Unit Three: Traditions and Innovations

Unit Three focuses on the dance of cultures and societies, past and present. It looks at influences and innovations in dance, how dance might transmit or question cultural values, and how dance is an integral part of life in Canada and beyond.

Suggested Activities	Possible Resources
Teacher Information Teachers should be aware that the new Middle Level Physical Education curriculum will include an optional dimension of rhythmics and/or dance. The focus of dance in Physical Education will be on learning social and/or cultural dances. Arts Education and Physical Education teachers are encouraged to communicate so that experiences in the two areas complement one another. For example, the students could learn a particular dance in Physical Education and examine the same dance and its cultural traditions in Arts Education.	Note: All resources listed in this column appear in Arts Education: A Bibliography for Grades 6 to 8, 1994. Citations appear in full in the bibliography, alphabetized by title.
Dance, Societies and Cultures Teacher Information In this part of the unit, the teacher may wish to focus on dance from areas of the world being studied in Social Studies. The focus of the grade six Social Studies curriculum is "Canada and Its Atlantic Neighbours". Some of the countries suggested for study are Canada (eastern), U.S.A. (eastern), Mexico, Brazil, Argentina, Great Britain, France, Spain, Morocco and Nigeria. The students will: extend their understanding of the dances of various cultures learn a selection of dances from various cultures, Canadian and global.
Examine various cultures and their dances. Set up a display. Include maps and pictures of the traditional dress and the countryside. Discuss what might have influenced the dances. For example, how might the music, climate, terrain, traditional dress, traditions and beliefs have affected the cultures' dances? Read stories about the cultures. Read legends from the cultures. Learn some of the cultures' dances. Invite guests in to talk about their culture and its dances. Ask the guests to show or teach their dances. Compare the dances of the cultures examined. Look for similarities and differences. For example, how are the movements similar or different? Why do the students think there are these similarities and differences? Discuss.	Reference books, films and videos on various cultures and their dances, such as Dance A While, Folk Dancing in America, Discovering the Music of Africa, Folk Dances of French Canada. Also, see videos from Dance Saskatchewan, Inc. Music, legends of the cultures studied Resource people Social Studies and History resources
Do the students think the cultures they studied have influenced the dances of each other? Discuss. What reasons can students think of for any influences? Have students consider historical factors such as invasions, the migratory pattern of peoples, and geographical factors such as proximity.
How have cultures within Canada influenced each other's dances? Discuss, for example, the origins of the dances of the Métis. Have students learn a Métis dance such as the Quadrille. Analyse and discuss how the Scottish, Irish, French and Aboriginal cultures influenced the Métis dances. Dance Transmits Traditions Teacher Information This part of the unit focuses on dance as a means of transmitting the ideas and traditions of peoples. The students will: examine the various functions of dance; for example, as celebration, entertainment, communication of ideas, education, propaganda, social commentary extend their understanding of dance and its role in various Aboriginal cultures. Explain to students that dances are passed from one generation to the next over a long period of time. Ask the students why they think this is. Include in the discussion the idea that a society's or culture's traditions are sometimes transmitted through the dances. Do students know any dances from their own cultural backgrounds? Are any dances traditionally done at their family gatherings? If so, what have students learned about their culture by doing these dances?	Resources on Métis dance, such as Steps in Time, Métis Dances (kit)
Examine the role of dance in various Aboriginal cultures. Have students investigate the traditions that are transmitted through the dances. Invite a guest to the classroom to talk about the role of traditional dance in his or her life. Dance Reflects Societies Teacher Information This part of the unit will introduce students to the idea that a lot can be told about a society by looking at its dances. The students will: extend their understanding of the dances of various cultures and societies examine dances within the context of their societies or cultures become aware that different dance styles call for different kinds of criteria for interpretation and evaluation.	Resources on Aboriginal cultures' dance, such as The Great Eagle Dancer, Dance Alive: Wisdom Keepers, Pow Wow, Dances of the Northern Plains
Review with the students that there are a variety of styles of dance; for example, ballet, jigging, pow wow, jazz, tap, square dance, etc. Show students examples of various dance styles. Discuss the similarities and differences among the styles viewed. Do the dance styles tell the students anything about the society in which they originated? The following are examples: Some ballroom dances such as the waltz emerged from the court dances of the Renaissance Period. When examining these dances, students could discuss what they think the court society of the Renaissance was like. Ballroom dance scenes can be found in many classical ballets. Western square dances are vigorous dances which use a caller to direct the dancers. The caller often uses patter which refers to western life. Students could discuss what they think the social function of an old- time square dance would have been and how it would have reflected society.	Films, videos of various dance styles, such as Dancemakers Series, For the Love of Dance, Dance Alive: Wisdom Keepers, Flamenco at 5:15, Steps in Time, Call of the Jitterbug, In a Jazz Way, The Nutcracker. Also, see videos from Dance Saskatchewan, Inc.
Individually or in groups, have students research a style of dance. Ask students to trace the roots of the dance style and investigate the society in which the style originated. Have students listen to examples of the society's music. Ask students to describe how they think the dance style reflects the society of its origin. For example, tap dance started in the United States. It was developed by African-American slaves and was influenced by their traditional African dance, the Irish jig and English clog dances. Tap dance was an important part of African-American culture long before it became a performance dance.	Reference materials on a variety of dance styles, such as Ballet & Modern Dance, Black Dance From 1619 to Today, Pow Wow Country, Dance A While, Dance in Its Time Examples of music related to the style of dance
If appropriate, have students learn some steps from the style of dance investigated. Invite a resource person to teach students steps or a simple dance phrase. For example, students could learn a tap dance phrase.	Resource person
Have students create dance compositions in the style of dance they researched. For example, if the students researched "break dance", which emerged in the 1970s, have them create a dance composition which would typify the break dancing of that time. Have students use music typical of the dance style to accompany their dance compositions.	Music typical of the dance style researched
Innovations in Dance The students will: begin to examine the contributions of various dance artists to the field of dance begin to examine how dances they view as audience connect to their own lives, society and cultures. Ask students what the word innovation means. What are some innovations or inventions students can think of? Who can students think of that are inventors or innovators? Do the students know of any innovators in dance? Discuss with students why certain dance artists are considered innovative. Often the personal style of some dance artists is so new and different, it is considered innovative.
Have students do a research project on a dance innovation (twist, fox trot, modern, fancy dance, jingle dress dance, etc.) or on an innovator in dance, such as Josephine Baker, Fred Astaire, Maggie White, Marie Taglioni, George Balanchine, Isadora Duncan, José Limon, Martha Graham, Merce Cunningham or Murray Louis. Look at the dance artist's work using a process to guide students. See "Responding to Dance Presentations", included in this curriculum guide. What innovations is this dance artist known for? Discuss the impact the dance artist has had on dance.	Print resources on innovative dance artists and their work, such as Dance Classics, Dance Canada, Maria Tallchief, Merce Cunningham, Ballet & Modern Dance, History of the Dance in Art and Education, Powwow Country Film and video resources on innovative dance artists and their work, such as Pow Wow, Call of the Jitterbug, Ballet Festival, Dancing for Mr. B, Points in Space, Hanya, Isadora Duncan, Murray Louis in Concert, Shadow on the Prairie, Totem
Teacher Information The late Maggie White, from Ontario, is considered to be Canada's first lady of Jingle Dress dancing in more recent times. Her influence has caused the Jingle Dress Dance to flourish and migrate from Ontario to Western Canada. She would lead the Jingle Dress dancers in the Grand Entry at a pow wow. Often, at pow wows, she would inspire the Jingle Dress dancers by talking with them about the history and the style used in the dance. The students will: make connections between their own work and the work of various dance artists use ongoing reflection, decision- making and movement problem-solving to develop, sequence and refine their dance compositions throughout their dance-making process reflect on and discuss their own and their peers' work while valuing the work as expressions of unique experiences.
Have students think about their own dance creations. Ask if students can think of any times in their own dancing when they have been innovative or tried something which was new to them. Have individuals or groups of students create a dance composition which has something about it that is new to them; for example, new movements or ideas. Have students select accompaniment for their dance compositions; for example, percussion instruments or music. Show the dance compositions or record them on video for later viewing. Describe, discuss and analyse the dance compositions.	Music or percussion instruments
Innovative dance artists often become known for their personal style. Discuss with the students that it takes a long time for dance artists to develop a personal style. Ask the students to think about their own work and whether they have a preference for a certain way of moving. Do the students think that they may be beginning to develop a personal style? Have students record their reflections in their dance portfolios. Dance in the Students' Lives The students will: examine the roles and influences of dance in their daily lives, the mass media and popular culture.
Have students research dance in their daily lives; for example, dance in the mass media, dances they do as a social activity, etc. Set up a display. Include the following in the display: examples of dance found in advertising images and rock videos; magazine and newspaper articles; dance programs from performances; reviews of performances; students' own writings and drawings about dance in their daily lives; and so on. What do the dances or dance images the students are familiar with say about the times they live in? Some students may wish to present their research as though they were documentary reporters. Others might imagine they are people from another world who have just discovered the students' world. What understanding of the students and their society would these people obtain by observing the dance found in the students' daily lives? Discuss. The students will: express themselves through their dance compositions become familiar with ways the elements can be used to affect expression begin to gain understanding about the discovery, improvisation, exploration and development of movements reflect on and discuss their own and their peers' work while valuing the work as expressions of unique experiences.	Examples of dance in daily life, such as advertising images, rock videos, magazine articles, reviews, etc.
Have individuals or groups of students create new social dances or dance compositions which reflect what students would like to say about their own society. Have students select appropriate music to accompany their work. Show the dance compositions or record them on video for later viewing. Describe, analyse and interpret the compositions. See "Adapting Responding to Dance Presentations for the Discussion of Student Work" , included in this curriculum guide.	Music selected by students Video recording equipment