Lesson 3: Choreography

Although different, Hip Hop and African dance share some fundamental similarities.

What are the similarities in Hip Hop and African dance?

In what way can Hip Hop be considered the evolution of African dance?

A1. Creating and Presenting: apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas

A1.4 use the elements of dance and choreographic forms to communicate a variety of themes and moods

A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

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 to communicate meaning

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

A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts 

A3.1 describe the evolution of dance and performance as different groups of people have responded to external factors such as migration, a new environment, and/or contact with other groups or cultures

Learning Goals

(Unpacked Expectations)

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

• compare and contrast African and Hip Hop dance
• discuss the connection between the two and explore how African dance may have influenced Hip Hop
• create a group choreography that uses African dance as a stimulus
• create an individual movement phrase that uses Hip Hop as a stimulus
• use rondo form to organize their choreography

Readiness

Students should be comfortable working in small groups and presenting in front of their peers. Presenting at the end of the class should be an established norm.

Terminology

Materials

Music for African dance and hip hop

Music player 

Whole Class > Discussion

Key Questions for Discussion:

Assessment for Learning (AfL)

You may want to have groups share their initial 8 count movement sequence to ensure that all of the groups are on the right track.

Assessment as Learning (AaL)

Differentiation (DI)

Groups have a few options on how they want to present their final dance piece. For students who are newer to movement, you may want them to create a shorter movement sequence (ABA). For students who are more comfortable with movement you may want to have them try a more challenging choreographic form, such as theme and variation, where the theme is the African dance and the variations are Hip Hop (A, A1, A2, A3)

Quick Tip

Instead of exit cards, students could write an entry in their dance journal, or share their answers orally with a partner.

Hyperlinks in the Lesson

Clips of choreographic forms

Small Group > Choreography

Put students in groups of 4 and ask them to create a dance piece that uses rondo as a choreographic form, based on the African and Hip Hop movements studied earlier. As a group, students create an 8 count movement sequence based on African dance. Encourage them to draw on movements they have already created in lesson 1. (This is the A phrase) They must rehearse it until all members of the group are comfortable with the 8 counts.

Each member is then responsible for individually creating one 8 count Hip Hop phrase. These individual movement phrases can draw on the Hip Hop movements already studied or students can create new movements. (These will become the B, C and D phrases). Explain to students that they will be responsible for teaching their individual phrases to their group members, rehearsing the phrases and deciding on the order of the phrases to create a dance piece that follows the Rondo form (ABACADA). Circulate and side coach students as necessary.

Whole Class > Dress Rehearsal

Individual > Exit Card