Lesson plan of Elements and Places of Dance

Objectives (5 minutes)

1. To understand the fundamental elements of dance, such as rhythm, space, time, energy, and movement, and how they manifest in the dancer's body and in the choreography.

2. To identify the different venues where dance is practiced and appreciated, such as theaters, outdoor stages, classrooms, among others, and how these spaces influence the execution and experience of the dance.

3. To develop the ability to analyze and critically appreciate the dance, recognizing the importance of the preparation of the space and the technical elements for the realization of a quality performance.

Secondary objectives:

• To stimulate students' creativity and body expression, encouraging them to explore the elements of dance autonomously and in groups.

• To promote the understanding of dance as a form of communication and cultural expression, addressing different styles and dance traditions and their respective spaces of practice and appreciation.

Introduction (10 - 15 minutes)

1. Review of Previous Contents:

   • The teacher should begin the class by briefly reviewing the basic concepts of dance that were discussed in previous classes, such as the importance of movement, body expression, and communication through movement. This can be done through questions to the students or a brief group discussion.
   • In addition, the teacher should review the concepts of rhythm, space, time, energy, and movement, which will be the basis for the discussion of the elements of dance in this class.

2. Problem Situations:

   • The teacher should then present two problem situations to start the discussion:
     1. How can the use of space and technical elements, such as lighting and music, affect the audience's experience in a dance performance?
     2. How can the use of dance elements, such as rhythm and energy, convey different emotions and meanings in a choreography?

3. Contextualization:

   • The teacher should explain that understanding these concepts and being able to apply them effectively is essential for anyone who wants to be involved with dance, whether as a dancer, choreographer, teacher, or spectator.
   • In addition, the teacher can highlight the importance of dance in different cultures and societies, and how it can be used as a form of personal and cultural expression.

4. Gaining Students' Attention:

   • To introduce the topic and gain students' attention, the teacher can share some curiosities about dance, such as the fact that dance is one of the oldest forms of human expression, and that different cultures have their own unique forms of dance.
   • In addition, the teacher can share some success stories of famous dancers, and how they used the elements of dance and the performance space to create memorable performances.

Development (20 - 25 minutes)

1. Activity 1: "Dancing with the Elements" (10 - 15 minutes)

   • Divide the class into small groups and provide each group with music in different styles (rock, pop, classical, etc.) and a space to dance (part of the stage, classroom, hallway, etc.).
   • Ask each group to create a short choreography, taking into account the elements of dance (rhythm, space, time, energy, and movement). They should focus on how these elements manifest in their bodies and in the choreography they are creating.
   • After the groups are finished with their choreographies, ask them to perform for the class and explain how they used the elements of dance in their performances. Encourage the other students to ask questions and provide constructive feedback.

2. Activity 2: "The Space of Dance" (10 - 15 minutes)

   • Still in groups, ask the students to choose a location at the school (such as the courtyard, library, classroom, etc.) and imagine that they are creating a dance performance in that space.
   • They should consider how the space influences the dance, what technical elements (such as lighting, sound, etc.) they would use, and how this would affect the audience's experience.
   • Ask the groups to create a short sketch of their idea, including a description of the space, the technical elements, and how the elements of dance would be incorporated.
   • After the groups are finished, ask them to present their ideas to the class. Encourage the other students to provide constructive feedback and share their own ideas.

3. Activity 3: "Dance and Culture" (5 - 10 minutes)

   • To conclude the activity session, ask the students, still in groups, to research a dance style from a different culture and how that dance style is practiced and appreciated in its country of origin.
   • They should consider how the elements of dance are used in that dance style, what kind of spaces are used to practice and present that dance, and how the dance is important to that culture.
   • Ask each group to prepare a short presentation for the class, sharing what they have learned. Encourage students to be creative and to use visual elements (such as images, videos, etc.) to make their presentations more interesting.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • After the group presentations, the teacher should open a group discussion, encouraging the students to share their perceptions and reflections on the activities carried out.
   • The teacher should guide the discussion, asking questions that stimulate the students to make connections between the activities and the theoretical concepts discussed in the Introduction of the class.
   • Some questions that can be asked include:
     1. How did you apply the elements of dance in your choreographies and in the creation of the performance in the chosen space?
     2. How did the use of dance elements and technical elements (such as lighting and sound) affect the audience's experience in your performances?
     3. How does the dance you researched reflect the culture of the country of origin? How are the elements of dance used in that culture? What kind of spaces are used to practice and present that dance?

2. Connection with the Theory (3 - 5 minutes)

   • The teacher should then make a brief review of the theoretical concepts discussed in the class, connecting them with the practical activities carried out by the students.
   • For example, the teacher can highlight how the students applied the elements of dance in their choreographies and in the creation of the performance in the chosen space, and how this reflects the importance of these elements in dance.
   • In addition, the teacher can discuss how the use of dance elements and technical elements affected the audience's experience, reinforcing the importance of space preparation and the use of technical elements in a dance performance.

3. Individual Reflection (2 - 3 minutes)

   • Finally, the teacher should propose that the students make a brief individual reflection on what they learned in the class.
   • The teacher can provide some questions to guide the reflection, such as:
     1. What was the most important concept you learned today?
     2. How did the practical activities help you better understand the theoretical concepts?
   • Students should have a short period of time to think about these questions, and then some volunteers can share their answers with the class.
   • This final reflection is an opportunity for students to consolidate what they have learned, for the teacher to evaluate the effectiveness of the class, and for the class to discuss any questions or doubts they may still have.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher should begin the Conclusion by summarizing the main points discussed during the class. This includes the fundamental elements of dance (rhythm, space, time, energy, and movement), the importance of the preparation of the space and the technical elements, and the different venues where dance is practiced and appreciated.
   • He should reinforce how these elements are interconnected and are essential for understanding and practicing dance.

2. Connection with Practice (1 - 2 minutes)

   • The teacher should then explain how the theory was applied in practice during the activities carried out by the students. For example, he can highlight how the students were able to use the elements of dance in their choreographies and in the creation of the performance in the chosen space.
   • In addition, he should reinforce how these activities helped the students to better understand the theoretical concepts and to develop their skills in analyzing and critically appreciating dance.

3. Extra Materials (1 minute)

   • To complement the learning, the teacher can suggest extra materials for the students to explore. This could include videos of dance performances in different spaces, documentaries about the history of dance, books on dance theory, among others.
   • He should encourage the students to explore these materials on their own time, and to share their discoveries and reflections with the class in the next class.

4. Importance of the Subject (1 minute)

   • Finally, the teacher should emphasize the importance of the subject for the students' daily lives. He can explain how understanding the elements of dance can help them to better appreciate and understand the dance performances they see, whether on a stage, on TV, or on the internet.
   • In addition, he can highlight how the ability to critically analyze and appreciate dance can be useful in other areas of their lives, such as in the appreciation of other art forms, in communication, and in personal expression.
   • With that, the teacher ends the class, leaving the students with a renewed appreciation for dance and with a solid foundation to continue exploring and learning more about this fascinating world of movement and expression.