Critical Learning

Guiding Questions

The structure of a dance work shapes and organizes movements and includes a beginning, middle and end. In a structure that uses a narrative, the beginning is when the main characters are introduced and the scenes are set; the middle is when the storyline develops and plot, mood and themes are explored; the end is the climax of the story and the ultimate resoloution of the storyline.  (Arts Alive)  
Can dance tell a story?
How does a choreographer begin composing a composition using a narrative as a source of inspiration?
How can narrative dance be used as a therapeutic/healing tool?

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 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 create a complex dance composition that explores a self- or teacher-selected theme  
A2.3 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:
  • translate a story into movement
  • discuss how a story/narrative can be used in a compositional form  
  • express the plot, idea and message of a story through movement/ choreography

Instructional Components

Readiness

Students have previous knowledge of and experience with the elements of dance and many compositional forms and tools.
Students have experience with "guided improvisation" and personal movement.
Students have experience working with groups.  

Terminology

ABA
Narrative Form
(see Glossary for these terms)

Materials

Paper and pen or pencil
Music (see resources)
BLM #1 Glossary of Compositional Forms and Vocabulary
BLM #2 Composition Activities 
BLM #4 Narrative Composition - Presentation / Choreography Rubric A
BLM #5 Culminating Activity-Presentation / Choreography Rubric B

 

Approximately 10 minutes

Minds On

Pause and Ponder

Individual > Guided Daydreaming

Have students lie down in a comfortable, neutral position. Allow time for relaxation. Ask students to think of the best or worst day of their life. Have them relive that day in their heads.
Note: This could be an emotional experience for some students and the teacher must be cognizant of this as the lesson unfolds.
Prompt:
 How did it start? What did it feel like? Who was there? Do you remember any sounds, smells, textures about the day? 
Remind students that their chosen day could be serious or humorous.
Slowly allow students to "waken" and have them sit in a neutral position.

Whole Group > Documenting Story

Hand out paper and pencils to students and have then quickly write down some of the points about their day that they will want to remember.
Introduce students to the compositional forms: Narrative and ABA 
(see BLM #1).
Assessment for Learning (AfL)
Discuss the difference between Abstract and Narrative dance styles.
Observe and record anecdotal notes during the creative stage. 
Differentiation (DI)

Some students may not be able to think of a story; have some stories available.

Some students may prefer to partner up, especially if they are uncomfortable working  independently.

Encourage students to use dance styles/forms of their choice.

Quick Tip
Students may share their stories orally with the class or with a partner. Consider a role reversal (role playing) and allow a student to interpret a story told by a classmate.
Link and Layer

Allow students who wish to video-tape their work do so and discuss the differences in watching a composition live and on-screen. 
Have students perform their Narrative Composition to a variety of world music selections.

Extension - Have students find/identify videos of choreography that use ABA format - www.artsalive.ca

Hyperlinks
http://www.artsalive.ca/en/dan/make
/toolbox/formstructure.asp 
Approximately 45 minutes

Action!

Individual > Choreography

The following activity is an individual exploration and movement assignment. Begin the Action by guiding students through an explanation of the ABA compositional form of choreography (see BLM #1).
Show students VIDEO of ABA form (see hyperlinks).
Guide the students through the explanation of the ABA they will be using for the composition activity.
A - The story of your day (approx 4-6 counts of 8) Create movement that "tell" the story of the day in chronological order (plot based).
B - Create movements that portray two emotions felt during the day (approx 2 counts of 8).
A - Using the composition phrase from the first A created, use the elements of composition previously learned in the class to modify and alter the choreography of the original A (approx 4-6 counts of 8).
Students practice using the ABA form. 
Approximately 20 minutes

Consolidation

Individual > Sharing and Discussing Works in Progress

Ask for volunteers to demonstrate their ABA Narrative compositions to the class. Have a whole group discussion about the process and presentations.
 
Key Questions for Discussion: 
Can dance tell a story?
How does a choreographer begin creating a composition using a narrative as a source of inspiration?
How can Narrative Dance be used as a therapeutic/healing tool?

Individual > Reflection

Have students write a journal (blog, etc.) response about whether or not using the composition ABA form is the best choice to shape a narrative dance, or is there a different form they have learned earlier in the course that would be a better choice when creating narrative-based dances?
Note: After seeing the volunteers perform their pieces, everyone will have one more period to develop their work to be shared in the last half of the period for assessment. BLM #4 and BLM #5  will be used to evaluate the compositions.