Lesson Plan | Active Learning | Artistic Representations in Dance

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial to direct the focus of the class and ensure that both the teacher and students have a clear understanding of what is expected at the end of the session. Establishing clear objectives helps align expectations and guide practical activities to be effective in consolidating students' prior knowledge and building new analytical and interpretative skills.

Main Objectives:

1. Explore and understand the different forms of representation of dance around the world, emphasizing movement as artistic expression.

2. Develop students' ability to analyze and interpret the artistic representations of dance, identifying the elements that make them unique and culturally significant.

Side Objectives:

1. Encourage appreciation and respect for the cultural diversity manifested in various representations of dance.
2. Incentivize active participation of students in classroom discussions, promoting a collaborative learning environment.

Introduction

Duration: (15 - 20 minutes)

The introduction stage serves to engage students and connect the content they studied at home with the practice in class. The problem-based situations encourage students to think critically about how dance elements can be used in different cultural and social contexts, preparing them for practical application during the class. Contextualization, on the other hand, aims to broaden students' understanding of the cultural and historical relevance of dance, stimulating interest and appreciation for this art form.

Problem-Based Situations

1. Imagine you are a choreographer invited to create a dance that represents the union of cultures at an international festival. How would you use movements and elements of various dances to represent this union?

2. Think of a situation where music and dance are used as forms of protest in a country. Which artistic elements would be essential to demonstrate this message of resistance and freedom?

Contextualization

Dance is a universal form of expression that crosses borders and cultures, carrying with it stories, feelings, and messages. From tribal dances to modern choreographies, the art of movement has been used to celebrate, heal, unite, and even protest. For example, the National Ballet of Cuba was founded in 1948 and became a symbol of Cuban cultural resistance after Fidel Castro's Revolution, using classical ballet to express national identity and the struggles of the Cuban people.

Development

Duration: (75 - 85 minutes)

The development stage is designed to allow students to apply and deepen their understanding of artistic representation in dance. Working in groups, they will have the opportunity to explore the cultural, historical, and artistic diversity of dances around the world, using creativity to merge styles, adapt traditions, and tell stories through movement. This stage is essential to transform theory into practice, promoting active and collaborative learning.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Dancing Cultures: Creators of Movement

> Duration: (60 - 70 minutes)

- Objective: Explore cultural diversity through dance and develop skills in research, adaptation, and presentation.

- Description: In this activity, students will be divided into groups of up to 5 people, and each group will represent a different culture through dance. Each group will choose a specific culture (e.g., India, Ireland, Brazil, etc.) and research traditional dances from that place, including movements, costumes, and the music used. The challenge will be to adapt these elements to create a dance that represents the essence of the chosen culture, but with a modern twist.

- Instructions:

• Form groups of up to 5 students.

• Each group chooses a specific culture to represent.

• Research traditional dances, movements, costumes, and music from that culture.

• Adapt these elements to create a dance that combines traditional and modern elements.

• Present the dance to the class, explaining the chosen elements and their cultural significance.

Activity 2 - Journey Through Time: Historical Dances

> Duration: (60 - 70 minutes)

- Objective: Understand the interconnection between history and dance, as well as develop skills in research and presentation.

- Description: Students, in groups, will choose a historical period (e.g., Renaissance, Victorian Era, 1980s) and research the popular dances of the time. They will need to create a presentation that includes not only the dance but also the costumes and music characteristic of the chosen period. The goal is not only to learn about the history of dance but also to experience a part of the culture of that era.

- Instructions:

• Divide the class into groups of up to 5 students.

• Each group chooses a historical period to focus on.

• Research the popular dances, costumes, and music of the chosen period.

• Prepare a presentation that includes all these elements.

• Present the dance, explaining its historical and cultural importance.

Activity 3 - Fusion of Styles: The New in Tradition

> Duration: (60 - 70 minutes)

- Objective: Encourage creativity and experimentation through the fusion of dance styles, promoting understanding of how different movements can tell a story.

- Description: In this activity, students will explore creating a dance that mixes elements from different dance styles (e.g., ballet, hip-hop, salsa). The proposal is for each group to choose two different styles and create a choreography that represents a specific story or idea, using movements that complement each other and create a new artistic expression.

- Instructions:

• Organize students into groups of up to 5.

• Each group chooses two different dance styles to fuse.

• Develop a story or idea that will be expressed through dance.

• Create a choreography that mixes the movements of the two chosen styles.

• Present the dance to the class, discussing how the movements of each style complement each other and the story behind the choreography.

Feedback

Duration: (15 - 20 minutes)

The purpose of this lesson plan stage is to consolidate learning, allowing students to reflect on the process of creating and presenting their dances. Group discussion helps develop communication and critical analysis skills, as well as promote a deeper understanding of the relationships between dance, culture, and artistic expression. This moment also serves for students to receive feedback from peers, which is crucial for the growth and ongoing improvement of their skills.

Group Discussion

At the end of the presentations, promote a group discussion with all students. Start the discussion with a brief introduction, highlighting the importance of understanding how different cultures express themselves through dance. Encourage each group to share their discoveries and challenges during the creation process. Use questions like 'What did you find most interesting in another group's dance?' or 'How do the cultural elements you researched reflect in the dance you created?' to guide the conversation.

Key Questions

1. What were the main challenges in trying to represent a different culture in dance?

2. How did the chosen music and costumes influence the representation of culture in dance?

3. In what way does the dance you created reflect the history or cultural characteristics of the people who inspired it?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the conclusion is to ensure that students have consolidated the knowledge acquired and understood the applicability and practical relevance of the study of artistic representations in dance. Furthermore, it seeks to reinforce the importance of dance as a powerful tool for cultural and emotional expression, encouraging students to continue exploring and valuing the diversity of art forms around the world.

Summary

To conclude, the teacher should summarize the main points addressed, emphasizing cultural diversity and the different forms of expression through dance. It is essential to recap the activities carried out, highlighting the cultures explored and how students applied their knowledge of dance history and styles to create their own performances.

Theory Connection

During the class, a clear bridge was established between theory and practice, where students could apply the theoretical knowledge acquired at home in creating dances that represented diverse cultures and historical periods. Through practical activities, students not only better understood the studied concepts but also developed skills in research, adaptation, and presentation.

Closing

To finish, it is crucial to highlight the importance of dance as an art form that transcends cultural barriers and conveys emotions and stories in profound ways. By understanding and appreciating the richness of cultural expressions through dance, students can not only enrich their artistic knowledge but also develop greater cultural sensitivity and an appreciation for the diverse cultural heritage of the world.