Unit 3 or 4 Sample Lesson - Exploring Chinese culture and Yangge dance

Critical Learning	Guiding Questions
Dance, serving as a mode of communication, is performed for many different purposes such as; celebrations, ceremonies, religion, entertainment and socializing. People come together through dance to share feelings, thoughts, and ideas. The most popular ethnic dance form from China, Yangge dance, is a multi-purposeful dance with a rich history rooted in religion and agriculture. Yangge originated in the working life shared by farmers and villagers. While planting and harvesting, these people danced Yangge as an ancient way to worship god for the harvests and to ward off disasters.	What are the social, religious, and cultural reasons why people perform Yangge dances? What is the historical significance of the Yangge dance? How is dance used as vehicle for communication? Are these dances still performed in contemporary China other than for historical interest?
Curriculum Expectations	Learning Goals
Creating, Presenting, and Performing A3. Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of global dance forms; A3.1 demonstrate an increased knowledge of the movement vocabularies of a variety of global dance forms Reflecting, Responding, and Analysing B2. Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities; B2.3 explain how the culture of different societies fostered the development of specific dances or dance types Foundations C2. Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society; C2.2 describe how artistic, social, political, and environmental events have influenced the evolution of local and global dance communities	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: Identify historical, geographical, social, and cultural significance of the Chinese ethnic dance: Yangge. Collaboratively work together to create a storyline/framework/vision of a Yangge dance focusing on a specific purpose of communication to encourage unity.
Instructional Components
Readiness This would be one of the first lessons in Unit 3 or 4 where students are first introduced to a specific dance form/style from the Pacific Rim/Asia. Review the geographical regions of the Pacific Rim/Asia (introduced in a previous lesson) depending on the unit may or may not have learned about other countries in depth. Students may have previous knowledge from history or geography class or personal experiences. Review proper dance etiquette, safe practices and inclusiveness. Terminology Yangge dance	Materials Titles for "dance performances, costumes, props, and musical instruments". Print copies of Yangge dance images Masking tape, glue Markers, pens and pencils Chart paper Lined paper BLMs BLM #1 Teacher-Guided Reflection Sheet BLM #2 Background Information on China and Yangge Dance

Approximately 25 minutes Minds On	Pause and Ponder
Whole Class > Four Corners In four corners of the room, post the following titles: dance performances, costumes, props, and musical instruments. As students enter the classroom, give each student a picture from one of the above categories (See Internet-picture resources) with a piece of masking tape and ask the students to find the corner with the title that matches their image. For example, a student is given a picture of a Yangge drum so the student proceeds to the corner entitled "musical instruments". Prompt the students to post their images on the wall. Wait until all students have done so and four groups have been formed with all images posted in their respective corners. Ask students to observe the images in their corner and reflect upon what they see using a teacher-guided reflection sheet (See BLM #1). Give the students about five minutes to record their information and ask them to move in a clockwise direction to the next corner. Repeat the steps and record information on the next set of images until all four corners have been visited. When students arrive back to their original corner, prompt the students to share their reflections from all four corners. Each group appoints a spokes person who will then sum up his/her groups ideas and share with the entire class.	Assessment for Learning Take note of students prior and current knowledge of Chinese dance forms through assessing their reflections and discussions. Be prepared to stimulate discussion asking more questions and providing more information. Observe whether students work cooperatively think critically synthesize information apply their understandings of the concepts Read student reflections on comparison of Yangge dance and another form of Pacific Rim/Asian dance or Western dance to check for understanding. Differentiation (DI) Use pictures to stimulate thinking and connect to Yangge dance. Have groups discuss reflection answers prior to whole class discussion to engage all students Use pictures, writing, and oral communication to allow for a variety of ways to create and present storyline/framework/vision Quick Tip See resource list for information to include in PowerPoint presentation as well as images to use in Minds On activity. Monitor the groups to see if they are staying on task. Is the group maintaining focus? Does the group need more time? Link and Layer Prompt discussion and thinking around how this dance form is similar and different to other forms previously learned. How does the Yangge dance form compare to another dance form in terms of its historical, geographic, social, and cultural significance? How does it relate to other dance forms in terms of its intended purpose of communication?
Approximately 40 minutes Action!
Whole Class > Learning Background Information Distribute the handout (See BLM #2) on background information of China and Yangge dance. You may choose to create a PowerPoint presentation based on the information from this handout. Following the discussion or presentation, ask students to list all the purposes of the Yangge dance. Record student answers on chart paper. Small Group > Creating a Storyline Instruct students go back to their original groups from the Four Corners activity. In their groups, students choose a time period either historical or present day and create a storyline/framework/vision for a Yangge dance. Explain that the storyline/framework/vision is based on a chosen social, religious, political, or cultural theme and focuses on how it represents unity between people within a specific community. Give students time to decide upon many factors such as the purpose of the dance (is it for a religious ceremony, to celebrate the harvest?, for entertainment?, to make new friends?), the age group that will be dancing, the audience that it will be danced for, the feelings, thoughts, and message that will be communicated, the costumes that will be worn, and the props that will be used. Students use words and pictures (from the walls and additional images provided- see resource list) to present their ideas on chart paper.
Approximately 10 minutes Consolidation
Whole Class > Sharing Ask each group to present the collective storyline/framework/vision of their Yangge dance and explains its significance. Homework: students write a one page reflection comparing the Yangge dance form to another Pacific Rim/Asian dance form from a different country (learned in Unit #1) or a Western dance form. Students consider the historical, geographical, social, and cultural significance of the two dance forms.