Students perform the compositions they have been working on, and participate in the Critical Analysis Process to analyse their own work and the work of others.

Learning Goals

  • Accurately demonstrate dance technique.
  • 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.
  • Apply an understanding of stage presence during performance.

Materials

Minds On (Approximately 20 minutes)

Action! (Approximately 45 minutes)

  • The teacher should emphasize the importance of a kind, supportive and respectful audience and that all dancers should feel safe to take creative risks within the dance studio environment.
  • Students present their works-in-progress. 
  • The teacher facilitates discussion of each piece in between each group’s performance. The teacher models the language of critical analysis to discuss each group’s work.
  • The teacher may also discuss the possibilities of the following:
    • Transitions
    • Compositional Forms
    • Organization
    • Contrast
    • Ideas or imagery
    • Emotional expression
  • The teacher encourages the students to add their own feedback, attempting to use the language of dance criticism appropriately by using the criteria of BLM#9 - Peer Observation Sheet. 

Consolidation (Approximately 10 minutes)

  • The teacher or a student leads the class though a physical cool-down.

Notes

  • Depending upon the material composed by the students in small groups, the teacher (in collaboration with the students) may wish to create a larger whole-class piece.  This may require the composition of an introduction, transitions, entrances, exits, and a conclusion.