Lesson 4: Sharing Works in Progress

Sharing works in progress is an important part of the creative process, as it allows students a chance to rework their dance piece before being evaluated.

Why is feedback an important part of the creative process?

What does good feedback look like?

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

Learning Goals

(Unpacked Expectations)

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

• establish criteria for giving good feedback
• share their work in progress with the class
• give and receive peer feedback

Readiness

Students should be comfortable presenting work in front of the class.

Terminology

Materials

Chart paper and marker

Rubric

BLMs

BLM #1 Rubric

Individual/Group > Reflection

Have students identify which elements of their dance were inspired by elements from African and/or Hip Hop and which ones evolved over the course of the unit. Why do you think some of the movements evolved? (necessity, aesthetics etc.) Answers should be discussed as a group and recorded in students' dance journals.

Assessment for Learning (AfL)

Check for Understanding: Students should be able to identify the elements of dance and how they are used in their own and others' choreography.

Assessment as Learning (AaL)

Quick Tip

It may be beneficial to have groups present in the same space they were working in as it may be disorienting for some students to move spaces.

Link and Layer

Ensure that when students are sharing their works, the African and Hip Hop sections are distinct.

Hyperlinks in the Lesson

Tips for teaching metacognition:

http://www.edugains.ca/resourcesLIT/CoreResources/MetaGuide-June4%202009.pdf 

Whole Class > Establishing Criteria

Discuss with students the importance of receiving feedback during the creative process (e.g.,  it helps us refine our piece, it helps to clarify the message being conveyed to the audience etc.) Write student answers on chart paper or the board so they may refer to it during the lesson.

Small Group > Brainstorming

Ask students to brainstorm, in groups, what good feedback is. Some sample answers might include:

• it needs to be specific
• it should be related to the criteria for assessment
• it needs to be said respectfully

Have each group share their ideas with the class. Record student answers on chart paper and post for future reference.

Whole Class > Discussion

As a class, discuss what a good audience member looks like. Write down students ideas on the board, or on chart paper and leave them visible for the remainder of the unit.

Whole Class > Sharing Works in Progress

Go over the rubric (See BLM #1 Rubric), give students copies so they have something to refer to when watching their peers' dance pieces. Each group shares their work. After each group has presented, facilitate the peer feedback, referring to the rubric.

Small Group > Create the Action Plan

1. What is working in the dance piece and why it is working   
2. 2-3 things they need to improve on
3. What they are going to change/how they are going to change those things