Lesson Overview

Estimated Time:  3-4 periods

Subject:  Grade 7 & 8

In this lesson, the students will further build upon their knowledge of the astrolabe and will be given more historical information. They will explore the astrolabe and through story telling create movement pieces that tell the astrolabe’s journey. They will make connections to Indigenous Teachings (the Seven Sacred Teachings): Wisdom, Love, Respect, Courage, Honesty, Humility, and Truth and the connection to the teachings of the Aga Khan: Tolerance, Acceptance, Strong Ethics/Morals, Compassion (helping the weak), Unity, Generosity, Forgiveness, Respect and the Pursuit of Enlightenment. 

Curriculum Expectations

Dance

Creating and Presenting

A1.3 use theme and variations in a variety of ways when creating dance pieces (e.g., create a simple movement phrase [theme] and then repeat it in modified form [variation] using choreographic manipulations [retrograding the original phrase, facing another dancer, adding more dancers]

A1.4 use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to communicate a variety of themes or moods (e.g., use entrances or exits to communicate beginnings or endings; use a recurring sequence of movements to signal a particular mood or character; use canon form for emphasis                                       

Reflecting, Responding and Analysing

A2.1 construct personal interpretations of the messages in their own and others’ dance pieces, including messages about issues relevant to their community and/or the world (e.g., dance pieces on topics such as urban sprawl, land claims, poverty, homophobia, homelessness),

and communicate their responses in a variety of ways (e.g., through writing, class discussion, oral reports, song, drama, visual art)

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 communicate meaning (e.g., use of crouching shapes low to the ground and bound energy communicates the idea of confined space; use of site-specific locations [outdoor playground] to structure a dance communicates the idea of connection to the environment)

A2.3 identify and give examples of their strengths and areas for growth as dance creators, interpreters, and audience members

Language Arts
Voice

2.2 establish a distinctive voice in their writing appropriate to the subject and audience

Word Choice

2.3 regularly use vivid and/or figurative language and innovative expressions in their writing (e.g., a wide variety of adjectives and adverbs; similes, metaphors, and other rhetorical devices such as exaggeration or personification)

Learning Goals

At the end of this lesson, students will:

 

  • Write in role
  • Use the creative process to create a dance piece
  • Use the elements of dance (body, space, time, energy and relationship) to create a dance piece
  • Use ‘theme and variation’ as a choreographic form
  • Make connections between the teachings of His Highness the Aga Khan and the Seven Sacred Teachings 

 

Instructional Components and Context

Readiness

Students should have a solid understanding of the elements of dance. Familiarity with the Character Traits would be helpful.

Terminology

Circle wave

Relationship

Materials

Chart Paper

BLM #3: Linking Traits

Appendix B: Sample Success Criteria

Lesson Plan

Minds On

Whole Class > Think-Pair-Share

Ask students to turn to an elbow partner for a think-pair-share. Prompt: What idea do you think was the most important from learning about his Highness the Aga Khan and his teachings?  Review with students the teachings of his Highness the Aga Khan.

Whole Class > Circle Wave

Ask students to stand up and create a circle and think about the shape that was created based on the teachings of His Highness the Aga Khan from the previous lesson. Each student will share their movement/shape with the whole class. One person shares at a time and then one by one the movement is repeated like a wave around the circle. Challenge students to use their created astrolabe incorporating/connecting the object into their movement. Explain to students that they are exploring the element of relationship: “dancer to object”.

Connections

Connections

Opportunity to connect back to learning from previous lesson (e.g. connection to astrolabe and elements of dance).

Assessment for learning

Ensure that students are able to create a movement independently in the circle wave prior to moving forward with the lesson.

Action!

Small Group/Whole Class > Seven Sacred Teachings

Divide students into groups of five and each group receives chart paper with a sacred teaching written on it (e.g. COURAGE). As a group they brainstorm what each teaching means to them and as a group create a group definition. Each group shares their thinking with the class. As a class view the video Seven Sacred Teachings. As students watch they can add new ideas from the reading to their chart paper. Make connections to the teachings of His Highness the Aga Khan (see BLM #3 Linking Traits). Discuss any new learning.

Individual > Writing in Role: The Astrolabe Stories

Explain to students that they will use their created astrolabes (from the previous lesson) to tell the story of the astrolabe and how it has connected people. Each student writes their story on chart paper. Encourage students to connect their writing in role to the teachings of His Highness the Aga Khan and the Seven Sacred Teachings, where possible.

Key Questions for Discussion:

If the Astrolabe could speak…

  1. What would it say?
  2. What would it see?
  3. What would it think?

Small Group > Moving our Stories

Invite students to find a spot in the room and individually begin exploring movement ideas based on their writing in role. Encourage students to explore their ideas using the Elements of Dance: Body, Time, Space, Energy and Relationship. Have students create a 4 count movement sequence that communicates an idea from their writing in role.

Put students into groups of four. Ask groups to create a 16 count core movement phrase by combining their individual 4 count movement sequence. Give students enough rehearsal time so that they are comfortable dancing this 16 count sequence.

Explain the choreographic form Theme and Variation to students. Teacher prompt: A is the Theme - the core phrase or movement sequence and A1, A2, A3 are variations of the original phrase or movement. (e.g. if the original movement was skipping (A) the variations might be skipping with arm movements (A1), skipping backwards (A2), skipping while turning (A3) and so on). Invite groups to experiment with Theme and Variation using their created movement sequence. Encourage them to explore multiple variations before deciding which movements work best. The variations should represent how different group members interpreted the astrolabe stories. All of their chosen movements should reflect the initial idea they are trying to communicate. Each group member is responsible for creating one of the variations. E.g. If there are four members of the group, they should add 4 variations to their original phrase (A-A1-A2-A3-A4).

Whole Class > Co-Creating Success Criteria

Co-Create Choreography success criteria (See Appendix B Sample Success Criteria) with students to ensure they know what effective/successful choreography looks.

Connections

If possible, take students to the Aga Khan Museum to learn more about the history of the Astrolabe and/or invite an Indigenous Elder into the classroom to share further information about the Seven Sacred Teachings. Additional resources for the Seven Sacred Teachings: Student Manual, David Bouchard Video, The Sharing Circle

Assessment as learning

Co-creation of success criteria. For additional resources on Learning Goals and Success Criteria, see Growing Success Viewing Guide: Learning Goals & Success Criteria

Assessment for learning

Circulate and ensure the students are checking success criteria and give feedback related to success criteria, as needed.

Consolidation

Whole Class > Sharing of Dance Pieces

One at a time, groups share their theme and variation dance piece. Allow the class to give feedback on dance pieces related to the success criteria as time allows.

Individual > Homework

Ask students to bring in a newspaper article, political cartoon, editorial etc. that discusses the issue of diversity. This could be something around how the media presents a particular culture or religion, the current travel ban in the United States, issues at Standing Rock, Transphobia and the controversy surrounding gender-neutral washrooms etc.

Connections

Assessment of learning

Students are evaluated using the co-created success criteria.