In this lesson, students improvise to solve compositional problems with imaginative and interesting movement and using the Creative Process. Individually and in small groups, students explore ways to use the elements of dance - space, shape, time, energy, and relationship - to enhance and communicate meaning a particular dance form.

Learning Goals

  • Demonstrate an understanding of performance skills through the application of The Creative Process.

Materials

  • KWL Chart
  • Blank paper, drawing tools
  • Performance Checklist
  • Co-Created Success Criteria

Minds On (Approximately 25 minutes)

  • Use a tool such as a KWL Chart to assess for prior knowledge:
    • What do the students already know about the dance form?
    • What would the students like to learn about the dance form?
    • What have the students learned about the dance form (at the end of activity)?
  • This chart style could be repeated for all dance forms studied, or similar, alternate prior knowledge assessment tools could be used.

Action! (Approximately 30 minutes)

The Grid

  • The purpose of this exercise is to develop performance skills that encourage students to focus, be confident as performers, co-operate in a group, project movement quality, apply movement dynamics, technique, and expression, and increase their endurance.
  • Depending on the size of the class and available space, teacher may decide to split the group in half, thereby allowing for observation of the exercise:
  • Students:
    • Imagine the workspace as delineated only by horizontal and vertical lines,
    • Place themselves randomly on the grid and begin moving at their own discretion,
    • Are encouraged to explore the grid while directing their movement along the horizontal and vertical lines. Movement can be varied and the grid pattern can be of any size.
    • Are encouraged to meet and mirror one another’s movements at the right angle junctions and decide spontaneously to follow each other until one student changes direction,
    • Are instructed to find periodic moments of stillness.

Variations of the Grid

  • Further explore the above exercise through the following variations:
  • Students:
    • Find their own entrance and exit to the workspace
    • Change their level of movement when they make a right-angle turn
    • Challenge themselves to mirror another student as closely as possible without touching
    • Change their level of movement as they mirror the quality and form of another student.
    • Create a shape during the period of stillness that continues the mood of the previous movement and hold it for 5-10 seconds before continuing.
    • Turn their moment of stillness into a balance
    • Apply compositional manipulations as learned previously.
  • Throughout The Grid and its Variations, students who observe provide feedback and discuss how performance skills enhance movement.

Shapes of Nature

  • The purpose of this exercise is to challenge students to continue to develop their performance skills of focus, confidence, co-operation, projection, attention to detail, movement dynamics, and endurance.
  • Students choose the design of a shape from nature (e.g., leaf, raindrop, star, moon, flower, river, mountain) and render it as a line drawing to be used as a floor pattern in the workspace.
  • Students decide where in the room to begin, the dimensions of their shape, and where the shape ends. Students may choose to begin and/or end their shape in or out of the workspace. Once students have chosen where to begin, they commence at their discretion and move along the lines of the shape.
  • Students adapt movements to the exercise, for example:
    • walk, run, hop, skip, jump, leap, roll, crawl, gallop
  • Each student maintains his/her choice of movement from start to finish. Students perform this exercise alone or in small groups.
  • Exceptional students are encouraged to explore and create interesting combinations within their movement range.

Variations on Shapes of Nature

  • Develop further exploration of the above exercise through the following variations:
  • Students:
  • Choose two or more movements to perform along the shape pattern.
  • Change the quality of their movement two or more times along the shape pattern.
  • Explore ways to use space, shape, time, and energy for the purpose of performance in a particular dance form.
  • Create a short combination of movements that take the students off the pattern momentarily but bring them back to a still shape that reflects the expression of their movement. This variation may be done in groups of three so that while one person is maintaining a still shape, another is improvising off the shape pattern and the third person is continuing along his/her pattern shape with his/her chosen movement
  • Apply previously learned compositional manipulations.
  • Throughout the Shapes of Nature exercise, the students who observe others provide feedback and discussion about how performance skills can assist in the development of the dancer’s ability to engage in the creative process with imaginative and interesting movement and using a full range of performance skills.

Consolidation (Approximately 10 minutes)

  • Facilitate a class discussion for students to share their observations and experiences in the above activities. Feedback is gathered about individual performance skills and group co-operation.
  • Question students about their exploration on ‘The Grid’ and their use of body, space, time, energy, and relationship. Possible discussion prompts may include:

 

  • How did the dancer use of the floor space?
  • How did the dancer use contact/closeness?
  • How did you observe the dancer maintaining their design?
  • How were levels used to communicate meaning?
  • What was challenging about mirroring?
  • What strategies were used to maintain focus?
  • Did the dancer they demonstrate safe practices?
  • Did the dancer take risks? How can dancers challenge themselves to take more risks?
  • How did you see transitions used?
  • What impact did moments of stillness have on you as an audience member?

 

  • Students record their impressions of their choreographic experience using a variety of media in their Dance Scrapbook (e.g., photos, pictures, poetry, drawings, sketches, etc.).

Notes/Assessment/Differentiated Instruction/Resources

  • Circulate and observe movement work and provide feedback and prompting to explore the Creative Process.
  • Students observe each other and provide feedback according to a performance skills checklist and co-created success criteria.
  • Students may document their learning experiences, explorations, ideas, brainstorms, designs and reflections through a dance scrapbook, journal, portfolio, blog, etc.