Lesson 5: Final Performance & Closure

Students will understand the interconnectedness of the rehearsal phase to the actual performing experience.  Students will showcase their article-based creations and will learn that closure related to an experience can occur in a variety of ways, including movement-based activities and verbally-based forums. 

How does the rehearsal process compare to the real performance?
How did you feel performing your creation?
Through this unit, how have you made a difference for yourself and for others?
How have you truly danced for purpose?
How will your work and personal lives and your role in the community benefit from this experience?

Creating, Presenting and Performing

A1 The Creative Process: use the creative process, the elements of dance, 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

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

Reflecting, Responding and Analyzing

B1 The Critical Analysis Process: use the critical analysis process to reflect upon 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 Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts

Foundations

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:

• gain another experience that supports the notion of performing for purpose;
• apply rehearsal experience and practice into the performance realm;
• explain the positive effects that this experience has had on personal, work and communal levels;
• follow through on providing closure with the not-for-profit organizations
• understand how they have been the catalyst for an artistic ripple effect.

Readiness

Students should have familiarity with performing in a variety of settings and for a variety of purposes. They should have an understanding of the roles of production and performance. They should have spent numerous hours in the rehearsal phase of this creation so that students feel prepared and confident about performing in the charity show (no matter what scale of the chosen venue). Students will be accustomed to working with their portfolios. They will also have experienced guided improvisation previously in the course.

Terminology

Call and response

Choreography

Guided Improvisation

Materials

Yarn
Portfolios
Pebbles
Class Jar
Music (from sources that represent varying tempos and genres)
Markers (fine tip)

BLMs

BLM #2 "A Cause for Applause" Entries: Portfolio Rubric
BLM #8 "A Cause for Applause"-Affecting Change
 

Whole Class > Preparing for the Performance

Ask students to form a circle. Give them a few minutes to think about what they are looking forward to about performing "A Cause for Applause".  The first person ready to share will begin with a ball of yarn, which he or she will pass to another member of class once he or she is finished sharing. At the end of this activity, a yarn web will be formed, which will visually reinforce how this has been a shared and a collaborative experience. At this time, exchange best wishes for the upcoming performance of "A Cause for Applause".

Note: The yarn and its visual representation of "interconnectedness" was originally devised by Carmelina Martin

Assessment for Learning (AfL)

Teacher Observation
Teacher Feedback
Whole Class Discussion

Assessment as Learning (AaL)

Peer Feedback
Self Reflection (graphic organizer)
Self Assessment

Assessment of Learning (AoL)

Co-constructed criteria for final performance
Portfolio Rubric

Differentiation (DI)

Utilize teaching strategies and tools that correlate to student learning styles inventory (i.e. graphic organizer, writing on the pebble option, increasing or decreasing the amount of time required for portfolio writing)

Quick Tip

For the performance day, the venue could range from being in-class, to taking place on the school stage, to Parents’ Night to Grade Eight Night.

You may want to provide students with a certificate for the experience to add to the work portfolios and to their resumes.
Have students follow through with charities with cards and cheques.

Link and Layer

The pebble exercise links back to the first lesson.

Whole Class > Performing "A Cause for Applause"

Manage the backstage area, while the students warm-up for the performance and review their creations. As the performances are presented for "A Cause for Applause", evaluate the final creations (using co-constructed criteria) and provide help if any of the productions teams and/or performance groups require it. The performance concludes the first half of this lesson. 

Small Group > Sharing a Piece of Choreography

Next day, reconvene with students and ask each group to select twenty-four counts of their article-based creation. Allocate five minutes for groups to practice their chosen material.  After the brief rehearsal, invite each group to share their chosen counts with the class.
Direct each of the groups to fill the studio space. Number off each group so that upon hearing their number, they can perform the chosen twenty-four counts, while the other groups hold their stillness/pose.

Whole Class > Guided Improvisation

After groups have shared, guide students to move as individuals through the space (you may want to highlight verbs from the first day of the lesson), then to connect with a partner(s) (highlighting call and response and counterbalance). Invite students to improvise with the whole group (focus on collaboration, interconnectedness) and then allow time for the creation to resolve. This activity will be a physical representation of the experiences in the unit. Highlight that the above experience was a moving synopsis of the unit's work.

Individual > Reflection

Distribute the handout BLM #8 "A Cause for Applause"-Affecting Change. Provide time for students to complete this graphic organizer and to attach these responses into their portfolios. Ensure that all students have received the portfolio rubric (BLM #2) handed out on the first day of the unit) and then collect the portfolios. You may want to give the students a few extra days to refine their entries and potentially add more thoughts and reflections. This additional time may allow further time to process the unit's events and experiences.

Whole Class > Final Reflection 

Invite students to sit in a circle. Distribute a large pebble to each student. Provide students with the opportunity to formulate one final thought related to the unit's experiences and personal discoveries. You may also provide students with the option of recording their name and/or comment on the pebbles. Ask each student to share his or her final comment. When a class member completes his/her sentiment, tell students to place his or her rock in the "class" jar. Reinforce, with the help of the students, that all of the pebbles in this jar represent the actions that were taken to affect change by contributing positively to the individuals and to the community that surround them.

This class jar can be placed in a time capsule that is continually being added to throughout the course.