‘Big Questions’ of this Lesson
- How might we use two and three-dimensional artifacts from Islamic art to create and inspire movement sequences?
- What is the role or purpose of light in Islamic art and architecture?
- What might light symbolize?
- What role does light play in our daily life?
Note: Teachers who have previous knowledge or can research the significance of this Surah or Chapter in the Qur’an may find the verses helpful to connect the religious reference. To refrain from misinformation, if a teacher doesn’t feel knowledgeable on this topic they may omit it. ”Surah An-Nur (The Light)” from the Holy Qur’an embodies the symbolism of light in Islam. Play the surah for the students to hear. Additional Note: Some believe Qur’anic verses should be discarded by throwing them in water, others feel it can be recycled, and still others believe it is forbidden to discard paper containing quranic verses. Use discretion in this area.
Curriculum Expectations
Dance Grade 11, Overall Expectations
- 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;
- C2. Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society;
Dance, Grade 11 Specific Expectations
- A1.1 use the elements of dance to develop and perform a series of connected dance phrases inspired by a source
- A1.2 create and perform phrases that combine the elements of dance in a variety of ways
- A2.2 create a dance composition inspired by a source
- C2.3 identify ways in which dance genres they have studied have challenged social or cultural stereotypes or boundaries in the arts
Dance Grade 12, Overall Expectations
- 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.
- B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ dance works and activities;
- C1. Physiology and Terminology: demonstrate an understanding of, and use correct terminology when referring to, the physiology of movement as it relates to dance;
Dance, Grade 12, Specific expectations
- A1.1 use the elements of dance to create and perform abstract dance phrases inspired by a theme of personal significance (e.g., a theme suggested by an environmental or social issue or by a composition of a favourite dance group)
- A1.2 create and perform complex phrases that combine and manipulate the elements of dance in a variety of ways (e.g., generate dance vocabulary using variations and mixtures of different aspects of the elements, such as body actions, locomotor steps, direction, level, floor and air patterns, structured and unstructured space, symmetry and asymmetry, individual and group shapes, tempo, accent, movement qualities, relationships/groupings)
- A1.3 use the elements of dance to generate and perform complex dance vocabulary through solo or ensemble improvisation and experimentation (e.g., in pairs, use action/reaction during contact improvisation to explore movement possibilities)
- A2.1 use a variety of choreographic forms, structures, and techniques to create and perform complex dance works (e.g., in pairs, use ABACA [rondo] form as a basis for an original composition)
- A4.2 use a variety of tools of stagecraft in increasingly complex or imaginative ways to enhance their dance performances
- B1.2 develop appropriate criteria and use them to interpret, analyse, and evaluate both the content and the fluency or expressiveness of a broad range of student compositions (e.g., criteria such as use of props, dynamics, interpretive skills)
- C1.2 analyse and explain movement patterns using correct biomechanical terminology
Learning Goals
By the end of the lesson, students will:
- Have an understanding of the forms, shapes and patterns in Islamic artifacts and architecture.
- Be able to create a series of dance phrases inspired by an artifact discovered at the Aga Khan Museum.
- Have an understanding of the context behind certain artifacts including the diversity of art in found in various Islamic empires around the world.
Instructional Components and Context
Readiness
- Familiarize students with basic information about Monotheistic faiths, in particular Islam.
- Ensure students are familiar with the elements of dance.
Terminology
- See terms sheet in Aga Khan Museum curriculum resource guide for teachers
Materials
- Projector, laptop, Aga Khan Museum curriculum resource guide for teachers
- Colour copies of selected images for student use Aga Khan Museum Artifacts
- Tape
Lesson Plan
Minds On
Whole Class > Mirroring
Begin class with the mirror exerciseelements of dance followed by a whole group discussion.
Instruct students to pair up and begin with stationary movements with A leading and then B. Next, direct students to continue the mirror exercise, this time moving around space of the classroom. Next, direct students to explore the elements of dance as they move. The students should consider direction, body, energy, space, time and relationship as they share leadership in the mirror exercise. Side coach by reminding students to use both positive and negative space, different levels and all space in the dance studio classroom. Following the exercise, lead a consolidation discussion with the students using the following prompts.
Teacher prompts:
What did you notice about the mirror exercise?
Was it easy or difficult to follow the leader? To lead?
Was the transferring of leadership seamless?
Was there a definite beginning and end?
Pairs and Whole Class > Discussion
Project photographs of two-dimensional and three-dimensional objects and architecture housed at the Aga Khan Museum in addition to photos of mosques from around the world onto a whiteboard. Ask students to identify common themes or shapes in the objects and artifacts.
Suggested Artifacts:
Note: An extension to this Minds on activity would be projecting the images around the class and instructing students to trace and colour/paint in the images.
Think, Pair, Share > Discussion
Pair students and instruct each pair to select a two-dimensional or three-dimensional object from the images shared. Then, using the think, pair, share strategy, ask students to reflect and record their responses to the questions below, individually and then together. Next, as a class have each pair share their responses.
Teacher prompts:
Where do you think this object came from? What might the object be used for?
What shapes or patterns do you see?
What do you notice about the patterns or designs of this object?
Can you tell what is written on the object? What language might it be?
Whole class > Discussion and Gallery Walk
Provide background information on the objects chosen (details are in the links to the objects). Provide background information on Islam and explain the importance of objects in Islamic art. Post colour prints of the objects from the Aga Khan collection throughout the class for visual reference.
Have students complete a Gallery Walk, where they read information about all the images of Islamic artifacts that are posted around the classroom. After exploring all the options, ask the students to gather in the centre of the room. Tell them that they will become experts on one of the artifacts displayed around the room. Use a prompt such as a keyword (Go) or a sound (bell) to signal students to position themselves in front of the object they would like to choose. They will be responsible for teaching the others about the details of their object.
Key Questions for Discussion:
What do you already know about Islam? What do you wonder about Islam?
How might these objects connect people of different faiths and backgrounds?
Where else have you seen these types of shapes, designs or patterns?
How might light reflect on the coloured tiles?
How might light reflect through the geometrical shapes and patterns?
Note: Decide how many artifacts to post in the Gallery Walk and how many students may work together in their expert groups.
Assessment for learning
Moderate a discussion using prompts to assess existing student knowledge as well as comprehension of material. Students will assess their own level of knowledge of art and Islam through discussion and observation
Completion of the Gallery Walk Graphic Organizer.
Action!
Small Groups > Creating a movement/dance sequence
Review the elements of dance, compositional manipulations and compositional conventions.
Instruct two or three pairs to combine to form a group of 4-6 students to collaborate and create a movement/dance sequence. Ask students to share the objects they chose and select one or both objects to inspire their movement phrase. Instruct students to select at least one element of dance to focus on and to choose one compositional manipulative and one compositional convention to guide their creative process in the composition of their movement phrase. Provide students with examples of compositional manipulatives including the following techniques to create their movement phrase: flocking, repetition, cannon. See Review of compositional forms
Instruct students to recreate an element of light either natural or artificial to incorporate into their movement phrase. It may help to brainstorm ideas for students to share with each other. For example, students could use a flashlight to create patterns of light, students may choose to open shades or curtains but turn off all classroom lights. Where is the light focused? In front or behind the performers? Below or above the performers? It may be helpful to show video examples highlighting various used of light. See Amazing Tron Dance, LED Schuhe Tanz Choreographie, Contemporary Dance Lighting Example
Small Group > Inquiry and Research into Movement Phrase
Students will continue self-directed research using teacher prompts to complete further inquiry into the shapes and objects used in Islamic art and architecture. Students will create a movement phrase based on their research that incorporates shapes and patterns found in Islamic art and Architecture paying close attention to the use of light in their performance. See BLM #5 - Exploring forms and shapes in Islamic Art and Architecture Rubric
Teacher Prompts:
Consider the following:
Where does the shape/pattern start and end?
How many different lines, shapes or colours intersect?
What is the relationship between the patterns in your object?
What energy does the object produce and why?
What movement qualities would you associate with you chosen object?
Extension
Ask students to incorporate the excerpt from the poem In Your Light, by Muslim poet Moulana Muhammad Jalaluddin Rumi (Profile:Rumi, Biography/Jalal-al-Din-al-Rumi). Students might recite the lines of the poetry within their movement piece or incorporate their interpretation of the metaphors in their dance phrase. Incorporating the excerpt could also be the use of one word or line that stands out to the students acting as a soundscape for their piece.
In Your Light - Rumi
In your light, I learn how to love.
In your beauty, how to make poems.
You dance inside my chest where no-one sees you,
but sometimes I do, and that sight becomes this art. ― Rumi
Consolidation
Whole Class > Discussion
Discuss with students the connections between the art and objects and movement and dance.
Key Questions for Discussion
What connection do you see between movement in dance and two/three dimensional objects?
How do patterns and shapes inspire or create movement?
What role did light play in your movement phrase?
Connections
Students will connect art and artifacts of the Islamic world to:
- light in performance connecting religious text and dance
- Dance and community
- Dance and group movement
- Dance and other art forms such as music and visual art
Differentiation
- Students could film their choreographed performance and share it with the class.
- Students may choose to choreograph a site specific performance piece.
- Teacher may show video clips of performers and have them write a critical analysis of the performance.
- Students may perform in pairs to support students with mobility challenges.
Assessment for learning
Students will share their prior knowledge about Islam using diagnostic assessment in whole class brainstorm on the board.
Assessment as learning
Students will demonstrate an understanding of two and three dimensional objects through discussion and Gallery Walk. See BLM #4 - Gallery Walk: Graphic Organizer
Assessment of learning
Students will be assessed on their choreography inspired by an artifact from the Aga Khan Museum using the Rubric of Criteria found in BLM #5 - Exploring forms and shapes in Islamic Art and Architecture Rubric
