Critical Learning

Guiding Questions

Technology is a tool to support personal creative ideas that can be communicated through dance.
How does technology affect and/or enhance dance?

Curriculum Expectations

Learning Goals

Creating, Presenting, Performing
A4 Performance: apply dance presentation skills in a variety of contexts and performance
A4.2 use the tools of stagecraft to enhance their dance performances

Learning Goals
(Unpacked Expectations)

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

  • create a personal sound palette using a computer software program
  • collaborate with their peers to create a soundscape that will compliment their choreographic worksmake connections - how tap sounds can reflect human emotions
  • expand their ability to be self reflective and reflective of their peers' learning

Instructional Components

Readiness

Students will have created simple compositional structures using found sound in the previous lesson.
Many students will have had experience using computer technology to create music or similar advanced forms of technology. The students will share their knowledge by using programs, such as, "Garage Band", etc. 

 

Terminology

Soundscape
(see Glossary for these terms)

 

 

Materials

Music player
CD – drum beats
Video Access and screen 
Computer Lab
"Garage Band" program or similar music program
Tap shoes (extras for students who may not have them)
BLMs
BLM #2 The Culminating Activity-Bringing Your Soundscape to Life

 

Approximately 5 minutes

Minds On 

Pause and Ponder

Whole Class > Discussion

Discuss how social themes may be used to help guide the students' musical choices when creating their soundscapes. This discussion will also bring attention to how dance can be used as a vehicle for awareness and change in society i.e.: having performances that focus around a social theme, linking performances to a particular event (e.g.: World Aids Day, etc.).
Discuss potential ideas for linking soundscapes and social themes, such as, using:
  • political voices (i.e.: Martin Luther King's "I have a dream" speech to address racism, etc.)
  • jungle and animal sounds to draw attention to endangered species concerns
  • loud aggressive voices from a variety of authority figures to reflect teen "angst" issues
  • quotations from famous love poems/stories to provide counterpoint to a dance about marital abuse
Share a sample of a "Garage Band" composition of your own in order to demonstrate possibilities.
Assessment for Learning (AfL) Observe students' understanding of basic musical computer programing. 

Assessment as Learning (AaL)
Provide the students with a checklist of expectations as they create their soundscapes.
Discussion and side-coaching with individual students will allow you to assess the students' comprehension of the software and also their creative process within this lesson.

Differentiation (DI)
Many of your students will be very skilled at using the latest sound creating programs. These students may be used to help facilitate the learning for less experienced students in the first part of this lesson.
Culminating Activities may be submitted through video, allowing technologically adept students to explore composition for video instead of composition for a live performance.


Quick Tip

Ensure the programs you need are loaded on all of the computers in the lab you intend to use for this lesson. Book the lab well in advance.

If access to computers is not possible, students can create their soundscapes live and record them or have another group present the soundscape live while they are presenting their culminating piece. 

Link and Layer

Reference popular music with the students. Draw their awareness to the instruments that are used and how they may be used when creating the computer generated soundscape.  

 

Hyperlinks in the Lesson

https://www.findsounds.com/palette.html


Approximately 60 minutes 

Action! 

Pairs > Exploring the Software

Students will work in a Computer Lab for this lesson. Explain to the class that the FindSounds Palette (see Hyperlink) is going to be used to help them develop a soundscape. The soundscapes will be used to support their culminating choreographic assignment.
Review with the students how to use the software to create their soundscapes. Working in pairs, students log on to the findsounds site, "Garage Band" program, or similar program. Have the students spend time exploring and experimenting with the software. Give the students the hand-out explaining the Culminating Activity (see BLM #2) in order for them to understand the purpose for which they are creating the soundscape.

Small Group > Creating the Soundscape

Divide the students into the groups they will be using for the Culminating Activity. Ensure that each group has use of a computer. If more are available, situate students within a group on computers near each other so that they can easily communicate as they create their soundscape. Distribute rubrics to each group so they can refer to the criteria while they are working (see BLM #2). Allow students time to explore in groups the ideas for a social issue that they would like to work with before they begin to create their soundscape. They may use the Internet to assist with their exploration/research on this issue.

Students create a Soundscape using text, computer sounds and/or live sounds. The students can integrate live sounds that were created from materials in the previous lessons in these soundscapes. Once the soundscape has been completed, record it on a CD, IPod or similar form of technology. 
The recorded soundscape will be used as the basis to support the creation of the final choreographed routine. Suggested length of music composition: 1 and 1/2 minutes.

Teacher Note: It will take several classes to complete these soundscapes. Continual feedback, side-coaching and assistance with the technology will be required. Students may need assistance clarifying their social issue. Encourage them to use the technology to explore one or two issues if they are unsure before beginning their soundscape.

Approximately 10 minutes

Consolidation 

Small Group > Exit Card

Each group is to complete an exit card for their group containing their intended next steps for finishing their soundscape as well as any questions for the teacher.