance make a statement about social justice issues?

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

Learning Goals

(Unpacked Expectations)

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

• revise and refine their work based on peer and teacher feedback
• present a dance piece about a social justice issue

Readiness

Students should be comfortable presenting in front of their peers and should have some experience using peer and teacher feedback to revise their work.

Terminology

Materials

Dance journals/exit cards

BLMs

BLM #2 Rubric

Whole Class > Revisiting the Criteria

Assessment for Learning (AfL)

While students are preparing to present, circulate and side coach students as necessary to ensure that they are able to rework their piece using the suggestions given.

Assessment as Learning (AaL)

Student reflections at the end of the unit.
Student use of feedback to revise and refine their dance pieces.

Assessment of Learning (AoL)

Final evaluation of the dance pieces will be done with a rubric (See BLM #2 Rubric). Note that the rubric includes evaluation not only of the final dance piece, but also the various stages of the creative process. This is ensure that consideration is given to all aspects of the students' work and not just the final dance piece.

Quick Tip

If students are presenting to music, ensure that they have been practising with the music prior to performance.

Hyperlinks in the Lesson

CODE resource on audience etiquette

Small Group > Revising and Refining their Dance Pieces

Give students time to revise their dance pieces based on the peer and teacher feedback the received during the previous class. Circulate and side coach as necessary.

Whole Class > Sharing of Dance Pieces

Remind students of appropriate audience etiquette. One at a time, ask groups to share their final dance pieces. Remind students to share the issue that was the stimulus for their dance before they begin their presentation. It may be helpful to give students a countdown to signal when it is time for them to begin (e.g., 5, 6, 7, 8).

Individual > Reflection