Critical Learning | Guiding Questions |
Abstract movement can be interpreted using different perspectives. Call and Response is a compositional tool that can be used to enhance a dance piece. | What is meant by the term abstract in movement compositions? |
Curriculum Expectations | Learning Goals |
A. CREATING, PRESENTING, AND PERFORMINGBy the end of this course, students will: 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; A2.2 Choreography and Composition: create a complex dance composition that explores a self-or teacher selected theme 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:
|
Instructional Components | |
ReadinessStudents will have had experience creating movement compositions using a variety of compositional tools and forms; individually and in groups; Students will have experience using a variety of dance vocabulary in their compositions (e.g.: modern, contemporary, free movement, contemporary ballet, jazz, etc.) TerminologyAbstract | Materials7-10 Cue Cards in a variety of colours (e.g. green, blue, red, orange, purple, yellow etc.) BLM #2 Composition Activities |
Approximately 20 minutesMinds On | Pause and Ponder |
Whole Class > DiscussionGive students visual examples (e.g. pictures, videos etc.) of abstract movement compositions (e.g.: Winterbranch by Merce Cunningham, etc.) As a class, brainstorm key words that represent the elements of dance that are seen in abstract movement compositions (e.g.: linear, spiral, low, high, smooth, sharp, etc.). Also, discuss themes that are evident in abstract movement (e.g.: social issues, colours, etc.). Discuss how colour can be used as a source for abstract movement. Discuss how a colour can evoke a particular mood, feeling or image. Discuss examples of shades of a colour (e.g.: red- pink, burgundy, or blue- baby blue, navy etc.) and how the shade of a colour can evoke a different mood, feeling or image. Introduce call and response as a compositional tool. (see BLM #1). Explain how one dancer begins and then a second dancer/group begins dancing in response to the first. | Assessment for Learning (AfL)Clarify abstract movement compositions Clarify call and response as a compositional tool Observe group participation during discussion about abstract movement and call and response Observe participation during Call and Response to Colour warm-up Observe group participation during creation Assessment as Learning (AaL)Compositional Journals Differentiation (DI)Students work as a group to discuss the mood, feelings and images that are evoked from the colour Students work individually to create their composition section; students can help each other as a group when difficulty arises Quick TipStudents can share their composition with another group for peer feedback before showing it to the class. Link and LayerAsk students: Which of the compositions created by you in Units 1 and 2 used abstract themes/movements? (e.g.: Alphabet Dance) |
Approximately 45 minutesAction! | |
Whole Class > Warm-Up: Call and Response to ColourAsk students to stand in a circle to begin. Choose a colour (e.g. blue, red, purple etc.). Place the cue card with the colour in the centre of the circle. Give students one minute to think about the mood, feeling and image that this colour evokes. Students will move one at a time making a movement gesture (consider using whole body expression and elements of dance) that is inspired by the colour. Ask students to demonstrate their movement one at a time, consecutively. Students will respond to each dancer's movement creation in turn. Repeat again using a shade of the colour (e.g. navy, pink, lavender). Repeat this process four times in total using a different colour and shade each time. Small Group > ChoreographyOrganize students into groups of three (Dancer A,B and C) to create a composition inspired by their choice of colour and that uses call and response. This movement composition will use free movement or contemporary movement vocabulary. Each group will choose one cue card with their choice of colour. Ask students to discuss as a group the feelings, moods and images that are evoked by the colour and the shades of that colour. Dancer A will create 32 beats of movement that reflects the dominant colour (e.g. red) -Part A, this will be performed first and individually. Dancer B will create 32 beats of movement that reflects the first shade (e.g pink)- Part B, this will be performed second by Dancer A and B- Dancer B will teach this section to Dancer A. Dancer C will create 32 beats of movement that reflects the second shade (e.g. burgundy)- Part C, this will be performed by all three dancers, Dancer C will teach this to Dancer A and B. Note: movement choices will be informed by the elements of dance and it will include repetition, size, and tempo. While students are creating their compositions offer feedback and suggestions. Remind students to maintain their connection to their colour and shade. | |
Approximately 10 minutesConsolidation | |
Individual > ReflectionAsk students to reflect on their experience of creating movement to an abstract idea by writing a phrase that describes their journey. This phrase will be one to two sentences long and it will express how they expressed colour through movement in a group composition. This statement will be included in their composition journal (e.g.: blog, video diary, written journal, etc.) |