Unit #3 Sample Lesson - Choreographer Study: Introduction to David Earle

Critical Learning	Guiding Questions
Choreographers use dance as an exploration of movement, society and identity.	How can dance reflect the experiences of the world? How can modern dance expand new boundaries of movement? Why do people choreograph?
Curriculum Expectations	Learning Goals
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 use the elements of dance to create and perform increasingly complex dance phrases inspired by a theme Reflecting, Responding, Analyzing B1. Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ dance works and activities B1.1 use the critical analysis process to compare and contrast two Canadian choreographic works 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 C2.1 demonstrate an understanding of key developments in Canadian dance history, including the artistic contributions of Canadian dance pioneers	Learning Goals (Unpacked Expectations) At the end of this lesson, students will be able to: identify movement qualities from a selected choreographer identify the contributions of a choreographer to the development of Modern dance in Canada improvise, select, and compose dance phrases based on the choreographer being studied
Instructional Components
Readiness The Choreographer Study can be incorporated into units 1, 2 or 3, depending on the focus. This is the introductory lesson in a unit of study on the Canadian Dancer/Choreographer, David Earle. The format can be replicated for multiple artists, allowing for a comparison of various modern artists. Students should know: Elements of dance (shape, space, time, energy, relationship) Improvisation skills Terminology Elements of Dance Transition Axial movements/non-locomotor movements (see Glossary for these terms)	Materials A DVD/Video on David Earle (e.g.: "The Dancemakers - David Earle") Computer/Video projector to allow students to watch and replicate movements Music for creative work Music player (CD player, iPod doc etc) Knowledge of choreography from a section of one of Earle's dances (with music if available) BLM #1 Modern Dance Course Template BLM #2 Choreographer Study

Approximately 10 minutes Minds On	Pause and Ponder
Whole Class > Critical Analysis Show students a video (or videos) of dances created by David Earle (see Hyperlinks). Refer to BLM #2 Choreographer Study for this complete lesson. Ask the students questions about what they are viewing, attempting to assess how students engage in constructive dance criticism. Key Questions for Discussion: What are some of the qualities of movement that are evident in most of Earle’s dances? What images do you see? Where is there repetition in the choreography? What is the effect of this repetition?	Assessment for Learning (AfL) Diagnostic - Ask students questions about the dances seen on the video to assess their level of dance language related to critiquing Observe student improvisations Give students verbal feedback while they are working Differentiation (DI) Create groups with multiple ability levels Post visuals of choreography from the artist being studied Quick Tip Allow the groups to return back to the refining stage of the dance study to apply any comments from the feedback. You can then re-watch the studies to see if or how changes were implemented. You can find written information with images from the Dance Collection Danse Web Exhibition - "David Earle: A Choreographic Biography". Some examples of dances can be found in the video series, "The Dancemakers - David Earle". One of his most famous pieces is Sacra Conversazione, considered by a panel of DCD judges in 2002 to be one of the top ten compositions of the 20th Century. Refer to: http://www.dcd.ca/exhibitions /earle/sacra.html (in hyperlinks) Link and Layer Students reflect (journal) their initial understanding of Earle's choreography and how they felt doing their renditions of his movement and qualities. This sub-unit can be developed further to include a comparison and contrast between two works or two artists. Hyperlinks in the Lesson https://dcd.ca/exhibitions/earle/ http://www.dtde.ca/index.phpoption=com_frontpage&Itemid=1 https://dcd.ca/exhibitions/earle/sacra.html http://www.tdt.org/about_history_dearle.html https://dcd.ca/index.html
Approximately 60 minutes Action!
Whole Class> Exploration of Movement Select a few shapes, movements, and qualities from Earle's choreography: Guide the students to explore the movements through the elements of dance (e.g.: vary the levels, size, body parts, quality, speed, etc.). Physically explore the selected movements, allowing students the opportunity select their own shapes and movements to accompany Earle's. Pairs/Small Group > Movement Study In pairs or small groups, ask students to create a movement study (e.g.: 64 counts), exploring the qualities of movement related to Earle's choreography. Students should be encouraged to include: level changes transitions axial and locomotor movements shapes relationships with other dancers Whole Class > Sharing After allowing sufficient time for students to create and refine, have each group share their studies with the class. Use this moment to teach the class how to critically analyze a dance by focusing on the dance elements, such as the key movement qualities that the dancers studied in Earle's pieces. Students receive aesthetic feedback from the class and teacher. Prompt: In what way were the dancers effective in their use of space? Are any of Earle's ideas visible? In what ways did the group expand on Earle's dance imagery and/or qualities of movement? Extension for the next lesson: Whole Class > Reconstruction of Dance Piece As a class, learn (reconstruct) a portion from one of David Earle's pieces as accurately as possible with adaptations as needed for the ability of the class. This dance can be developed throughout the study and used in further compositional explorations, such as creating variations on the dance.
Approximately 8 minutes Consolidation
Whole Class > Reflection Invite students to reflect upon questions about their choreographic exploration. Prompt: What did you learn today? What are principle elements or principle movement qualities in David Earle's work? How does David Earle use music as inspiration and how does he reflect the music in his movements? Individual > Homework Ask students to return to class the next day with one or two facts about David Earle and/or his dance repertoire and current company, "Dancetheatre David Earle". They can search on the internet or use books to find information. Ask students to submit a typed fact with ONE picture of David Earle and/or of his company. These fact-sheets will be displayed in the classroom (Refer to BLM #2 Choreographer Study). You may want to share this website with students: David Earle Biography