Lesson 5: Finding the Right Accompaniment

Now that the students have developed their movement phrases, they begin the process of selecting appropriate sound or music to suit their source, movement and message they hope to communicate to their audience.

Learning Goals

• Use the elements of dance to create and perform a variety of movement phrases inspired by different sources.
• Provide feedback to others to help their development of movement skills.
• Use feedback from teachers and peers to improve their work in dance.
• Apply dance studio roles and responsibilities.
• Demonstrate an understanding of safety issues in dance class; character traits needed in dance class; copyrighted music and choreographic work.

Materials

• Video examples of dances using a variety of accompaniment.
• Audio examples of types of accompaniment.
• Computer lab, library or music room.

Minds On (Approximately 10 minutes)

• The teacher introduces, explains, and discusses a variety of approaches to accompany their work, including:
  • Use of live or recorded voice
  • Use of live or recorded written text
  • Use of live musical instruments
  • Use of Internet or software programs available for locating and compiling sounds
  • Use of pre-recorded musical selections
  • Use of body percussion
  • Use of silence
• Teacher-led discussion on the legal and ethical implications of using/downloading music without permission.
• If students will be experimenting with movement while researching and selecting accompaniment, the teacher or student volunteer should lead the class in a physical warm-up.
  

Action! (Approximately 55 minutes)

• Students meet in their compositional groups and the teacher encourages students to discuss which type of accompaniment (if any) will best aid in the creation and production of their group piece.
• The teacher asks the students to research and find their own accompaniment.
• The teacher assists student groups in compiling/selecting appropriate choices.

Consolidation (Approximately 10 minutes)

• If students have been moving/dancing to their chosen accompaniment, the teacher or a student leads the class though a physical cool-down.
• Each group indicates to the teacher their choice of accompaniment for their piece.