Unit 2 Sample Lesson: Developing Artistic Choice

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

Creating, Presenting, and Performing

A2. Choreography and Composition: Combine the elements of dance in a variety of ways in composing individual and ensemble dance creations;

A2.3 use a variety of compositional approaches to express a broad range of ideas and moods through dance

A4. Performance: Apply dance presentation skills in a variety of contexts and performances

A4.1 revise, refine and polish movement execution and choreography with increased attention to detail

A4.3 demonstrate an understanding of the artistic and expressive intent of a work in the context of rehearsals and performances

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:

• use improvisation, the elements of dance and compositional approaches to generate movement vocabulary
• Perform compositions and repertoire using various artistic choices to interpret the works
• think critically and reflectively as they video their own and each other's dance performances
• understand why artistic choice in their personal interpretations of dance is important

Readiness

Students have reviewed the elements of dance (from Unit #1)

Students have just learned about the aspects of performance technique (from Unit #1)

At this point, students should be comfortable working both independently and in small groups.  

Presenting work to the class at the end of a lesson and employing proper audience behaviour should be an established norm

Terminology

Artistic choice

(see Glossary for this term)

Materials

CD players
Recorded music of the Repertoire learned in Unit #2
Student journals

BLMs

BLM #3 Artistic Choice 

Whole Class > Circle 

Partners > Think/Pair/Share

• emotional focus
• character development
• phrasing of movement (elements of dance and compositional tools and forms)
• relationship with other dancers and the audience

Whole Class > Sharing

Assessment for Learning (AfL)

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

Quick Tip

Monitor the groups to see if they are staying on task.

Is the group maintaining focus? Do they need more time?

Assign leadership roles when practising the dance piece

Link and Layer

Small Group > Applying Artistic Choices

Put students into groups of 4 or 5 and instruct students to collectively choose one piece of repertoire or choreography that they have already learned.  

Remind the students that experimenting with different artistic choices will strengthen the work and add potential depth to it.

Instruct the small group to review the piece as it was originally taught.  Provide 5-10 minutes for this. It is important that students know the original piece well in order to manipulate and apply artistic choices. Once students know the piece well, instruct them to apply the artistic choices below, one at a time:

• experiment with a different emotional focus and see how it changes the piece.
• investigate character development. Prompt:: "Was there a clear communication of a character?"
• experiment with the phrasing of the movement
• experiment with their relationship to other dancers and to the audience

Have students take turns in the role of "rehearsal director" and assign them the task of polishing the repertoire by working on ONE aspect of artistic choice.

Whole Class > Sharing Pieces

Invite students to share the piece that they have been working with.  After each group performs, ask the students to comment on what they saw.

Key Questions for Discussion:

Which artistic choice do you think the group focused on?  
Why do you think they may have chosen that particular choice?
Were there any other choices that may have communicated the piece better?
What are your overall thoughts about the piece?  
How did the group evoke emotions? 

Extension

 The lessons that follow this one could develop the students' artistic choice in all of the repertoire that was learned in Unit #2.

Whole Class > Reflection

In a whole class discussion, ask students to consider how the application of artistic choice will contribute to the strength of the performance and of the overall performance skills of a dancer.

Individual Homework > Journal Reflection Question