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?
Why is using colour an effective source for abstract movement compositions?
How can call and response be used to enhance the message of a dance piece?

Curriculum Expectations

Learning Goals

A. CREATING, PRESENTING, AND PERFORMING
By 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:
  • demonstrate an abstract movement composition using Call and Response
  • demonstrate the colour and its shades through a movement composition
  • describe how colour is an effective source for inspiration in abstract movement compositions that use call and response

Instructional Components

Readiness

Students 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.) 

Terminology

Abstract
Call and Response
Compositional Tool
Free Movement
(see Glossary for these terms)

Materials

7-10 Cue Cards in a variety of colours (e.g. green, blue, red, orange, purple, yellow etc.)
 BLM #2 Composition Activities

 

Approximately 20 minutes

Minds On

Pause and Ponder

Whole Class > Discussion

Give 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
Students may choose to draw/paint ideas for journal/blog, etc. entry 

Quick Tip

Students can share their composition with another group for peer feedback before showing it to the class. 

Link and Layer
Ask students: Which of the compositions created by you in Units 1 and 2 used abstract themes/movements? (e.g.: Alphabet Dance)

Approximately 45 minutes

Action!

Whole Class > Warm-Up: Call and Response to Colour

Ask 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 > Choreography

Organize 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 minutes

Consolidation

Individual > Reflection

Ask 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.)