Lesson 5 - Critical Thinking - Dance Performance

How can feedback guide and assist you in developing your choreography?
Why is feedback important to the process of creation?

Creating, Performing and Presenting

A1. The Creative Process: use the creative process the elements of dance (body, space, time, energy, and relationship), and a variety of sources to develop movement vocabulary;

A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations;

A3. Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of global dance forms;

A4. Performance: apply dance presentation skills in a variety of contexts and performances.

Reflecting, Responding and Analysing

B1. Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ dance works and activities;

B2. Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities;

B3. Continuing Engagement: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

Foundations

C2. Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society;

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

Learning Goals

(Unpacked Expectations)

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

• present the duet they have created based on a character trait
• give constructive feedback to peers
• work with the feedback given to modify/revise their duet
• make artistic choices and work towards finalizing the duet
• reflect on their experiences as dance creators and collaborators 

Readiness

Students will have the vocabulary now to critically analyze and offer another pair feedback based on the presentation of their duet.

Terminology

Elements of dance
Choreographic forms
Audience Etiquette

Materials

Internet Availability to view Dance Video
Post-It Notes
Student Collages

BLMs

BLM #6 Rubric for Summative Assessment

Whole Group > Viewing Dance and Thinking Critically

Have students watch: Revealed by Fire again. This time, invite students to watch the piece through the lens of critical analysis. Students will use a post-it note to record their critical analysis of the elements of dance and choreographic forms using specific examples from the piece. Prompt: What elements of dance did you see present in the piece? How were the elements of dance used to communicated the message of the piece? What choreographic forms were used? 

Whole Class > Discussion of Post-It Notes

Ask students to share their analysis of the elements of dance and choreographic forms. 

Assessment as Learning (AaL)

Students will revise and refine their piece based on analysis and feedback. Students will get a chance to share their learning in the presentation of their collage.

Assessment of Learning (AoL)

Students will present their duets and you will use BLM #6 to assess the performance task.

Differentiation (DI)

Some students may need to view many clips of dance and have the opportunity to critically analyze and reflect upon these before being able to give another pair feedback.

Quick Tip

To assist students in understanding the importance of feedback and how to critically analyze a specific dance work, discuss a dance review.  A dance review is a literary work that a dance writer writes which aesthetically judges the piece and descriptively states the concepts/movement ideas that the choreographer is wishing the audience to understand.

Link and Layer

Students will have prior knowledge from when they critically analyzed each other's solo work in Lesson 2.  Students will now have an understanding of this and from viewing dance work and hearing their peers use critical language, and dance vocabulary, they will be able to implement this when they are giving their peers feedback in this lesson.

 Consider using the collage as an ongoing portfolio where students add artifacts to it after each unit to articulate and communicate their growth as a person and as a dancer.

Hyperlinks in the Lesson

Small Group > Analyzing Duets

In groups of four, students will share their duets with each other. Students will use their knowledge of choreographic forms and elements of dance to give the group feedback. Each pair will provide two specific areas where the pair could improve upon and two specific areas that are aesthetically effective with supporting reasons and evidence. Prompt: What compositional elements are used in this duet? How are the elements organized, combined, or arranged? How does the dance evoke ideas, feelings, and images?

Pairs > Refining/Revising

Instruct students to work with the ideas and suggestions that come out of the analysis above. Allow students 20-30 minutes to discuss and explore these ideas and suggestions with their partners.

Whole Class > Presenting and Performing

Discuss/review with the class audience etiquette and performance skills. Invite students to present their Character Duet.

Whole Group Discussion > Reflection of Dance Works

Invite students to reflect on their dance experience/encounter as both a performer and audience member. 

Key Questions for Discussion:

What was most challenging for you, as a performer?
What, if any, obstacles did you and your partner have to overcome during the process of creating the duet?
What did you learn about yourself as a person, dancer, artist?
What makes a successful collaboration?
How were the elements of dance and compositional forms used to convey the character traits?
What else did you notice about the fusion of the solos?

Individual > Reflection

Instruct students to think about what final words or images they might add to their collage. Set a deadline for the product exhibit of the collage.

Key Questions for them to Consider:

Small Group > Product Exhibit- Collage

Have students share their collage with a small group of four or five other students. Ask students to choose one or two sections on their collage that are significant to them. (e.g.: the student had a moment of clarity/understanding of an idea/concept, the idea/concept/dance was a new experience, she/he really enjoyed the activity and chose to document it, an image/quote/poem/photograph/expression inspired them in someway)

Whole Class > Talk Around

Invite students to form a circle. Instruct students to share aloud one significant piece on their collage that resonates most with them. Allow each student to share this reflection with the group. 

Whole Class > Collage Exhibit

Allow students time to brainstorm how they will present/hang their work in the space.  Encourage students to think of the elements of dance as they are putting the work up so that the arrangement embodies Body, Energy, Space, Time, Relationship. Give students the opportunity to do a gallery walk and view other students' collages.