Unit 1 Sample Lesson: Dynamics in Performance Skills

There are many qualities that a dancer needs in order to create a connection with the audience and to hold its attention; i.e.: dynamics, focus, stage presence, commitment to movement, expression, clarity of execution and phrasing. 

What is meant by performance technique?
How is it different from technique?
With respect to the performance qualities of famous dancers, what makes them so memorable and special?
What is meant by dynamics?

Creating, Presenting, and Performing

Reflecting, Responding, and Analysing

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

B1.2 develop and use aesthetic criteria to evaluate both the content and the fluency or expressiveness of student compostitions

Learning Goals

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

• Compare and contrast the areas of: technique and performance technique
• Understand and describe the skills and qualities necessary for strong performance technique
• Use improvisation and the elements of dance to generate dance vocabulary
• Use compositional approaches and strategies to build movement phrases and overall shape and structure of their dances
• Describe and demonstrate how the use of dynamics contributes to strong performance technique
• Be able to demonstrate and vary dynamics in the performance of movement phrases and sequences
• Think critically and reflectively as they watch video of their own and others' dance performances 

Readiness

Students should know the term technique.
Students have already learned about the important artists throughout dance history such as; Martha Graham, Gene Kelly and Karen Kain in grade ATC 10 or ATC 20. Review some of these dance artists as a preparation for this lesson. 

Terminology

Performance Skills
Dynamics - (i.e.; timing, rhythm and musicality)
(see Glossary for these terms)

Materials

Pictures of famous dancers from an assortment of dance genres, e.g.: Michael Jackson, Martha Graham, Akram Khan, Karen Kain, Misty Copeland, Luca "Lazy Legs" Patuelli, Lil Buck, Santee Smith etc.
Video footage of famous dancers from an assortment of dance genres. Refer to hyperlinks for sources.

BLMs

Individual > K-W-L Chart

Give each student a blank K-W-L chart entitled "Performance Technique"and ask them to fill out the K and W portions on their own. (see BLM #1)

Individual/Whole Class > Gallery Walk

Post an assortment of pictures around the room depicting some of the greatest dance performers in history (see Hyperlinks). Have video clips playing showing some of these dancers performing. Ask students to do an individual gallery walk and write down four to five qualities for each dancer that made him or her memorable in terms of his or her performance career.

Gather students in a circle and ask them to share their findings as a whole group discussion. Draw particular attention to those identified qualities that illustrate strong performance skills. Discuss how these qualities differ from those needed for strong technical skills.

Whole Class > Venn Diagram Comparison

Create a Venn diagram on the chalkboard to contrast the areas of technique and performance technique. Coach students to contribute ideas for the Venn diagram by identifying the similarities and the differences between the two areas (see DI).

Distribute  BLM #2 and discuss the qualities and skills that constitute strong performance skills.

Assessment for Learning (AfL)

Observe whether there are gaps in the students' understanding of what qualities are needed to have strong technique.

The whole group discussion can be used to identify the students' understanding of performance technique and their readiness to critically analyze their own performance for the purpose of improvement.

Note students' participation in the oral expression of ideas.

Observe students' ability to focus on a topic or task in a group situation and monitor listening behaviours. (Do students take turns speaking? Do they ask for or need clarifications?) 

Show of thumbs up/thumbs down for understanding.

Differentiation (DI)

Quick Tip

Monitor the groups to see if they are staying on task. Are they maintaining focus?
Does the group need more time? 
Have the students duplicate movement patterns bilaterally with consideration to dynamics.
 

Link and Layer

Ask the students what they need to do if their performance is to improve.

How can the processes of videotaping, self and peer evaluation improve their own performances?

Explore how performance technique relates to other skills necessary in the theatre arts.

Hyperlinks in the Lesson

Alvin Ailey Revelations

Sample artists:

Michael Jackson

Martha Graham

Akram Khan

Karen Kain

Misty Copeland

Luca "Lazy Legs" Patuelli

Lil Buck

Santee Smith

Whole Class > Analyzing Video

Show students a clip from Alvin Ailey's work Revelations (see Hyperlinks) in order to deconstruct performance skills under the category of dynamics (see BLM #2).

Ask students to describe the intrinsic features that contribute to dynamics, as observed in the Ailey dancers, such as:
 a) Timing: ask students to identify moments in the dance when the dancers use:

• Accents in the movements
• Acceleration or deceleration
• Stillness

• direct students to comment on the differences in the rhythm of the different sections of music and the ways that the movements reflect such differences.
• have students identify and name at least 3 different rhythms evident in both the music and the choreography (e.g. accented swing; smooth)

• Melody
• Expression
• Time signature
• Rhythm
• Instrumentation

Individual/Small Group > Choreography 

Direct students to individually create an 8 count movement phrase. Divide the class into groups of four to five people. Ask each dancer to teach the group members his/her movement phrase. Have the students sequence all of the movement phrases in a way that makes artistic sense to the group, paying attention to the performance skill of dynamics.

Small Group/Whole Class > Recording/Viewing Performances

Record (if possible) each group's compositions after they have had a chance to practice. Show the class the video of each group's performance and ask each group to evaluate their performance technique in terms of timing, rhythm and musicality with the intention of practising for further improvement. Consider assigning students the task of polishing their dance composition in the role of "rehearsal director" for evaluation. 

Extension: The lessons that follow this one could develop other performance skills, i.e.: qualities in the movements, phrasing, continuity, focus, etc.

Small Group > Performance

Give the students an opportunity to perform another showing of their dances after applying the improvements to their piece. Ask students to consider how the application of strong dynamics can be used to contribute to the strength of a dance work's interpretation.

Individual > Homework

Ask students to fill out the last part of the K-W-L chart and reflect on what they have learned so far in the unit.