Focus: Dance as Commentary

The following sample module has been written to provide teachers with a guide to planning modules for Secondary Level dance students. The sample shows one of the ways in which modules can be structured. Although it has been developed as a core module for Dance 30, it applies as a sample for all levels and modules. "Dance Commentary" has been selected as a focus. Teachers can select their own focuses for the core modules, depending on their particular expertise and available resources.

This module shows how:

• the three components can be integrated into a module of study
• the learning objectives for a module can be derived from the foundational objectives
• the Common Essential Learnings can be developed through dance.

Introduction

The focus of the sample module is "Dance as Commentary". In this module, students examine how dance is used for commentary. They discover their own unique dance style and, through dance, comment on issues important to them.

The module is organized in the following sections: Introduction, Technique, Personal Style, Personal Commentary, Dance as Social Statement, Students' Social Statements, and Performance. The Technique section should be taught throughout the module. Alignment, injury prevention, and health should be taught and reinforced throughout the course.

Teachers will find that they can use or adapt the activities in the various sections to accommodate all of the dance types.

Resources

The following resources that support this module are suggestions only. The teacher may substitute for any or all of the materials cited. A complete listing of recommended resources appears in Arts Education: A Bibliography for the Secondary Level.

Print

Ballet and Modern Dance

Jean-Pierre Perreault, Choreographer

Native American Dance

Modern Dance: Body and Mind

Accompaniment

Percussion instruments

Music to accompany technique and composition lessons

Video

Joe

Dancemakers' Series: Danny Grossman

Child of Ten Thousand Years

Equipment

Audio cassette player

VCR and television

Video recording equipment

Foundational Objectives

All of the foundational objectives will be developed in this module.

The students will:

• develop their dance technique
• develop their performance abilities
• increase their understanding of choreography in relation to their own work and the work of others
• develop understanding of dance within social and historical contexts
• use critical thought when responding to dance presentations and infer meanings based on the contexts of the dances
• examine their own relationship to dance.

Common Essential Learnings

This module will focus on the following Common Essential Learnings, although others appear throughout as they apply to a particular activity.

The students will:

• develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences, and objects in meaningful contexts (Critical and Creative Thinking)
• develop understanding of how knowledge is created, evaluated, refined, and changed within the field of dance (Critical and Creative Thinking)
• understand and use the vocabulary, structures, and forms of expression that characterize dance (Communication)
• develop an understanding of the personal, moral, social, and cultural aspects of dance (Personal and Social Values and Skills)
• develop their abilities to meet their own learning needs (Independent Learning)
• participate in a wide range of language experiences in order to develop their knowledge of dance (Communication).

Teacher Note: Throughout this module, use recordkeeping forms to assess students as they dance. (See the Evaluation section that follows the Sample Module for sample forms.) Record assessments in students' individual evaluation folders. Compile a videotape for each student which records his or her dance compositions and samples of dance technique. During the course of the module, arrange for one-on-one conferencing with the students.

Learning Objectives

Activities

increase their understanding of traditional and contemporary dances of various societies and cultures, including Aboriginal cultures, within their cultural and historical contexts	Introduction Explain that in this module students will examine how dance is used for commentary. Students will look at the commentary of dance artists and develop their own commentaries. In doing so, students will discover their own unique dance styles. Set up a display on dance. Include dance types in which students are interested. Give brief historical overviews. Discuss the dance types' origins and development.
value, keep, and purposefully use a record of ideas for their dance creations	Discuss dance journals and portfolios with the students and how they will be used for assessment purposes. Have students begin to keep a dance portfolio. (For more information on dance portfolios, see Instructional Guidelines in this curriculum guide.) Technique Teacher Note: Throughout this module, teach the students dance technique. Technique lessons should include a warm-up (standing and/or seated), movement sequences (axial and locomotor), and a cool down. Creative work can be included in technique lessons. See Appendix A for more information on planning. When teaching technique, include the following activities related to technique and body image. Remember, technique is to be taught and reinforced throughout the module.
further understand injury prevention and care, and effectively apply their understanding to their own dancing	Discuss the structure of the bones and the use of the muscles in relation to correct alignment and turn out. Use a model of a skeleton and the students' own bodies to demonstrate.
understand and consistently apply the movement principles to their own dance technique	Lead students in improvisations exploring the correct function of the skeletal structure.
understand the meaning of precision and apply understanding to improve technique (CEL: N) use correct dance terminology	Discuss injury prevention in relation to dance technique. Teach students exercises that will stretch and strengthen their bodies. Design corrective exercises for individual students that will help them improve their technique. Throughout the module, whenever correcting students' dance technique, refer to how the skeletal and muscular structure of the body should function for correct alignment. Whenever possible, use correct anatomical terminology.
gain knowledge about dancers' health and nutrition requirements examine the external influences on dance artists explore reasons underlying evidence (CEL: CCT)	Examine closely the issue of health in relation to dance. Discuss the importance of maintaining a healthy body for dance and what some dancers do to stay healthy. Discuss eating disorders that often are associated with dance and the reasons why dancers might suffer from the disorders. Have students in small groups research the body image of dancers and how it has changed over time. Compare the changes to the fashions of the same time period. Ask students to present their research to the class.
construct clear, achievable nutrition goals and plan to meet them (CEL: IL)	Motivate students to take responsibility for eating a healthy diet by having them design a nutritious menu for a week. Consult with a dietitian or invite one to class. Assess the students' presentations and menus and record in their evaluation folders. Personal Style Teacher Note: This part of the module will explore dance styles and help students discover their own unique styles.
improvise with confidence generate alternative solutions to problems through improvisation and evaluate the various solutions to the problems (CEL: CCT)	Guide students in dance improvisations designed to develop their sensitivity to dancing as a group. Have students reflect on and discuss their improvisational work. Ask students to record their reflections in their journals.
express their own ideas through dance with increasing clarity of intention analyze and apply understanding of the dance elements to their own work	Design improvisations that explore students' individual styles or "signature" movements. In small groups, have students show the movements they discovered that they feel reflect their personal style. In the same small groups, analyze the movements.
understand and apply the process of developing, sequencing, and refining their dance compositions using reflection, decision making, and movement problem solving reflect on and analyze their own dance compositions in order to improve them demonstrate respect for the dance compositions of others	Have students create short dance compositions using their improvisations as inspiration. Have them show their compositions to their peers. Record them on videotape. Discuss the students' individual styles by analyzing the compositions in terms of the elements of dance. Do the students think that there is a relationship between their individual dance style and their personality?
synthesize new ideas gleaned from discussion with prior understanding of their own dance style and personality (CEL: C)	Have students complete a self-evaluation form to record their reflections. Keep the self-evaluation forms in students' evaluation folders.
extend understanding of the development of various dance techniques in relation to their cultural and social contexts	Research the development of various dance techniques. Select techniques that have been influenced by an individual's movement style. Compare these to the students' preferences for particular dance techniques and their movement styles. Discuss.
execute complex locomotor and non-locomotor movements specific to a dance type with technical accuracy and fluency	Teach the students a system of dance technique.
increase their understanding of the work of various dance artists including Aboriginal, male, female, Canadian use appropriate criteria for the interpretation and evaluation of various dance types and styles	Using a process such as Responding to Dance Presentations, critically look at the choreography of a person who originated or influenced a dance technique. Discuss the technique in relation to the choreography. Use criteria from the Sample Checklist for Evaluating Students' Responses to Arts Expressions for assessment purposes. (See the Evaluation section.) Personal Commentary Teacher Note: This part of the module examines the use of dance for personal commentary. Students are given an opportunity to explore dance for their own commentary.
purposefully use improvisation to discover and develop movements for composition purposefully use a wide array of sources of inspiration for dance-making work co-operatively and contribute positively when improvising and composing in groups (CEL: PSVS)	Brainstorm ideas to use as inspiration for group improvisation. When a list is compiled, read each idea out loud and have students respond spontaneously through dance. Include humorous as well as serious ideas. In small groups, have students refine their improvisations to create a dance composition that comments on one of the ideas.
evaluate dance-making processes (CEL: CCT)	Show the compositions or record them on videotape for later reflection. Analyze and discuss the ideas or commentaries the students are conveying.
explore their own thinking processes (CEL: C)	For homework, ask students to write an entry in their dance journals commenting on school life.
explore ideas and perspectives relevant to choreographers through the study of their dances examine the cultural values, ideas, and beliefs that dances might transmit, influence, or challenge write about their dance experiences in order to understand them better (CEL: C)	Look at a dance which comments on society, such as Nobody's Business, choreographed by Danny Grossman. Using a process such as Responding to Dance Presentations (Appendix C), discuss how Grossman uses humour to comment on society. Ask students to write a critique of Grossman's dance. Assess the critique and record the assessment in the students' evaluation folders.
express their own ideas through dance with increasing clarity of intention apply understanding of the choreographic ideas and processes of various choreographers to their own dance-making reflect on and analyze their own dance compositions in order to improve them use the language and concepts of dance (CEL: C) understand the collaborative nature of dance and demonstrate commitment to its collaborative process	Individually, have students create a short dance study using, as a starting-point, the journal entry in which they commented on school life. The study should be about 30 seconds in length. Have students show their dance studies to the class. Record them on video. Analyze and discuss the studies. What are they conveying about school life? With the students, choreograph a group dance that includes all their short dance studies. It may be necessary to adjust the studies to create a dance with unity. Students may be assigned parts of the dance to work on in small groups.
demonstrate self-motivation in committing to the rehearsal process further their understanding of lighting, costume, and set design analyze and apply understanding of the principles of composition to their own work evaluate the dance for creative processes used and final product (CEL: CCT)	Rehearse the dance. If desired, select appropriate music to accompany the dance. Students could design sets, props, and costumes using "found" materials. Record the dance on videotape. Analyze and discuss the dance, focusing on the principles of composition. Have students record their reflections in their journals. Dance as Social Statement Teacher Note: This part of the module further examines dance as commentary by investigating social statements made through dance.
explore ideas and perspectives relevant to Canadian choreographers through the study of their dances demonstrate critical thought and support interpretations and opinions when responding to dance presentations (CEL: CCT) increase their understanding of the work of Aboriginal dance artists with competence, analyze how the dance components work together to convey the choreographers' intentions	Look at excerpts of the dance Joe, choreographed by the Canadian, Jean-Pierre Perreault. Using a process such as Responding to Dance Presentations, discuss the dance and why it is considered significant in the history of Canadian dance. Discuss the similarities and differences between Joe and Nobody's Business. Alternatively, look at Child of Ten Thousand Years, directed by Floyd Favel, Artistic Director of Native Earth Performing Arts Inc. Discuss this work and the statement or commentary it makes.
choose a dance artist whose work reflects their interests (CEL: IL) demonstrate commitment to independent research in order to increase their understanding of dance	Investigate other dance artists that use dance for social statement. Have students write an essay about a contemporary dance artist who uses dance for social statement. Assess the essay and record the assessment in students' evaluation folders. Students' Social Statements Teacher Note: Students are given an opportunity to create dances expressing their own social statements.
apply understanding of the dance elements and principles of composition to their own work apply understanding of the choreographic ideas and processes of various choreographers to their own dance-making write a proposal for a dance project (CEL: IL)	Divide the students into groups of three. For the following project, have each group complete a learning contract. (See Sample Learning Contract in the Evaluation section.) Ask each group to choreograph a dance that comments on aspects of the students' lives. The dance should have three sections, with each group member choreographing one section. Explain that the sections may or may not relate to each other. Each person should decide on the topic for her or his section.
further their understanding of lighting, costume, and set design use notation, both traditional and invented, to assist throughout the dance-making process	Accompaniment, costumes, props, etc. should be determined as a group. Have students use notation to assist in their dance-making and to document the development of the project in their portfolios.
reflect on and analyze their own dance compositions in order to improve them understand the role that human values play in discussing dances (CEL: CCT) use questions as tools to further their own understanding (CEL: C)	"Workshop" the dances so that students have an informal opportunity to receive feedback from each other. Discuss the dances and the statements students are trying to convey. Assist groups in refining their dances by encouraging others to offer suggestions for improvement and then having the dancers try the suggestions. The students will benefit from observing the effects of any revisions. Record the workshopping process on videotape.
synthesize new ideas gleaned from discussion with prior understanding of dance (CEL: C) demonstrate self-motivation in committing to the rehearsal process	Based on the feedback given in the workshopping process, have the students refine and rehearse their dance compositions. Students should record their reflections in their journals. Performance Teacher Note: This portion of the module gives students an opportunity to perform the work they have prepared. Dance is a performance art. However, performances should be a natural outcome of rehearsal and classroom activities. The purpose of this performance is for students to apply what they have learned in a performance situation.
develop the ability to sustain concentration, focus, and projection while dancing and transfer these abilities to performance situations	Have students prepare for an informal performance of the dances created in this module. Explain to students the purpose of the performance. Discuss performance techniques with the students.
begin to understand how various effects can be created with lighting, costume, and set design in dance productions understand and practise performance etiquette	Have students design lights, costumes, and sets for the production. Review the roles of production personnel and the logistics of putting on dance performances. Assign students production duties, including that of publicizing the performance.
evaluate creative processes, assignments, and projects (CEL: CCT)	After the performance, discuss the students' experiences. Using the Sample Self-evaluation Form, have students write a final journal entry reflecting on the performance and the module.