Lesson Overview

Estimated Time:  Minimum 70 minutes
Dance/ATC4M/University/College Preparation:  In this lesson students work in small groups to complete the same grant application package.  The grant can be a mock exercise or a legitimate experience.  The scope of this section of the unit can range from one class to an on-going assignment that covers the span of the course. Many applications require resumes, audio-visual samples and extensive performance experience. Teachers may wish to structure their course or a unit around a creative project whereby the students can in reality complete the required components of a particular grant application.

Connections to Financial Literacy

This lesson constitutes one of the most important practical skills that an independent dance artist can master. The vision, budgeting skills and literacy skills of a dancer must be exceptional to complete a successful grant application. This lesson calls to attention the marketing, entrepreneurial and professional aspects of dance.

Dance

Reflecting, Responding and Analyzing
B3. Connections Beyond the Classroom

  • B3.1: identify and describe a variety of post-secondary destinations in the field of dance and the training or education required for each

Curriculum Expectations

Reflecting, Responding and Analyzing
B3. Connections Beyond the Classroom

  • B3.1: identify and describe a variety of post-secondary destinations in the field of dance and the training or education required for each

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

Learning Goals

By the end of this lesson, students will know, understand and/or be able to:

  • articulate an artistic vision
  • document their dance experience
  • develop a financially sound dance project
  • complete a grant application

Instructional Components and Context

Readiness

Students should understand the purpose of applying for a grant. They must also have demonstrated that they can function in small groups. The creative process outlined in the Ontario Arts Curriculum document should be well ingrained within the class. It will serve as a structure for completing this unit’s major assignment.

Terminology

Application

Materials

Copies of a Grant Application for every student
BLM #4 Applying for a Grant: Assigning Responsibilities
BLM #5 Using the Creative Process

 

Lesson Plan

Minds On

Small Group > Determining Roles

Predetermine small groups of three to five students. Divide students up into these groups.  Distribute a hard copy of a grant application that you have previously selected for the class, each student should have a copy. Give students five minutes to individually skim and scan the document. Distribute BLM #4 Applying for a Grant: Assigning Responsibilities. Ask students to go over the application in detail as a group and to complete the handout for submission to you, the teacher. Post the following guiding questions in a visible location to help the students through this process.

Key Questions for Discussion:

Name the different sections in the Grant Application.
What have we done so far individually and collectively that we can include?
What other production and/or community work do we need to do to be eligible?
What are our individual strengths?
What kind of project do we want to propose?

Connections

Connections:  This brainstorming process can last up to 70 minutes alone. You can decide whether the application is the end product of this task or if the proposal actually be followed through with a production for the course culminating assignment.

Differentiation:  Depending on the nature of the grant and the time available, you may suggest that students include fictional information to complete the application. Of course, it must be stressed that in the real world, all information must be accurate.
 

Assessment for learning:  Walk about the class and engage in discussion with each of the groups to see that they are on track. Collect BLM #4 Applying for a Grant: Assigning Responsibilities. Ensure that the roles assigned are equitable and that each group member has signed at the bottom. In the next class, engage in meetings with each of the groups to clarify any gaps and provide oral feedback for their plan.

 

Action!

Small Group > Preparing the Grant Application

Encourage students to use and be cognisant of the creative process as they work. Observe students as they go about preparing their applications. Provide resources as available/necessary. Check-in daily with each group and share observations. Use BLM #5 Using the Creative Process as necessary (i.e. filled in daily, handed out randomly to different groups on different days, used individually, completed as a group).

Connections

Connections:  As an extension, requirements might include creating a “company” within each group, organizing projects that extend into the school community and/or brainstorming ways to further fund the project (school council applications, bake sales etc.)  Each extension should be grounded in the requirements of the application.

Differentiation: Depending on the maturity of the class as a whole, you may wish to structure each class so that it corresponds to completing a certain section of the application. There is always the possibility of doing this assignment independently as well.

Assessment for learning:  Save BLM #5 as a tracking device of where students are and where they are headed. When meeting with groups, always refer to the creative process to help them assess what is going well and what needs more attention.

 

Consolidation

Whole Class > Value Lines

Indicate a real or imaginary line where one end represents one and the other represents ten.  Ask students, “On a scale of one to ten, one being NO and ten being YES, stand where you feel your group falls: My group has completed our grant application and I feel confident that it is well done.”

Connections

Connections:  Value lines require that students evaluate their emotional response to a statement as well their rational one. Encourage students to feel this answer instead of think it.

Differentiation: This activity could be done separately, within each group, if you do not wish to single out groups who you believe are far behind.

Assessment as learning:  Without using words, this activity is a self-assessment that can indicate to students and teacher if an assignment has been successfully completed or if more time is warranted.