Lesson Overview
Estimated Time: 2-3 periods
Subject: Grade 7 & 8
This lesson will provide students with an opportunity to learn more about His Highness the Aga Khan and the Aga Khan Museum. Students will be introduced to the Aga Khan Museum and a specific piece named the ‘Planispheric Astrolabe’. Students will also discuss the values instilled by the Aga Khan which will then be translated into movement.
Curriculum Expectations
Dance
A1. Creating and Presenting
A1.1: create dance pieces to represent or respond to specific rhythms and pieces of music (e.g., use the body, body parts, and the floor [stamping, stepping, body slapping] to replicate the rhythms in the music; transform a music imaging exercise into a dance interpretation)
A1.2: use dance as a language to communicate ideas from their own writing or media works (e.g., create a dance piece inspired by a student- authored poem about relationships with the natural world or by a student media work about divorce or loss)
Drama
B2. Reflecting, Responding and Analyzing
B2.1: construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global level (e.g., create a web with the main idea of the drama in the centre and words describing personal and global connections leading out from the centre; explain in discussion or a journal entry why they disagree or empathize with the motivations of a character)
B2.2: evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message (e.g., determine whether the use of contrasting comic and serious scenes strengthened the impact of the theme or weakened it; determine whether using a historical setting enhanced the presentation of a contemporary theme)
Learning Goals
At the end of this lesson, students will:
Instructional Components and Context
Readiness
Students should have prior experience exploring the elements of dance. Familiarity with bodystorming and choreographic tools would be an asset. Students should be familiar with tableau.
Terminology
Call and Response
Improvisation
Movement Vocabulary
Gesture
Tableau
Unison
Materials
Projector/Screen/Computer with access to the internet
Chart Paper/Markers/Tape
Art supplies: scissors, markers, rulers etc.
BLM #2 Success Criteria for an Effective Group Tableau
Lesson Plan
Minds On
Whole Class > Introduction of the Aga Khan
As an introduction to the Aga Khan museum, show students the video “Exploring the Aga Khan Museum.” Post the following quote on the board/project it on the LCD projector.
“The aim of the Aga Khan Museum will be to offer unique insights and new perspectives into Islamic civilizations and the cultural threads that weave through history binding us all together. My hope is that the Museum will also be a centre of education and of learning, and that it will act as a catalyst for mutual understanding and tolerance.” -His Highness The Aga Khan
Teacher Prompt: Why are museums important? What is the key motivation or goal of the Aga Khan Museum?
Individual/Pairs/Whole Class > Exploring the Astrolabe
Project an image of the astrolabe[BC1] from the Aga Khan museum on the screen for students. Hand out copies of BLM# 1: Astrolabe Think Sheet and ask them to fill it in independently. Once they have had a chance to complete their ideas on their own, ask them to share their thinking with a partner and add/change/edit their ideas based on their discussion with their partner. Call the whole class back together for a discussion about the Astrolabe. Record student thinking on chart paper.
Key Questions for Discussion
- What could this object be?
- What could it be used for?
- Who may have used it?
- What might it be made from?
- Why might it have been created?
Connections
Differentiation: Some students may prefer to complete BLM #1 Astrolabe Think Sheet orally or need someone to scribe for them.
Assessment for learning: Understanding is checked through participation in activities. Reflection and insight communicated through being engaged in both class/group/individual activities. Anecdotal notes may be taken to document progress.
Action!
Individual > Build Your Own Astrolabe
Explain to students that the Astrolabe has beginnings from all over the world, and has been created by different languages, produced by people across many faiths/religions, and used by everyone. See the “Connections” section for resources on building an astrolabe. Upon completion, students can place their own pieces of art on the wall or in a dedicated space in the classroom.
Small Group/Whole Class > Ladder of Inference
Show students the Ladder of Inference. Explain that it is a tool to assist us with understanding our thinking process. It also explains how we come to certain conclusions using our own mental processes. Put students in groups of 4-5. Ask students to consider: Why do you think the Planispheric Astrolabe was so important? and explain their thoughts on the importance of the Astrolabe by creating a Ladder of Inference on a large piece of chart paper. Remind students to refer back to items listed in BLM #1: Astrolabe Think Sheet regarding what they ‘See/Feel/Think/Wonder’.
Bring the whole class back together for a follow up discussion on the Ladder of Inference.
Key Concepts for Discussion:
Ensure the following themes are touched upon in discussion on the Ladder of Inference.
- Idea of slowing down conclusions
- Making thinking explicit
- Getting to the real conversation
- Importance of students to be able to describe why they interpret the info as they did and show how different groups reach differing conclusions based on the information they select and how they interpret the selected data
Whole Class > The Teachings of His Highness the Aga Khan
Show the students one (or more) of the following video clips:
Peter Mansbridge at the Aga Khan Museum
Adrienne Clarkson - Prize for Global Citizenship
Ask students to identify what they think the key teachings of His Highness the Aga Khan might be. Project/Post the actual list of his teachings and ask students to compare their thoughts to the actual list.
Teachings of His Highness the Aga Khan
- Respect
- Tolerance / Acceptance
- Forgiveness
- Unity
- Compassion
- Humility
- Generosity (Charity/Alms/Time/Knowledge to assist humanity)
- Pursuit of Enlightenment
- Strong Ethics/Morals
Key Questions for Discussion:
- Have you been exposed to or taught any of these traits before? When? In what context?
- What do these traits mean?
- Why are these traits important?
Pairs > Call and Response: The Teachings of His Highness the Aga Khan
Divide students into pairs and ask them to label themselves A and B. Create groups of three as needed. Ask pairs to choose one trait from the teachings of His Highness the Aga Khan. Invite student A to create a movement that represents their chosen word (This is the Call section of the movement). Student B then performs a movement in response to A’s movement. Tell students that all of these movements are improvised. It is being used to create movement vocabulary. Encourage students to play with contrasting shapes, levels, energy and relationship (See Appendix A: Elements of Dance). Teacher prompt: What elements of dance (e.g., movements, levels, pathways) would best communicate the meaning of your word/idea? While reflecting on your word (trait) what shapes come to mind and think of how you can translate these ideas into movement? If the trait could move what would the movement look like? Tell students to repeat this partner call and response six times and then freeze in a final stable shape with two feet on the floor. As they move, tell them to discover a movement/gesture that captures their word best. When they have found that movement/gesture encourage them to repeat it.
Extension
Have pairs repeat this call and response again, but this time half the class sits while the other half improvises. Students may repeat what they did before or they could play and introduce new shapes.
Whole Class > Tableau
Review the concept of tableau. Explain to students that the goal is to create whole class tableau.
Review with the class the look-fors/success criteria for an effective Tableau. See Appendix B - Success Criteria for an Effective Group Tableau. Divide the class in half and have them make two lines facing each other at opposite ends of the space. One by one students will enter the space and create their gesture. Remind students to choose movements that they can sustain and encourage them to make quick adjustments, if necessary. This activity is improvised and no order is created. Encourage students to use their periphery and sense each other as they enter the space. It should be one at a time. Remind them that they are exploring the element of relationship and encourage students to contrast each other’s shape choices and react to one another’s movements. Teacher prompt: How can you play with dancers to objects, opposition, emotional connections between dancers? When all students have entered the space the group tableau is created. Ask students to increase the tension created in their bodies and allow them a moment to expand/and grow their movement and hold it for 5-4-3-2-1. Ask them in unison to speak their character trait word out loud. Note: Voices should be in unison. Play with volume here-increase and decrease. Move around the space and tap individuals on the shoulder and have them speak their words individually.
Connections
For resources on building an astrolabe see the following websites: http://www.joh.cam.ac.uk/way-stars-build-your-own-astrolabe-0 and https://in-the-sky.org/astrolabe. STEAM related activity and can be further looked into based on the teacher’s prerogative.
Additional resources:
The Ismaili, The Aga Khan Development Network
Differentiation
Depending on students’ prior knowledge, you may choose to complete all of the introductory activities (e.g. Build Your Own Astrolabe, Ladder of Inference, Teachings of His Highness the Aga Khan etc.) or only some of them. Alternately, these activities may be set up as a choice board or jigsaw activity and students may be offered the choice of which activity they would like to do and then report back to classmates who made different choices.
Assessment for learning
Ensure students have a solid understanding of these concepts before moving on to the next lesson. Anecdotal notes and “visual anecdotals” (e.g. video and pictures) may be used to document students’ work during the creative process. Criteria for working though the creative process may be co-created with students prior to beginning these movement activities.
Consolidation
Whole Class > Debrief
Invite the class to reflect on their experiences.
Key Questions for Discussion:
- How did you use the elements of dance to communicate your chosen word from the teachings?
- How did your movements and/or gestures reflect your personal thoughts?
- Was there a particular element you found you used more than the others? Why or why not?
- How is using improvisation more challenging than creating a movement sequence? How is it easier?
- What did you like or dislike about using call and response as a structure for movement?
Connections
The final reflection may also be done as an exit card or a journal writing activity. Some students may prefer to discuss with a partner or audio record their ideas.
Assessment as learning
Students have the opportunity to reflect on their learning.
