10 Dance Lesson Plans

Submitted to Ann Kipling Brown

In partial fulfillment of the requirement for
EDAN202

Submitted by: Devon Stolz

Date Submitted: Friday, April 15th 2011

Lesson #1
Arts LIVE and Misty Wensel
Grade Level: Grades 3-8
Arts Education Components: Creative Productive, Cultural
Historical, Critical Responsive
Objectives:
1. Students will work in groups in
creating short dance pieces
2. Students will use Misty Wensel
as the influence for their dance
3. Students will explore dance
inspiration and creation of
movements
4.
Common Essential Learnings: Communication, Critical and Creative
Thinking, Numeracy, Personal & Social Values & Skills, Independent
Learning
Outcomes & Indicators:
1. Collaborate on the creation of a
concept web of dance elements
and possible movements related
to an inquiry question.
2. Demonstrate leadership and
collaborative skills in the
creation of one section of a
group choreography.
3. Encourage peers to extend
bodies range of movement,
strength, and balance with
attention paid to correct
alignment and clarity of action.
4. Improvise and collaborate to
refine movements and develop
the choreography.
Description of Lesson: Students will view Misty Wensel through the
Arts LIVE program. After the first 30 minute session Students will use
memorable moments to create a unique piece of dance and

choreography. This choreography will be organized according to Misty

Wensels dance phrases. The lesson will conclude with peer sharing.
Set: Students will arrive to class and begin to become engaged with
the Arts LIVE- live telecast. After the first 30-minute session students
will begin the dance exploration section of the lesson.
Development: Students will be placed into groups of 3-5 and begin to
compile a list. This list is of specific memorable moments that could
be used to inspire dance. A memorable moment is a period of time that
evokes an emotion. These emotions are the basis for creating dance
phrases. After the group has compiled a list of memorable moments
they can begin sequencing them into specific movements and
transitions. The dance phrase should incorporate movements
associated with all of the memorable moments.
Closure: This lesson concludes with a quick group sharing of the
created work.
Assessment:
Students will be assessed on the following:
1. Smooth transitions and clear, defined
dance phrases
2. Inspired and creative movements
3. Group flow and cohesiveness
Materials: Arts Live, Misty Wensel, Dance Studio or large open space,
sound system
Resources: http://www.education.gov.sk.ca/artonair

QuickTime and a
decompressor
are needed to see this picture.

Misty Wensel

Lesson Title #2
Robin Poitras Artist Study
Grade Level: Secondary
Arts Education Components: Creative Productive, Cultural
Historical, Critical Responsive
Objectives:
1. Students will become involved and
have fun creating a unique dance
2. Students will gain a firm
understanding of Robin Poitras and
her work
3. Students will explore and become
aware of the creative process and its
significance
4. Students will actively discuss dance
Common Essential Learnings: Communication, Critical and Creative
Thinking, Personal & Social Values and Skills, Independent Learning
Outcomes & Indicators:
4

1. Use body and actions in innovative

ways to develop sequences and ideas
2. Investigate expressive ways of using
dynamics, rhythm, spatial design,
focus, relationships, transitions, and
contrast
3. Perform self-created and
collaboratively-created sequences of
movements with smooth transitions
4. Encourage peers to extend bodies
range of movement, strength, and
balance with attention paid to correct
alignment and clarity of action
Description of Lesson: Students will listen to the Robin Poitras
interview on the SaskStories website and note the key points of her
speech. They will then use the key parts of Poitras creative process to
create a unique group dance. The lesson will wrap up with a group
discussion about Poitras and her work.
Set: Students will listen to the interview by Robin Poitras on the
Saskstories website. Using the important elements that she mentioned
within her interview they will then plan and begin to create a dance.
Students will be placed into groups and may choose to use the dancemaking process as outlined in the evergreen curriculum, or they may
choose to explore and create a sequence of movements on their own
accord.
Development: The key points that students should take away from
the Poitras conversation are the following:
1.
2.
3.
4.
5.
6.

Inspired by literature and stories

Tests human movement potential
Creates challenges for her body
Enjoys working with body extensions
Dances in small spaces
Incorporates other kinds of art within
her dance
7. Views dance as a communicative
language
8. Dance in a pedestrian sense (walking
etc)
Students should incorporate at least 4 of these elements of Poitras
creative process into their own dance. This should result in creative

and enjoyable dances. The teacher should also stress the use of dance
elements, such as: canon, pathways, space and relationships.
Closure: Students will meet in their small groups and reflect on their
inspiration and use of the stimulus within their own dance. If necessary
or if the teacher deems it productive a class-wide discussion about
Poitrass creative process may commence.
Assessment:
Students will be assed on the following
1. Participation
2. Creative and unique ideas in movement
3. Comprehension of and effort to incorporate
Poitras work within the dance
Materials: Dance studio or large open space, sound system
Resources:
http://www.saskstories.ca/art/english/conversations/

Lesson #3
Global Issues explored through solo choreography
assignment
Grade Level: This lesson is designed for Dance 30
Arts Education Components: Creative Productive, Cultural
Historical, Critical Responsive

Objectives:
1. Students will develop new and
creative dance technique
2. Students will become comfortable
with performance and displays of own
work
3. Students will gain an understanding of
global food epidemic as a social issue
4. Students will communicate
relationships and ideas through
dance
Common Essential Learnings: Communication, Critical and Creative
Thinking, Personal and Social values and skills, Independent Learning
Outcomes & Indicators:
1. Use the dance-making process to
explore the central questions and
ideas
2. Reflect, analyze, and make
connections between the original topic
or inquiry question and subsequent
dance explorations.
3. Use the Internet and other relevant
sources (e.g., print, digital,
community) to research and gather
ideas for dance-making
4. Generate additional relevant
questions for deeper exploration
5. Draw on own imagination and ideas,
and strengths of other dancers, when
choreographing dance section
6. Improvise and collaborate to refine
movements and develop the
choreography.
Description of Lesson: This lesson looks to challenge and test
students ability to create dance. Preferably students will create short
solo-choreographed numbers that communicate their feelings,
thoughts and emotions about the global food crisis. The lesson will
conclude with a presentation of each students work and classroom
discussion about the elements of dance, creative process etc.
Set: The Teacher will begin the class by asking about pre-existing
7

knowledge regarding the global food crisis. After the class has shared
their knowledge about this global issue the teacher will then introduce
the solo choreography assignment based around the global food crisis
issue. Students will be given a resource package with all of the
necessary information to gain a firm understanding of the issue at
hand.
Development: Students will begin to create their dance by following
the dance creation process that is outlined in the Evergreen
Curriculum. Students have creative freedom to use whatever piece of
music they desire and fashion a dance that is interesting and engaging
to them. The dance must have a strong focus on the issue of world
hunger, famine and world aide. The teacher must encourage personal
feelings and beliefs to be expressed throughout the dance. The
Teacher must stress the importance of space within this dance.
Encourage interesting levels, directions, shape, sizes and pathways.
Closure: Students will display finished work to the class. The teacher
will pose a class discussion about similarities within students work,
differences and uniqueness. The class should also discuss their
individual journey of creating dance, and self-reflect on the elements of
dance that they chose to explore.
Assessment:
Students will be assed according to the creative dance rubric
attached
Adaptions & Extensions: It is likely that students may not wish to
create a solo piece of choreography. While the intention of this lesson
is to express personal feelings and thoughts partners and/or small
groups may also be applicable. This model look exploring social issues
through dance- can be used for other global/sociological issues.
Materials: Dance studio or large open space, information packages,
sound system
Resources:
Creative Dance Rubric
The following resources may be used in the information package to be
distributed to students
http://www.bbc.co.uk/news/business-13086979
http://www.globalissues.org/article/758/global-food-crisis-2008
http://www.oxfam.ca/news-and-publications/news/the-global-food-crisis

http://www.washingtonpost.com/wp-srv/world/globalfoodcrisis/
http://en.wikipedia.org/wiki/2007%E2%80%932008_world_food_price_c
risis

Rubric for Creative Dance #3

D

Beginning

Satisfactory

Proficient

Excellent

Effort

Participates
only with
strong
encouragemen
t.
Is easily
distracted and
finds it difficult
to maintain
focus. May
distract others.

Participates in
dance.
Frequent
reminders are
needed to
maintain focus
on the dance.

Participates in
dance with a
positive
attitude.
Needs to be
reminded to
focus at times.
Can stay
focused and
follows
instruction
well.

Level
and
Space

Uses little of
the space
possible for
movements.
Student
movement
experiences
only one level.

Uses some of
the space
provided.
Movement is
limited to only
two levels.

Patter
ns and
Pathw
ays

Pathways and
patterns are
not apparent in
the dance
composition.

Uses one or
two pathways
and patterns in
their dance.

Attempts to
use most of
the space
provided.
At times uses
varied levels
within their
movement
experience.
Attempts
various
pathways in
their
movement.
Basic patterns
are included in
their dance
composition.

Participates in
dance with
enthusiasm,
and
encourages
others to
participate.
Is consistently
focused and on
task and
encourages
others to
remain
focused.
Uses all space
provided,
vertically as
well as
horizontally.
Uses all levels
within their
exploration of
movement.
Uses an
extensive
variety of
pathways in
their
movement.
Incorporates
well-defined
patterns in
their dance
composition.

MA
RK

Creativ
ity and
Interpr
etation

Uses common
and
stereotypical
patterns
borrowed from
others.
Uses familiar
patterns and
movements.
Re-uses a
simple pattern
borrowed from
others or
media.

Adapts some
options from
others in their
movement
Goes beyond
the familiar to
take a small
risk.
Movements
repeat limited
common
patterns and
themes.

Explores a
variety of
creative
options.
Takes some
risks in their
exploration.
Movements
show unusual
patterns and
fair variety.

COMMENTS:

Explores
numerous
creative
options.
Willing to take
risks in their
exploration.
Movements are
highly original
and carried out
well.
Movements
highlight the
music in an
interesting
way.

Lesson #7
Group Presentation of ArtsAlive Dancer
Grade Level: Grade 5+
Arts Education Components: Cultural Historical, Creative Productive
Objectives:
1. Students will gain a historical and
cultural knowledge of dance a
important dancers
2. Students will create engaging and
aesthetically pleasing posters for
display
3. Students will demonstrate the
educational merit of dance history and
research of historical dance figures
Common Essential Learnings: Communication, Technological
Literacy, Independent Learning

10

TO
TAL

Description of Lesson: Using the ArtsAlive website groups of

students will select a dance artist and research specific aspects about
each dancer. Students will then create large poster boards complete
with all of the information about each particular artist. The lesson will
close with each group doing a presentation about their dancer.
Set: Students will divide into small groups and become familiar with
the ArtsAlive website. After time to explore the site the teacher will
then instruct students to pick a specific influential dance artist and
begin researching.
Development: Students will use the information gathered to create a
visually appealing poster for display within the dance studio or
classroom. This poster should not only be visually appealing but also
include the following information.
1.
2.
3.
4.

Name of Dance Artist

Date of Birth and Death (if applicable)
Style, Genre of Dance
Major influential contributions to
dance
5. Legacy
6. Images or illustrations of dances
7. Description of her/his work using
dance terminology (heavily
descriptive words)
Closure: Students will present their poster to the class with a short
speech about the artist that they have studied using the arts alive
website. After every group has shared their different and unique
dancer the class should have gained a comprehensive understanding
of a vast variety of dance pioneers and modern day professionals.

Assessment:
Students will be assessed on the following:
1. Amount of effort, time and
thought put into preparing a
visually appealing poster for
display in the classroom
2. Quality of research
3. Value of presentation done by
the group during class sharing
Adaptions & Extensions: After researching and creating a poster
based on the artist; Students could use the knowledge obtained to
11

create a dance. This process is similar to the Robin Poitras lesson.

Materials: Materials to create posters, computer lab
Resources: http://artsalive.ca/en/dan/meet/index.asp

QuickTime and a
decompressor
are needed to see this picture.

Isadora Duncan

Lesson #5
Heritage Heirloom Dance
Grade Level: Secondary- Dance 10, 20, 30
Arts Education Components: Creative Productive, Cultural
Historical, Critical Responsive
Objectives:
1. Students will create a personal and
unique contemporary dance that
12

reflects personal heritage and culture

2. Students will make use of all elements
of dance
3. Students will create interesting and
creative pieces of art
4. Students will perform and value peers
performances
Common Essential Learnings: Communication, Critical and creative
thinking, Personal and Social values and Skills, Independent Learning
Outcomes & Indicators:
1. Draw on own imagination and ideas,
and strengths of other dancers, when
choreographing dance section.
2. Record dance phrases (e.g., notation
or video) to further explore and
reconstruct movements
3. Contribute to group discussions
regarding possible structures or form
for the dance
4. Use the dance-making process to
explore the central questions and idea
Description of Lesson: Students will develop a distinct self-portrait
dance based around their personal heritage and a family heirloom.
Set: Students will be required to bring a heirloom that represents their
family heritage or has a significant story. The class will be directed to
think about the story attached with their particular heirloom. How does
it reflect their culture, persona, and family history? Does it have a
strong historical value? The teacher should suggest that students avoid
sharing their stories at this point.
Development: Students will develop a personal and creative dance
that reflects the story attached to the object and their heritage. (For
example: If the heirloom/family happened to be from Poland then the
dance should reflect elements of polish dancing) The main objective is
that students create a dance that represents themselves and their
families. They are encouraged to pull on elements of cultural dances,
creative and contemporary dance, and classical and unique dance.
Students should employ the dance making process that can be found
in the attached resources, or on the evergreen curriculum. If students
desire to dance with their heirloom that can be done; however it is
certainly not mandatory
13

Closure: After the dances have been performed for the class the
entire group should sit and discuss the objects in which they have
created the dance around. This is a show-and-tell. In which students
can explain their inspiration, cultural significance, and uniqueness of
their heirloom.
Assessment:
Students will be assessed by the attached rubric for creative
dance
Adaptions & Extensions: If students are struggling to find their own
heirloom or heritage item they may borrow ideas from peers, the
internet or from books.
Materials: Dance Studio, sound system
Resources: none for this specific lesson

Lesson #6
Strengthening Music Vocabulary/ Creating Dance
14

Grade Level & Conceptual Focus: Grade Seven- Focus is on PLACE

Key Inquiry Questions: What is the relationship between
Saskatchewan Ecology & Climate in Saskatchewan First Nations Art,
Music and Dance?
Arts Education Components: Critical Responsive, Cultural Historical,
Creative Productive
Common Essential Learnings: Communication, Numeracy, Critical &
Creative Thinking, Independent learning, Personal & Social Values &
Skills.
Outcomes & Indicators:
1. Use inquiry in dance to extend

2.
3.

4.

5.
6.
7.

understanding of place (e.g., examine

historical relationships of people to the
land in Saskatchewan
Use the dance-making process to explore
the central questions and ideas
Keep a record of dance phrases using
invented and/or traditional notation
symbols, and video where possible, to
explore, record, and reconstruct
movements.
Reflect, analyze, and make connections
between the original topic or inquiry
question and subsequent dance/music
explorations.
Explore and determine appropriate sound
sources, forms and processes for creating
music expressions.
Demonstrate self-awareness in decision
making about own movement selections.
Develop and refine transitions using
reflection, decision making, and
movement problem solving.

Description of Lesson: Students will closely examine Buffy Saint

Marie - Qu Appelle Valley Saskatchewan using the music reflection
sheet attached. This document asks specific questions about the
musical elements of a specific piece. Students must examine the song
closely to give meaningful answers. In the second part of the lesson
students will work in small groups and use their music reflection sheet
to aide in the building of a unique dance. Students successfully
complete all of the steps in the Dance-making process, creating a
dance that correlates directly to the musical elements in the song. At
15

the end of the process the class will share their work and complete a
class discussion.
Set: As students arrive for class the teacher should have Qu Appelle
Valley Saskatchewan playing as loud as possible on repeat. As class
begins turn the music down and direct the class into a opening
discussion about the Qu Appelle Valley, asking questions such as
these:
1. What significance does the Qu Appelle
Valley have for you as a resident of
Saskatchewan and the province of
Saskatchewan as a whole?
2. Do you think that the Qu Appelle
Valley has had a significant effect on
Saskatchewan Art and music? Are you
aware of any art/music?
3. Have you ever thought of the Qu
Appelle Valley as a source of artistic
inspiration and creativity? Why or why
not?
Development: After the preliminary discussion has concluded
Students will be given the Musical Element Listening Guide. This is a
blank sheet that asks specific questions about the Buffy St. Marie- Qu
Appelle Valley Saskatchewan song. Encourage students to fill out their
sheet as extensively as possible. Having a sheet that is thorough and
concise will aid in the second part of the lesson. Students can listen to
the song as many times as is necessary.
For the second part of this lesson students will divide into groups of 34. These groups will use the Dance-making process found in the grade
7 dance curriculum. The dance will be created to accompany Buffy St.
Marie- Qu Appelle Valley Saskatchewan. It must employ creative bodily
movement, as well as demonstrate the understanding of musical
elements, found in the Musical Element Listening Guide. The dance can
be no shorter than 1 minute and can begin at any part during the song.
Students will use the Dance making step process.
1. Step One: Starting Points- starting with a theme/ idea or
movement. This step has partially been achieved- Since the
dance has a central theme. Students may look for a more
abstract idea or theme.
Ex: The dance may be about the animals of Qu
Appelle Valley or the movement of the riveretc.

16

2. Step Two: Brainstorming- If the starting point has been

established students may now begin to elaborate and create a
web of ideas for the dance. This step may also be done
primarily through movement. Instead of sitting and talking
about dance- bodily experimentation may be used
3. Step Three: Finding the movements for Exploration- At this
point of dance making students focus on creating concept
maps of Body, Space and Dynamics. What parts of the body
are being used and when. How does the dance compliment
the music? Can we get a sense of the music through the
dance?
4. Step Four: Taking Stock- Students at this point will focus on
the concept maps and exploration of the dance. In this step
the primary focus is achieving the learning objects. Which are
outlined in the grading rubric.
5. Step Five: Structure: The dance is past the exploration and
into the development stage. Sequencing becomes important
as well as any story that the dance may be telling. For this
particular dance the focus is primarily on the correlation of
the dance and the music. Does the Dance mirror the musics
strong sense of place?
*Usually Dance educators try to use music sparingly. As a strong emphasis on music
can lead to structured movements without personal creative rhythm and an overlook
of the elements of creative dance. Since this lesson is a cross-curriculum lesson the
Music plays a vital role and is of the utmost importance.

Closure: Students will present their work to the class. And close with a
reflective circle about each particular dance and the unique stories told
in each. Students will discuss their inspiration from Saskatchewan
Landscape and Buffy St. Marie. Hopefully students will have gained
increased music understanding and terminology use as well as
increased dance understanding.
Assessment:
Students will be assed on the following
1. Class participation/ Use of Class time
2. Thoroughness and attention to detail
displayed in the answers of Musical
Element Listening Sheet
3. Evaluation of Dance will be done on
attached grading rubic
Materials: Dance Studio or Large open space. CD Player
Resources: http://www.youtube.com/watch?v=gVH-x4szOEI - Buffy St.
Marie- Qu Appelle Valley Saskatchewan. Also available on ITUNES or
1976 Vinyl Album Sweet America
17

Dance Creation/Musical Element Listening Sheet

Please fill in the answers to the best of your ability. The answers to
these questions will be used in creating a creative dance.
What is this song about? _______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
What instruments are used in this song?_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
Explain the Dynamics of this song- are there crescendos/
decrescendos?_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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___________________________________________
What is the Tone Colour of this song? Is it dark, brilliant,
bright, mellow, rich? Explain your choice_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
When Listening to this song do you picture a specific scene or
movement?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
The Rhythm is the flow of music through time.. describe the
beat in Qu Appelle Valley Saskatchewan. How could this
musical trait be translated into dance?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________

Musical Element Listening Sheet Continued.

Is the texture of this song Homophonic, Polyphonic,
Monophonic? How could the use canon be used in your Dance
to demonstrate which texture this song is?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________
Are you excited to create a creative and innovative dance to
this piece?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
__________________________________________

19

Rubric for Lesson #6 Creative Dance

Effort

Beginning

Satisfactory

Proficient

Excellent

Participates in
dance with a
positive
attitude.
Needs to be
reminded to
focus at times.
Can stay
focused and
follows
instruction well.

Participates in
dance with
enthusiasm,
and encourages
others to
participate.
Is consistently
focused and on
task and
encourages
others to
remain
focussed.

Participates
only with strong
encouragement
.
Is easily
distracted and
finds it difficult
to maintain
focus. May
distract others.

Participates in
dance.
Frequent
reminders are
needed to
maintain focus
on the dance.

20

MARK

Level and
Space

Uses little of
the space
possible for
movements.
Student
movement
experiences
only one level.

Uses some of
the space
provided.
Movement is
limited to only
two levels.

Use of Musical
Knowledge
within the
Dance

Musical
knowledge is
not apparent in
the dance
composition.

Unclear use of
one or two
symbolic
musical
elements within
dance
compositions

Creativity and
Interpretation

Uses common
and
stereotypical
patterns
borrowed from
others.
Uses familiar
patterns and
movements.
Re-uses a
simple pattern
borrowed from
others or
media.

Adapts some
options from
others in their
movement
Goes beyond
the familiar to
take a small
risk.
Movements
repeat limited
common
patterns and
themes.

COMMENTS:

Attempts to use
most of the
space provided.
At times uses
varied levels
within their
movement
experience.

Uses all space

provided,
vertically as
well as
horizontally.
Uses all levels
within their
exploration of
movement.
Attempts
Extensive us of
various
musical
demonstrations
knowledge in
of musical
their
knowledge
movement.
Basic symbolic
Incorporates
musical
plenty of
elements are
symbolic
included in their
musical
dance
elements in
composition.
their dance
composition.
Explores a
Explores
variety of
numerous
creative
creative
options.
options.
Takes some
Willing to take
risks in their
risks in their
exploration.
exploration.
Movements
Movements are
show unusual
highly original
patterns and
and carried out
fair variety.
well.
Movements
highlight the
music in an
interesting way.

Lesson #7
Inquiry based learning discussion about the different types of
21

TOTAL

social dances
"Tell me and I forget, show me and I remember, involve me and I
understand
Grade level & Conceptual Focus: This lesson could be adapted for
any grade. However for the purpose of this lesson plan the focus is
Dance 10, 20, 30
Arts Education Components: Cultural Historical, Critical responsive
Objectives:
1. Students will gain a vast knowledge about
the different types of social dances
2. Students will be assessed on group work
and social development
3. Students will have to use independent
learning skills within their groups to acquire
the best possible information
4. Group discussion stimulates critical thinking,
knowledge sharing and healthy
conversation
Common Essential Learnings: Communication, Independent
learning, Personal and social development, Technological literacy
Outcomes & indicators:
1. Summarize and focus knowledge of
topic to determine information needs.
2. Generate additional relevant
questions for deeper exploration.
3. Reflect on how movement, dance
elements, and principles of
composition can be organized to
convey meaning in dance.
4. Contribute to group discussions
regarding possible structures or form
for the dance
Description of lesson: Students will be divided into groups and
assigned a genre of social dance. From this point students will used the
inquiry based learning model to research and share information in a
class discussion.
Set: As students tend to enjoy group work, it may only be necessary to

22

let the class divide into groups of their choice. The teacher will then
disclose the purpose of dividing into groups. They will each research a
unique and specific dance form. The following is a list of acceptable
social dances (this list is not comprehensive, only suggestions): Ballet,
Ballroom, Belly, Bhangra, Breaking, Country-Western, Disco, Folk, HipHop, Jazz, Krumping, Merengue, Modern, Salsa, Scottish highland,
Swing, Square, Tango, Tap, Waltz
Development: After the class has been divided into groups the
teacher can then distribute the topics for independent research. The
teacher will also give each group a series of questions to guide their
research and help prepare presentations for class discussion.
Questions to Guide Research
1. Delve deep into the history of this particular kind of dance.
Where did It begin? What were the socio-cultural roots?
Historically who has performed this dance?
2. Who are the key names associated with this genre of dance?
What have they done for the dance form?
3. Key Question: What type of music is associated with this type of
dance?
4. Can you briefly describe the physical movements of this type of
dance? (Using dance terminology)
5. Locally (Within Regina & Saskatchewan) are there any groups
that perform this genre of dance?
6. Where would you mainly find this dance being danced?
7. Any other key points that you deem necessary to the discussion
Closure: After students have completed their research the entire
group will then begin a group discussion in which the knowledge is
shared. Each group of students should prepare a small presentation
about either of their dances and aim to answer all of the questions
asked by the teacher.
Assessment:
Students will be assessed on the following:
1. Amount of effort and thoroughness of research
2. Involvement and willingness to participate in group
discussion
3. Ability to work with peers efficiently and effectively

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Adaptions and Extensions: It is not necessary that students work

in small groups. This may be completely avoided if the class seems to
struggle with group work, or if a situation exists within the classroom
that requires group work to be avoided.
Materials: Computer Lab/Library, Classroom arranged in circular
format, motivated and excited students!
Resources: None for this particular lesson

Lesson #8
Viewing and Experiencing Dance
Grade Level: Secondary- Dance 10, 20, 30
Arts Education Components: Critical Responsive, Cultural Historical
Objectives:
1. Students will display the ability to
critically view dance
2. Students will explore dance
vocabulary
3. Students will create a well written and
comprehensive critique about a dance
performance
4. Students will begin to gain an
appreciation and understanding of
dance
5.
Common Essential Learnings: Communication, Critical and Creative
Thinking, Technological Literacy, Personal and Social Values and Skills,
Independent Learning
Outcomes & Indicators:
1. Generate key questions to guide
inquiry in dance
2. Summarize and focus knowledge of
topic to determine information needs
3. Expand on dance and movement
ideas in reflective records
4. Adjust inquiry and research strategies
to accommodate changing
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perspectives
Description of Lesson: Students will view a live piece of dance. Then
using The dance review focus questions the class will embark on a
class discussion and written reflection about their experience viewing
dance. The teacher will then mark either written work or participation
in class discussion.
Set: Students will view a live piece of dance. The particular genre or
style of dance is not of great concern. However the entire class must
see the same performance. This is a field-trip lesson. The particular
performance will be selected by the teacher. Preferably the
performance will be either a cultural dance style, classical ballet or
modern/contemporary.
Development: After viewing the dance performance students will
then use the Dance Review Focus Questions to create an educated and
well rounded opinion of the performance. Students will then write a 1-2
page reflection of their experience watching the dance. These
reflections should aim to provide answers to questions posed in the
Dance Review Focus Questions. Special attention should be paid to
dance vocabulary and personal views and opinions of the performance/
all dance.
Closure: These written reflections will be handed in to the teacher,
but first- the class will be engaged in a discussion regarding the dance
performance. This is done to increase dance vocabulary, gage student
understanding of dance, and create an open classroom.
Assessment:
Students will be assessed on the following:
1. Ability to express opinions/ views in
both class discussion and written
reflections
2. Students display understanding of
dance vocabulary
3. Written work is of quality and
standard
Adaptions & Extensions: If it is absolutely impossible to take the
class to a live dance performance, recorded performances are
acceptable. However for this assignment to be poignant and of real
value the performance should be live. As an extension this lesson could
be repeated at the beginning and end of the term. Document the
growth of each student.
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Materials: Live Dance Performance, Means to travel class, Circle of U

shaped classroom
Resources: Attached Dance Critique document,
http://www.sasked.gov.sk.ca/docs/artsed/dance102030/danceappdxc.h
tml

Dance Critique Document- Prepared by Ann Kipling Brown, 2011

Description
Describe the piece without using value words such as beautiful
or ugly
What is the written description on the label or in the program
about the dance?
What is the title?
Who choreographed the piece?
Describe the elements of the dance (movement, music, costume,
lighting, space)
Describe the subject matter. What is it all about? Are there any
images?
Analysis
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Describe how the dance is organized as a complete composition

How is the dance constructed? (for instance, acts, movements,
etc)
Identity some of the similarities throughout the dance (repetition
of movement, phrases, sequences, etc)
Identity some of the points of emphasis in the dance (specific
movements, phrases, group shapes, sequences that are used,
etc)
If the dance has more than one dancer, what are the
relationships between the dancers?
Interpretation
Describe how the work makes you feel or think
Describe the expressive qualities you find in the dance. What
words would you use to describe the qualities (such as happy,
sad, tragic, funny, etc)
Does the dance remind you of other things that you have
experienced?
How does the dance relate to other ideas or events in the world
or in your other studies?
Judgment/Evaluation
What qualities of the dance make you feel like it is a success or a
failure?
Compare the dance to similar dances you have seen
What criteria can you list that would help others judge this
dance?
How original is this dance? Why do you feel this work is original
or not?

Lesson #9
Exploration using the elements of dance and props
Grade Level: Grade 6+
Arts Education Components: Creative Productive, Critical
Responsive

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Objectives:
1. Students will develop a firm
understanding of dance concepts and
dance elements by creating dance
2. Students will engage in dance
vocabulary
3. Students will understand strong &
hard movements vs flighty and airy
movements
4.
Common Essential Learnings: Communication, Numeracy, Critical
and Creative Thinking, Independent Learning
Outcomes & Indicators:
1. Investigate and demonstrate
choreographic principles using the
elements of actions, body,
relationships, dynamics, and space
2. Analyze, discuss, and explore through
movement, the principles of repetition
and contrast in dance.
3. Demonstrate ways that contrast
creates interest or variety in dance
4. Investigate and demonstrate different
ways of sequencing and developing
movements and phrases.
Description of Lesson: Students will use a variety of different dance
props to explore quality of movement. This is a self-directed
exploration as the teacher will observe the student creativity and
process. Each student will explore with three different props before
choosing their favorite and creating a four part sequence dance.
Students will later reflect on their process and dance.
Set: As the class begins the teacher will lay out the different props for
the class to see. He/She will then explain to the class the importance of
quality of movement in dance. How strong, firm, aggressive, tense,
light, airy, floaty, whimsical.. etc movements all help to shape a dance
and create a stronger piece. After the teacher has covered the
importance of quality and how it can be achieved students will begin
with the first prop.
The four props include: Long, light rectangular pieces of fabric,
Japanese Paper Umbrellas, Medium Balloons, Rope

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Development: The exploration begins with the class all using the long
rectangular pieces of fabric. The music that is played during this time
should match the airy and ethereal qualities of the fabric. Students
should mirror the movement of the fabric or incorporate the flow into
their own exploration. After sufficient time has been allotted for the
fabric repeat these steps but for each different prop. After the
exploration period has been exhausted; Students will pick their favorite
prop and begin to create a unique four part dance. These sequences
should include attention to transitions and special attention paid to
variety within a specific quality of movement.
Closure: Each dancer is to write a short reflection about their creative
process and the work that they accomplished in the class. While this
reflection is short it should encompass a quick review of the students
creative process with this assignment while displaying an
understanding regarding quality of movement. Students will give
themselves a mark out of 10 based on their
Assessment:
Students will be assessed on the following:
1. Quality of written reflection
2. Self- assessed mark
3. Willingness to participate in
exploration
4. Creativity and effort of movements
Adaptions & Extensions: Any variety of props can be used for this
lesson.
Materials: Variety of unique music, Class set of long rectangular
fabrics, Japanese paper fans, Umbrellas, Medium Balloons, Rope
Resources: Evergreen Curriculum:
http://www.sasked.gov.sk.ca/docs/artsed/g6arts_ed/g6daaae.html

29

Lesson #10
Jungle Exploration- A Dance of Relationships
Grade Level: Two-Five
Arts Education Components: Creative Productive, Critical
Responsive
Objectives:
1. Students will develop a understanding
of Relationship and space
2. Students will participate willingly in
class activities
3. Students will become engaged in the
realm of dance and aim to create
exciting sequences
4.
Common Essential Learnings: Communication, Numeracy, Critical
and Creative Thinking, Independent Learning
Outcomes & Indicators:
1. Investigate and demonstrate
choreographic principles using the
elements of actions, body,
relationships, dynamics, and space.
2. Analyze, discuss, and explore through
movement, the principles of repetition
and contrast in dance.
3. Apply understanding of form as an
organizing structure in dance.
4. Generate additional relevant
questions for deeper exploration
Description of Lesson: Students will begin the class with a warm-up
directed at getting students active and excited for exploration. After
the warm-up students will create an imaginary jungle and follow the
instructor through the labyrinth of the jungle. Special focus and
attention will be paid to how the students use the dance element:
relationships and locomotors.
30

Set: The class will begin with students becoming engaged through the
popcorn warm-up. Which is the students laying on the ground and
slowly they begin to pop up and bounce around. While this is a simple
and easy warm-up it will result in students who are riled and ready to
explore. After the warm-up is complete the teacher will describe to the
students that they are about to embark on a journey through a
rainforest/jungle!
Development: The teacher will lead the students through the jungle.
Leading by example the class will encounter obstacles which require
students to crawl over, under, around, through, etc. The students will
combine locomotors with distinct levels, pathways and detours. Once
the class has reached their destination the teacher will ask the class to
create movement styles of specific animals. Students will do their best
to replicate the animals movement style and unique pathway.
Closure: The class will then divide into small groups and display their
favorite animals to replicate. The class will cool-down with a
vocabulary review regarding the different types of words that the class
explored during the journey and animals discovery period.
Assessment:
Students will be assessed on:
1. Participation
2. Quality and effort of movement
3. Creativity
Materials: Dance Studio or large open space, jungle music
Resources: none for this particular lesson

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