Whole Class > Body storming //
Classe entière > Remue-corporelle
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.
Passez en revue avec la classe les éléments de la danse (corps, espace, temps, énergie et relation). Vous pouvez afficher ces éléments au tableau afin que les élèves puissent s'y référer tout au long de l'unité. Demandez aux élèves de trouver un espace dans la salle où ils pourront bouger. Dirigez-les dans une exploration physique des éléments de la danse.
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?
Invitation:
- Faites la démonstration d'un mouvement locomoteur (par exemple, marcher, ramper, sauter à la corde).
- Changez de direction, changez de niveau.
- Pouvez-vous le faire au ralenti ?
- Pouvez-vous passer d'un mouvement rapide à un mouvement plus lent ?
- Pouvez-vous modifier la qualité du mouvement (irrégulier, régulier) ?
For further direction on how to lead the students through the bodystorming see Appendix 2 - Body-storming with the Elements
Pour plus d'informations sur la manière de guider les élèves dans le bodystorming, voir l'Annexe 2 - Rémue-corporelle à travers les éléments
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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.
Use technology for each group such as Google Slides and have students use different coloured stickies. Can be done one group at a time or several groups at a time.
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.edugains.ca/resourcesLiteracy/CE/7-12/SubjectSpecific/Arts/ThinkLitDramaDance.pdf
Think Literacy: Cross Curricular Approaches Grades 7-12
https://www.edugains.ca/newsite/literacy/thinkliteracy.html
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Whole Class > Brainstorming //
Classe entière > Remue-méninges
As a class, brainstorm a list of global issues (e.g., homelessness, climate change, poverty, racism, bullying, heterosexism, land claims, access to clean water on reserves, etc.)
En classe, réfléchissez à une liste de problèmes mondiaux (par exemple, les sans-abri, le changement climatique, la pauvreté, le racisme, les harcèlements, l'hétérosexisme, les revendications territoriales, l'accès à l'eau potable dans les réserves, 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 //
Petits groupes > Activité de graffiti
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.
L'enseignant.e dit :
- Par groupes de 5, vous avez besoin de 5 marqueurs de la même couleur et d'une feuille de papier.
- Chaque groupe choisira un problème mondial différent.
- Inscrivez votre problème au centre de votre feuille.
- Vous aurez 5 minutes pour faire une remue-méninges de tout ce que vous pouvez sur votre problème.
- Passez à la feuille suivante avec votre marqueur.
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.
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Whole Class > Bodystorming Words from the Graffiti //
Classe entière > Remue-corporelle des mots pris de l'activité 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).
Invitation :
- Comment pourrions-nous créer une séquence de danse basée sur ce qui a été discuté en classe ?
- Quels éléments de danse devrions-nous utiliser pour représenter au mieux les questions sociales ?
- Comment utiliser ces éléments ? (Par exemple, si un élève essaie de montrer l'idée de la dévastation, il peut choisir de commencer à un niveau élevé et de s'effondrer lentement sur le sol).
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.
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