Context:In this unit, the foundational layer is the act of kindness. Students will explore the exchange of these empowering acts through reflection on a personal level, within the workplace and at a societal level. The importance of this unit is that it provides students with the opportunity to experience the power of giving to others (e.g.: each other, the audience, a not-for-profit organization and the community in its entirety) through the medium of dance. It is recommended that this unit entitled "A Cause for Applause" be situated within the course midway or close to the end of the semester. By this point in the course, students will have gained the background knowledge related to safety principles, established trust within the class community and invested in the exploration phase of a variety of techniques, choreographic forms and presentational opportunities, which will be infused and developed in this unit. |
Summary:The organized shifts within this unit take the students from an internal study, to the connection with a fellow peer, to a small group dynamic, to the realm of media and to the surrounding community. By the end of this unit, students will understand their ability to affect change within the various facets of their lives. They will also gain further experience with creating dance from the basis of a stimulus (in this case, via an article) and they will further explore the concept of performing for purpose. At the end of "A Cause for Applause", students will recognize that their actions (e.g.: the act of connecting with charities and the act of creating dance) affect change in themselves and those around them. They will learn and experience the ways in which their dance artistry contributes to the betterment of society. |
ExpectationsA1. 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 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 C3. Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities |
Unit Guiding QuestionsHow can dance be utilized as a medium through which the facets of life can be positively affected? Lesson Guiding QuestionsLesson 1: The Ripple EffectHow have random acts of kindness affected you? How can these actions translate into movement? Lesson 2: Giving, Sharing and ReceivingHow does contact improvisation relate to the concepts of giving, sharing and receiving? Lesson 3: Finding the SourceHow can your choreography, driven by a media source make a positive impact on your life and upon the lives of others? Lesson 4: Community OutreachHow can dance be utilized as a medium through which performers can give back to communities at a local, provincial, national and/or international level? Lesson 5: Final Performance and ClosureHow will your work and personal lives and your role in the community benefit from your performance? |
Assessment and Evaluation: How will students demonstrate their learning? |
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Assessment of learning |
Culminating Performance ActivityStudents will be evaluated using co-constructed criteria when they present their article-inspired creations at the event entitled "A Cause for Applause". The scale of the venue is to be determined by the teacher and the students (i.e. in-class showing, school gymnasium, theatre). |
Assessment for Learning |
Five Checkpoints and evaluation of their final dance piece Check Point #1/Lesson 1Self-reflection via the ripple effect mapsTeacher feedback throughout improvisational study and action-word movement sequences Check Point #2/Lesson 2Teacher feedback during the partner studies and contact improvisational tasksWritten feedback based on portfolio responses Check Point #3/Lesson 3Teacher feedback evident both in written form (the process rubric) and verbally throughout the article exploration Self assessment upon the completion of the process rubric related to the rehearsal of the article-based compositions Check Point #4/Lesson 4Teacher feedback via group and individual conferences throughout the continued rehearsal process, related to the roles of production and the connection with charities Written feedback based on portfolio responses Self-assessment via videotaping of the "Works in Progress" Check Point #5/Lesson 5Self assessment related to the ways in which this unit and its accompanying experiences have affected change Written feedback based on portfolio responses |
Unit Lessons: How will assessment and instruction be organized for learning? |
Approx. Duration 1 class=70 minutes | |
Lesson 1 |
The Ripple EffectStudents will explore positive contributions that they have made in their daily lives through class discussions, individual improvisation, collaborative movement studies and self-reflection. They will use the concept of the "ripple effect" to guide small group movement creations. |
2 classes |
Lesson 2 |
Giving, Sharing and ReceivingStudents will experience how the foundational elements in personal relationships such as giving, sharing and receiving can be reflected in dance forms such as contact improvisation. |
2 classes |
Lesson 3 |
Finding the SourceIn this lesson, students will have the opportunity to work collaboratively in both the rehearsal and the negotiating processes. They will explore a literary source (e.g.: an article) and then use it as a stimulus to create a choreographic work. |
3 classes |
Lesson 4 |
Community OutreachStudents will connect with a chosen not-for-profit organization that will benefit from the upcoming performance of the article-based composition. Within this unit, students will continue to rehearse their creations, to acquire and act upon production roles and to make connections to their act of creation positively affecting those around them such as the audience and the chosen not-for-profit at an event such as "A Cause for Applause." |
4 classes |
Lesson 5 |
Final PerformanceWithin the chosen venue, students will showcase their article-based creations for evaluation and follow through with their assigned roles of production. In this lesson, students will also learn that closure to an experience can occur in a variety of ways, including movement-based activities and verbal forums. Students' on-going portfolio responses will also be collected for evaluation. |
2 classes |