Unit 2 Sample Lesson: Rondo

Critical Learning	Guiding Questions
Rondo is a compositional form that is used to organize movement and can affect the mood of a dance piece. Poetry shares many similarities with Rondo and can be used as a stimulus for creating dance.	How is the mood of a movement phrase affected by the use of different compositional tools and forms? How does the inspiration for movement affect the energy of the movement phrase? In what ways is poetry an effective source for inspiration in movement compositions that use the Rondo form?
Curriculum Expectations	Learning Goals
A. CREATING, PRESENTING, AND PERFORMING A1. The Creative Process: use the creative process, the elements of dance (body, space, time, energy, and relationship), and a variety of sources to develop movement vocabulary; A1.1 The Creative Process: use the elements of dance to create and perform increasingly complex dance phrases inspired by a theme A2. Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations; A2.3 Choreography and Composition: use a variety of compositional approaches to express a broad range of ideas and moods through dance	(Unpacked Expectations) At the end of this lesson, students will be able to: demonstrate a movement composition using Rondo form demonstrate the theme of a poem through a movement composition describe how poetry is an effective source for inspiration in movement compositions that use the rondo form
Instructional Components
Readiness Students will know the elements of dance and a variety of compositional tools (retrograde, repetition, and staging) and forms (ABA) Students will have explored creating movement phrases using different compositional tools and forms and a variety of sources as inspiration Students will have knowledge of a variety of dance forms and their respective movement vocabulary Students will have read and discussed a short poem that they will use as a stimulus prior to lesson (ensure poem has a recurring chorus and is in Rondo form-song lyrics with a repeating chorus could also be used) Terminology Rondo Theme Compositional Tools (see Glossary for these terms)	Materials Chalk board and chalk Copies of the teacher (or student) selected poem BLMs BLM #1 Glossary of Compositional Forms and Vocabulary BLM #2 Composition Activities

Approximately 15 minutes Minds On	Pause and Ponder
Whole Class > Brainstorming and Discussion Review the structural elements of Rondo (ABACADA) in movement compositions. Discuss the link between the structure of poetry and Rondo as a dance composition form (see BLM #1). Pairs > Analyzing a Poem Ask students to read and analyze the poem in BLM #1 (e.g.: organize and label the Rondo pattern-ABACADA, theme, key words) in pairs. Share responses as a class.	Assessment for Learning (AfL) Observation of students' work will assist with preparing subsequent lessons in this unit. Review work on the dance elements and basic compositional principles with these elements should be done, if necessary before beginning Unit #2. Observe and side coach students' use of their bodies while they practice the rondo improvisation. Observe and side coach students' work in pairs while they create their composition. Observe and side coach how students explore the range of movements and elements of dance through the rondo form. Assessment as Learning (AaL) Response to exit card questions. Differentiation (DI) Ensure that students are able to choose to document their process and learning throughout the course in a form that is comfortable for them. Do not restrict them to writing in journals. Be open to students using a dance form other than contemporary. Students can also create movements to a poem or song lyrics that they choose that inspires movement in rondo form. Quick Tip Students can incorporate text from the poem to create another dimension for the composition. Link and Layer What are the similarities and differences between the two compositional forms; ABA and Rondo? Can either of these forms be found in music?
Approximately 45 minutes Action!
Whole Class > Warm-Up: Rondo Improvisation Ask the students to spread out in the studio space. Instruct students to move one body part (A- e.g.: shoulders) in space in as many ways as possible for 16 beats. Then ask them to use a different body part (B- e.g.: hips) in space in as many ways as possible for 8 beats. Students return to movement of initial body part (A- e.g.: shoulders) for 16 beats. Then ask students to use a different body part (C- e.g.: knees) in space in as many ways as possible for 8 beats. Students return to movement of initial body part (A- e.g: shoulders) for 16 beats. Ask students to use a different body part (D- e.g.: ribcage) in space in as many ways as possible for 8 beats. Students return to movement of initial body part (A-e.g.: shoulders) for final movement for 8 beats and they find an appropriate ending which takes place in 8 beats. Extension: Have students repeat the steps above but using different body parts or for a greater challenge, by giving a sequence of movements for A, B, etc. Pairs > Creating Choreography Students will work in partners to build movement phrases that explore the theme of the poem, that uses rondo and that infuses the elements of dance. Students will use modern/contemporary dance vocabulary as a base for movement in their compositions. Encourage students to express emotion through their movements to help the poem come to life. The length of each section is determined by the words in the poem and by the use of compositional tools within each section (e.g.: students can apply slow motion, repetition and retrograde in their composition). Students begin by creating their first section: A- this is their initial phrase, their chorus; it will be repeated. Observe and offer feedback to groups while they form their movements. Students work on their second section: B- this section is contrasting to their initial phrase (A). Continue to guide students through process as they compose. Once students are finished creating section B, students will revisit section A, connecting the movements to the rondo pattern. Steps 3 and 4 will be repeated for sections C,A,D and the final return to the last section- A. Pairs > Self-Evaluation and Revising/Refining Once students have completed their movement phrase, ask them to edit their composition and ask themselves the following questions: Have I used the rondo form in my composition? Did I connect to the theme of the poem in my movements? Are the main ideas of the poem expressed through my movement? How am I using all of the elements of dance in my composition?
Approximately 15 minutes Consolidation
Individual > Exit Card Ask students to reflect on the choreographic process using an exit card responding to the questions below. How is the mood of a movement phrase affected by the use of different compositional tools? How does the inspiration for movement affect the energy of the movement phrase? In what ways is poetry an effective source for inspiration in movement compositions that use the Rondo form? Individual > Homework Instruct students to make an entry in their composition journal (blog, web site, etc.) for homework. Explain to them that they can choose to either draw OR find a picture to represent the following: the essence of the poem the pattern of the poem the movement vocabulary.