Lesson 1: Exploring African

Critical Learning	Guiding Questions
The elements of dance are the building blocks of movement. The elements are dance are used and combined in different ways to create different genres of dance	How are the elements of dance used in African dance?
Curriculum Expectations	Learning Goals
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 A1.4 use the elements of dance and choreographic forms to communicate a variety of themes and moods 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 A2.2 analyse, using dance vocabulary, their own and others' dance pieces to identify the elements of dance and the choreographic forms used in them and explain how they help to communicate meaning	Learning Goals (Unpacked Expectations) By the end of this unit, students will be able to: examine how the elements of dance are used in African dance create a short dance phrase using videos of African dance as a stimulus
Instructional Components
Readiness Students should have some previous experience with the elements of dance. Terminology Shapes Levels Energy Sustained Solo Formation Locomotor/non-locomotor African Dance Elements of dance Dance sequence/Movement sequence	Materials Video clips of dance Pre-cut slips of paper Map of Africa Exit card Music (there is a wide variety of musical genres in African. This website gives a few examples that you may wish to use)

Approximately 20 minutes Minds On	Pause and Ponder
Whole Class > Analyzing Video Show students a clip of African dance. (See hyperlinks). After students have watched the video lead a class discussion about what they saw. Key Questions for Discussion: What shapes do you see? Are different levels being used or is one level favoured over the others? What kind of energy is being used? e.g. Is it slow and sustained or fast and sharp? Is it mostly solo dancing or group dancing? What formations are being used? Are the movements mostly locomotor or non-locomotor? What kind of music are they dancing to? What do you think the purpose of this type of dance is (ritual, celebration, entertainment etc?) Can you discuss the environment? Where are they dancing? What kind of costumes (if any) are the dancers wearing? Who is dancing? (gender-age) As a class, identify on a map of Africa, where each dance style originated from. Discuss with the students the diversity of African dance, because it has come from such a large geographical area. Small Group > Cover the Table Give each group multiple slips of paper (e.g., sticky notes, pre-cut scrap paper etc.) Pose the question "How are the elements of dance used in the African dance we just watched?" Students have 5 minutes to write as many ideas as they can think of, putting one idea per slip of paper. Each slip of paper is placed on the table and students attempt to 'cover the table' (no slips should overlap). For a complete description of the 'cover the table' strategy see Kagan Cooperative Learning by Dr Spencer Kagan and Miguel Kagan. Each group shares a few key ideas with the class. After each group has shared, ask groups to discuss: "What is unique about this style of dance compared to other dance styles you have seen (in your own cultural celebrations, at school on TV etc.)?"	Assessment for Learning (AfL) Check for understanding: it is important that students can identify the elements of dance and how they were used in the dance pieces viewed. If students are unable to do this, they may need further review of the elements of dance prior to moving forward with the lesson. Differentiation (DI) During the 'cover the table' activity some groups may prefer to work on the floor away from other groups. In this case, give them a set area that they are to cover in place of the table. Students who are comfortable with movement may create a longer movement sequence, whereas students who are not comfortable moving may create frozen shapes. Quick Tip You may want to play music while the students are moving. (suggestion: Geoff Bennett's "Next of Skin" "Umoja" the musical soundtrack) Link and Layer Alternately, you may wish to invite a guest artist into the class who specializes in African dance Hyperlinks Clips of African dance: http://artsalive.ca/en/dan/mediatheque/videos/videosDetails.asp?mediaID=499 https://www.youtube.com/watch?v=UH6yC7GjqZk https://www.youtube.com/watch?v=-bboJsFVa58
Approximately 30 minutes Action!
Individual > Shapes Ask students to spread out in the room so that each student has enough space to move freely. Give students 30 seconds to create one shape that reflects the style they just saw in the video. They do not need to copy a movement or dance sequence they saw, but rather create a shape/movement sequence of their own that is reflective of the style. This will be move #1. Next ask them to create a second shape/movement sequence. Coach them to try something at a different level, or facing a different direction etc. This will be move #2. Ask students to create one last shape/movement sequence, again, try and coach them to make it different from their first two moves. This will be move #3. Say to students that you will now be calling out numbers 1-3 and they should respond with the corresponding movement. Begin by calling them slowly, in order, then gradually increase the speed with which you call the numbers and begin calling them out of order. Repeat this until students are comfortable with all 3 movements. Pairs > Creating Transitions Partner students up. Have students teach their partner their 3 movements, so now each set of partners has 6 moves. Tell them they must decide which order they want to put the movements in and create a transition between each movement (e.g., are they going to melt, spin, grow slide etc.) from one move to the next.
Approximately 10 minutes Consolidation
Pairs > Sharing with the Class Have half the class freeze, while the other half presents. Then switch roles. This provides a low risk performance opportunities for students. Individual > Reflection Have students reflect on their experiences either orally or in writing. Key Questions for Discussion: How did your shapes/movements compare to the movements you saw in the minds on? How did they change or evolve? Why do you think this change occurred? What was your intent in creating the dance? What were you trying to accomplish? How does it contrast from the intent of the dancers in the video?