Lesson Overview

Estimated Time:  70 minutes

Creativity happens on and off stage when it comes to putting on a dance performance. There are many financial considerations that dancers and their collaborators must consider when planning projects.  This lesson offers a framework for students to understand the practical realities of supporting the lifestyle of an artist.  Students will meet an arts administrator from the community and discuss budgeting for a production and/or company.  

Connections to Financial Literacy

As an introduction to this unit, students will meet a member of the arts community whose career supports the arts in a financial capacity. Recognizing that there are pathways in dance that do not involve performance but are collaborative and creative is valuable information for those considering working in the dance industry.

Dance
Reflecting, Responding and Analyzing
B3. Connections Beyond the Classroom

  • B3.1: identify and describe a variety of post-secondary destinations in the field of dance and the training or education required for each

Curriculum Expectations

Reflecting, Responding and Analyzing
B3. Connections Beyond the Classroom

  • B3.1: identify and describe a variety of post-secondary destinations in the field of dance and the training or education required for each

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

Learning Goals

By the end of this lesson, students will

  • be able to identify possible costs associated with producing dance works
  • know the necessity of seeking out financial resources as a means of creating and supporting an artist’s lifestyle
  • understand that a career in dance can take shape in many ways

Instructional Components and Context

Readiness

Students would benefit from attending at least one dance performance outside of the school before this lesson.  They need a context from which to brainstorm ways that money is needed and spent in producing dance works.  Often student matinee performances include a Q&A and perhaps students can formulate questions ahead of time to ask specific questions to the artists about the costs of the show and their funding sources and who does the grant writing for their company/projects.  As a diagnostic assessment or subtask, you may wish to hand out copies of the program from the performance.  Either as a class or in small groups, students can examine the program and use their memories to list the various costs possibly associated with the particular performance. You can also draw attention to sponsors of the event listed in the program.

Terminology

Arts Administration

Materials

Financial Statement from a dance organization
Guest Speaker (Should be organized well in advance of the lesson.)
BLM #1: Exit Slip

Lesson Plan

Minds On

Pairs > Think, Pair, Share

Hand out a copy of a financial statement from either a dance company or a dance project.  (Make arrangements in advance for the Arts Administrator who is guest speaking in this lesson to bring a sample from his/her work.)  Here are some examples of the types of documents that the guest speaker could share:

Report from the Treasurer of the National Ballet School 2009/10
Canada's Royal Winnipeg Ballet Annual Reports 

Tell students to skim and scan the document silently.  In partners, ask them to discuss the questions outlined below.  Select different pairings to share their thoughts on each of the discussion questions with the class.

Key Questions for Discussion:

What is the purpose of the financial document you are examining?
Who is the document written by and who might it be written for?  
What parties would benefit from knowing this information?
What sources of income (money going into the organization) do you see noted?  
Where is money being spent?
Why is it important for arts administrators to track money that is coming in and money that is being spent?
If you were to create your own dance production or company, would you be comfortable managing money or would you want the help of someone with financial expertise?

Connections

Connections:  Ask students where else they might find financial statements such as the one they are examining.  Have students begin to consider questions they may have for the guest speaker based on the information in front of them.
Differentiation: Students who enjoy mathematics and/or business can analyze/interpret the statement they are examining in greater depth.  
Assessment for learning:  Check for understanding while students are discussing in partners.  Participate in conversations where students seem to be unclear. Offer guiding questions to get students on track.

 

Action!

Whole Class > Guest Speaker

Organize in advance of the lesson to have an Arts Administrator visit the classroom.  Ask students to prepare 2 questions in advance of the speaker arriving to the class. This could be a producer, a member of a granting organization, or a treasurer/accountant who works with a dance company. Introduce the speaker to the class. If there are lulls in the guest speaker’s address, ask students to share their questions. Allow time at the end of the presentation for students to share any questions that arise during the talk.

Connections

Connections:  Ask students to contemplate/explain ways that the skills used in a dance class could be applied to the business world (i.e. problem solving, collaboration, use of the creative process).
 

Differentiation:  Allow for break-out discussion groups during the presentation for kinesthetic learners who need to move around or talk about what is being shared.
 

Assessment for learning:  Listen the to questions being asked by the students. Determine what level of thinking and understanding students are at individually and as a group.

 

Consolidation

Individual > Exit Slip

Instruct students to complete BLM #1:Exit Slip. Collect the Exit Slips as students leave the classroom.

Connections

Connections:  Have the guest speaker leave contact information or a web address for students wishing to explore the subject matter further.
 

Differentiation: For visual/spatial learners, allow students to respond with images as well as words in the Exit Slip.
Assessment of /for learning:  Read the exit slips carefully. Assess what was gained from the presentation by the Arts Administrator. Determine students’ areas of interest and gaps in knowledge. Use this information to help shape the rest of the unit.