Introduction
Everybody Can Dance!
Some people like to say that they cannot dance. But there is also the common saying, ‘Everybody can dance! Dancing is simply moving your body in one way or another and the movement can be complex or simple. Dance movements can be with or without sounds and each individual interpret movements according to his/her sense of style as well as societal and cultural influences. Take a look at the video to see how both young and old display their own style of dancing.
Task
You will be working in a group to communicate your feelings, ideas, and understandings in response to a variety of cultural dance pieces and experiences using the critical analysis process and your understanding of the elements of dance - body, space, time, energy, and relationship. You will then compose your own dance piece using inspiration from the dance pieces, your own cultures and the five elements of dance.
Process
Dance Analysis
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In your group of 4, work as a team to determine who will be responsible for each of the 4 dance options - 1 per member.
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Individually, watch the video pertaining to your dance selection.
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Complete section A on your provided worksheet.
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SECTION A: Express your initial thoughts to the video.
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What grabs your attention in the work? • What does this work remind you of? • How does it make you feel? • What are you are wondering?
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Watch the video again and complete sections B-D on the worksheet.
- SECTION B: Give a brief description of the dance performance.
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What did you take note of as you watched the video? Was there solo, duet or group dancing? Slow or fast body movements? Different use of levels? Patterns or no patterns in the dance?
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What do you notice culturally about the dance? The costumes? The music? The types of movements?
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SECTION C: Analyze and interpret what you noticed in the dance.
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What elements of dance are used in this work? • How are the elements organized, combined, or arranged? • What do you think is the theme or subject of the work? • Why do you think the choreographer created this work?
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SECTION D: Give your point of view of the choreography of the dance.
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In what ways do you feel the work is successful? • What connections can you make between this work and your own experience in dancing?
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- SECTION B: Give a brief description of the dance performance.
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Share your dance performance and ideas with your group members. See if you are all in agreement or have different perspectives.
Dance Choreography
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After your discussion, each member now selects two interesting movements from his/her dance piece
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As a group, use the selected movements to choreograph your own dance piece.
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Make sure each movement last for 8 beats or 4 beats with a repeating pattern. Your final choreography should have at least 8 counts of 8.
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As an extension, each member can do a little research (online or enquire from family members at home learn of a dance movement (current or traditional) relating to his/her culture and include those movements into your choreography. (This step is optional.)
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Practice your final presentation which must have a title as well as a clear beginning and end. Choose to perform with or without music.
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Be prepared to share which dance pieces each movements were taken from after your dance presentation.
Evaluation
| Level 4 - Exceeding 25 Points |
Level 3 - Meeting 21 Points |
Level 2 - Approaching 17 Points |
Level 1 - Beginning 13 Points |
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| Understanding of Content | - demonstrates full understanding of cultural content through selections of dance movements |
- demonstrates considerable understanding of content through selections of dance movements |
- demonstrates some understanding of content through selections of dance movements |
- demonstrates limited understanding of content through selections of dance movements |
| Thinking | - uses processing skills with a high degree of effectiveness - uses critical/ creative thinking processes with a high degree of effectiveness |
- uses processing skills with considerable effectiveness - uses critical/ creative thinking processes with considerable effectiveness |
- uses processing skills with some effectiveness - uses critical/ creative thinking processes with some effectiveness |
- uses processing skills with limited effectiveness - uses critical/ creative thinking processes with limited effectiveness |
| Communication | - expresses and organizes ideas and understandings with a high degree of effectiveness |
- expresses and organizes ideas and understandings with considerable effectiveness |
- expresses and organizes ideas and understandings with some effectiveness |
- expresses and organizes ideas and understandings with limited effectiveness |
| Application | - makes connections within and between various contexts with a high degree of effectiveness |
- makes connections within and between various contexts with considerable effectiveness |
- makes connections within and between various contexts with some effectiveness |
- makes connections within and between various contexts with limited effectiveness |
Conclusion
After your dance presentation, each member will individually complete a reflection sheet with the questions below:
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What did you learn while exploring the cultural dances?
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What was something new for you during this dance project?
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What was something challenging for you?
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If you had the chance to do this dance unit again, what part of it would you like to stay the same?
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What would you like to be different?
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What else would you like to share that you did not get a chance?
Credits
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Ministry of Education. (2009). The Arts. In The ontario curriculum (pp. 23–32). guidelines, Ministry of Education.
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YouTube Videos:
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Google Images
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Free Clipart - Reflection
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https://gcs.instructure.com/courses/91317/pages/elements-of-dance-body - Elements of dance
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Google sites - Critical Analysis
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Teacher Page
This Webquest is designed for a Grade 3 Dance analysis and choreography exploration.
The goals of this task is to have the students …
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Be critical thinkers as they witnessing samples of cultural or culturally influenced dances
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Investigate for forms of dance movements from their own cultural backgrounds
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Be inspired in creating their own choreography
The task is derived from the follow curriculum expectations:
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Overall A2: Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;
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Specific A2.1: demonstrate an understanding of how the elements of dance can be used in their own and others’ dance phrases to illustrate or explore learning of various dance areas