Lesson 1 - The Ripple Effect

Creating, Presenting and Performing

A1. The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

A1.2 create and perform movement phrases that use the elements of dance to express physical or emotional states;

A1.3 use improvisation and the elements of dance to show how movement and body language are used for non-verbal communication in daily life;

A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

A2.1 use a variety of choreographic forms, structures and techniques to create and perform a series of movement phrases

A2.3 identify and use a variety of compositional approaches to communicate ideas and feelings through dance.

Foundations

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

C3.2 demonstrate collaborative skills in a variety of situations and settings.

Learning Goals

(Unpacked Expectations)

At the end of this lesson, students will be able to:

• identify and express (both through movement and verbally) the positive effect that being kind to others and receiving kindness has had on a personal level;
• create movement sequences that reflect upon powerful personal experiences; and
• demonstrate the concept of the ripple effect via canon work in the creative process.

Readiness

Students have previously studied and experienced the elements of dance. They should have some familiarity with guided improvisational tasks and canon, as a choreographic tool.  Students should also be familiar with creating movement phrases both independently and in small groups. Students should have been maintaining a traditional or digital portfolio throughout the course.

Terminology

Materials

Chart Paper
Markers
Student Portfolios
Pens
Glue
Music (from sources the represent varying tempos and genres)
A Pebble

BLMs

BLM #1 Personal Ripple Effect Map
BLM #2 "A Cause for Applause" Entries: Portfolio Rubric

Whole Class > Discussion

Invite students to sit in a circle for a whole class discussion. Present a pebble as a symbol of a generic act of kindness. Explain the concept that when a pebble, is tossed into water (the action), ripples are created in the water (the reaction). Ask students to link this cause and effect relationship in nature to the relationship between two people sharing an act of kindness (one person acting and one person reacting). Reinforce to the students that, no matter how small a kind gesture may seem, it has a positive impact on the person receiving the kindness. Pass the pebble to a volunteer in the circle. This volunteer will share an experience when he or she was the recipient of an act of kindness. Circulate the pebble amongst the students so that they have the opportunity to provide personal anecdotes related to receiving a kind gesture.

*As the students are sharing their anecdotes, discreetly record the various verbs (action words) that are shared.

Assessment for Learning (AfL)

Teacher Observation
Teacher Feedback
Whole Class Discussion

Assessment as Learning (AaL)

Peer Feedback
Self Reflection (Personal Ripple Effect Maps and journal entry in student portfolios)

Differentiation (DI)

Utilize teaching strategies and tools that correlate to student learning styles' inventory (i.e. right to pass, verb-based anchor chart, lengthening or shortening time between "called out" verbs)
During the shape linkage phase, if needed, provide the option of creating a short phrase if the extended creation task is too overwhelming

Quick Tips

During “Minds On” segment, record a selection of verbs shared by students (these action words will guide the improvisational section of the lesson)

During the Guided Improvisation section, encourage students to interact with one another.

During the presentation of student work, experiment with viewing creation twice to two very different musical selections (leading into a discussion related to varying experiences as both performer and audience member)

Link and Layer

Individual > Guided Improvisation

Instruct students to walk through the studio space. Encourage students to move in their own directions and to use their own tempos. As students continue to explore the space, periodically call out the verbs that were recorded during the “Minds On” discussion (e.g.: Give, Embrace, Share). Provide time in between verbs to allow students time to physically interpret each word.

Small Group > Creating Movement Pieces

Divide students into small groups of four to five members. Within this formation, each group member will share three to four shapes/short phrases and one action word that resonated most from the guided improvisation. Place a piece of chart paper and markers in the centre of the studio/class. When the sharing of shapes and words are finished, invite one member from each group to record all of the action words that were shared during the small group discussion/creative exchange. Post this chart in the studio. You may want to have a few volunteers read the student-compiled list aloud. Direct students to link each group member's shapes into a collaborative creation. Challenge the students to not only integrate all shared shapes but to explore the principles of action and reaction and the concept of the ripple effect within the group dynamic.

Whole Class > Establishing Criteria

On another piece of chart paper, list the following criteria for the creation and post in the studio:

1. Three to Four Action Words Per Group Member
2. Evidence of Action and Reaction
3. Movement-Based Interpretation of the Ripple Effect

Allow groups time to ensure that their creation has included the established criteria.

Whole Class > Sharing of Dance Pieces

Reconvene for the presentation of each group's creation. Select a different piece of music to accompany each work in progress. Encourage students to provide feedback to each other about physical interpretations of the various action words (refer to posted anchor chart that was created with all of the action words), about the ripple effect and about the relationship between action and reaction.

Individual > Reflection

Distribute BLM #1 entitled "Personal Ripple Effect Map".  Provide time for students to complete these graphic organizers and accompanying questions. Instruct students to attach maps and responses into their portfolios. 

At this time, distribute the BLM entitled "A Cause for Applause" Entries: Portfolio Rubric (See BLM #2). Explain to students that this rubric will be used to evaluate the entries for the unit and that the portfolios will be submitted on the last day of this unit.  Review with students the rubric and its accompanying expectations. Instruct students to paste this rubric into their portfolios. At the beginning of class, students shared experiences when they have been the recipient of an act of kindness. In their portfolios, students will now describe an instance when they have initiated an act of kindness. They will also reflect upon and record the ways in which they make positive contribution to the various facets of life.