Lesson 4: The Art of Critiquing with Kindness

Creating, Presenting and Performing

Learning Goals

(Unpacked Expectations)

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

• give meaningful criticism to their peers with the intention of helping to create a more refined dance
• perform their solos as a work-in-progress to a group of their peers

Readiness

Students need to know what to look for when reviewing a dance work.  Reviewing a dance work will have been covered in an earlier unit when students have viewed and critiqued a live, professional performance.  

Terminology

Materials

BLMs

BLM #6 Work-In-Progress Feedback Form
BLM #7 Moving Forward with my Solo Dance Creation 

Individual > Conditioning Sequence

Begin the class by inviting students to warm-up using their personal conditioning sequence. (20 minutes)

Individual > Visualization

Direct students to find a comfortable seated position that allows their spine to be straight; sacrum rooted to the ground and crown of head reaching toward the sky. Tell everyone to close their eyes. Provide the class with the following situations to contemplate in meditation (10 minutes).  

Prompt: Think of a time you were given feedback in a way that made you feel defeated, insulted or centered out.  *pause*  Now recreate that same scenario. This time, imagine a way that the critic could have communicated to you in a way that made you excited about your work and willing to make changes for the purpose of enhancement. 

Remember a time when you were given feedback that genuinely helped you to improve a project. *pause*  Try to identify what it was about this helper's tone, words or body language that made you feel safe, motivated and supported. Take a moment to acknowledge the work and dedication you have put forth in conditioning your body and developing your solo. *pause*  Imagine that each individual in our class has put forth the same, or even more effort than you. What kind of language,  tone of voice and body language can we offer one another to help each person's work progress?

Note: The script outlined above is a suggested guideline to follow that targets key elements of the lesson. 

Assessment for Learning (AfL)

While guiding students through the meditation, note if there are students who are not taking the exercise seriously. A private conversation prior to Action! may be necessary with those who are unfocused. For students to share their work and be open to giving and receiving feedback, they must feel safe and be in a positive, constructive mind-frame.

Differentiation (DI)

Option to group students in Action! based on similar Solo Creation themes. They may find inspiration in one another's work. Other possibilities include ability/experience groupings or groups created based on where each member is at in the creative process.

Quick Tip

It may be advantageous for the teacher to seek out multiple spaces in advance of this lesson. The more privacy each group has, the more focused the peer audience will be on the solo at hand.

Link and Layer

Remind students that while they are viewing their peers and taking notes, audience etiquette applies.

Small Group > Critical Analysis Process

Allocate students into groupings of four or five. Describe steps of the critical analysis process as outlined below.  Write the steps in a visible location so students can refer back to them. Ask students if they need clarification on any of the steps. Distribute copies of BLM #6 Work-In-Progress Feedback Form to each student.

Producing Preliminary Work

One at a time, students perform their solo dance creations. While one dancer is performing, the others take notes on the performer's copy of BLM #6.

Initial Reactions

When one dancer finishes performing, each audience member reports what they felt while watching the dance or something the dance reminded them of. (e.g.: "I felt lonely, cold and isolated while you were performing. Watching this piece reminded me of people working day-in and day-out on an assembly line.")

Descriptions

Each group member then describes what they saw in the work. (e.g.: What stands out in the work?  What elements of dance were clearly addressed? What appeared to be an aspect of the composition that the dancer/choreographer worked particularly hard at capturing?)

Analysis and Interpretation

At this stage, a discussion occurs between the dancer/choreographer and the group. The performer describes the intended message or meaning behind the work. The audience contemplates this and compares it to their initial reactions. Cultural context is brought into the picture and the audience helps the performer by sharing their personal interpretations and analysis. Both performer and audience try to put their ideas into context by sharing possible influences on their individual interpretations of the dance.

Expression of an Informed Point of View

Finally, each audience member identifies what they feel could use further exploration in the dance so that the dancer/choreographer has guidance in refinement and polishing. Audience members pass on BLM #6 to the performer for reference.

Distribute BLM #7 Moving Forward with my Solo Dance Creation.  
Ask students to quietly and independently complete this form and collect it before the class is dismissed.