Lesson Overview:
In Debbie Allen's musical, Brothers of the Knight, the boys sneak out every night to dance, and Rev. Knight dances as he gives a sermon. But what makes one want to dance? Why dance? In this lesson, students identify reasons why people dance. Centers are set up to research various kinds of dance. After exploring three centers, students create a dance, a poem, a report, or a collage to explain why people dance.
Length of Lesson:
Three 45-minute class periods
Notes:
This lesson is particularly suitable for grades 3-4.
Instructional Objectives:
Students will:
- identify different reasons people dance.
- classify the reasons to dance as social, formal, ritual/cultural, or folk dancing, or for personal expression.
- research three reasons why people dance.
- create a response to the question, “Why dance?,” through dance, creative writing, or collage.
Supplies:
- Allen, Debbie. Brothers of the Knight. New York: Dial Books for Young
Readers, 1999.
- Video tapes/DVDs of dances in a variety of forms (see Teacher References
section for specific suggestions)
- Books about dance (see Teacher References section for specific suggestions)
- Poster board
- Markers
- Four pieces of large chart paper. Write one title and definition on each
paper as follows:
- Social dance—with family and peers
- Dance forms (ballet, jazz, tap)—formal training and performance
- Ritual dance—for ceremonial purpose
- Folk dance—tradtional dance of a particular culture
- Pictures of people dancing
- Paper, pencils
Instructional Plan:
Warm-up
Pose the following questions to the students: Why do people dance? What makes you or others dance? Why do people enjoy watching it? Why do some people feel a certain release while dancing? Why dance?
After several students give verbal responses, place students into groups of four to brainstorm for five minutes the answer to the question, “Why dance?” Make sure that each team has paper for recording and a spokesperson for sharing with the class later.
After five minutes, poll each group and ask students to share what they have discussed. Post the four charts around the room with the four types of dance. Give each group a different color marker to write on the charts a bit later. Read the classifications and definitions with examples to the class. Each group should classify each reason or example of dancing from the lists they created. Then, each group sends up a representative to place their ideas on the appropriate chart.
Review the ideas written on the charts. Highlight the ones that are unusual or seem out of place. Let the groups justify or define why the idea was placed there. The different colors should help identify which group placed the idea on the chart.
Independent Research
Set up different centers around the room for student inquiry. The centers can be set up around the four types of dance: social, dance forms, ritual, or folk. Each reason should have Web addresses (see Teacher Internet Resources), books, photos, and videos available for research. Another way to set the centers up is by media. In one space, computers should be set up with Internet resources (see Teacher Internet Resources) saved as bookmarks or typed up on one page. In another space, a variety of books on dance are displayed. The television has a variety of dances cued on video to be shown. An array of photos of dancers and dancing is displayed in another space.
In either setting, the students identify three reasons to dance and proceed to discover further reasons why people dance. They should take notes and find at least three different reasons to dance within that reason. For example, if a student is investigating folk dance, reasons to do this kind of dance might be to learn about one’s heritage. One might learn social dance to meet new people. Reasons that one might engage in dance forms like ballet might be to perform on stage, to exercise, or to develop coordination.
Art Project
Have students respond to the prompt, "Why dance?" Each student should select a way to express his or her understanding of the prompt. Students may work alone or in pairs, and may choose to respond through dance, visual art, and/or creative writing. The following are some suggestions and guidelines for each category:
Dance
Students should choreograph their own dance that expresses an answer to the prompt "Why dance?" They may dance alone or with others. You may wish to encourage them to incorporate steps, movements, or techniques that they learned about while studying different dances and dance forms, or they may choreograph original steps. Depending upon your preference, you may ask the students to bring in their own musical selections (preferably instrumental) or have them choose from pre-selected musical pieces.
Visual Art
If a student chooses to express a response to the prompt through visual art, you might suggest that they use the medium of collage. Drawings, paintings, and photographs, or words, phrases, and other writings can be brought together and arranged in a collage. Upon completion, consider posing the "Why dance?" collages in the classroom or hallways so that other students may ponder them.
Creative Writing
A creative writing response could be in the form of poetry or prose. It can be factual or emotional in tone. The writing could stand alone and be integrated into the dance or visual art in response to the prompt, "Why dance?"
Give students time to practice, write, collect, and put together the response to the prompt, "Why dance?" Then have the students present their dances, read their written work, or explain their collage.
Assessment:
Use the accompanying Assessment Rubric.
Extensions:
Extension 1:
If you are working with younger students, focus on one type of dance a day. Have the students discuss only one reason to dance in their responses to the prompt.
Extension 2:
Instead of assessing by rubric, assess by effort and cooperation.
Extension 3:
Have students work in groups to create the final products.
Extension 4:
Invite a professional dancer or choreographer to speak to the class before starting the lesson.
Sources:
Print:
- Ackerman, Karen. Song and Dance Man. New York: Alfred A. Knopf, 1988.
- Allen, Debbie. Brothers of the Knight. New York: Dial Books for Young
Readers, 1999.
- Allen, Debbie. Dancing in the Wings. New York: Dial Books for Young
Readers, 2000.
- Behind the Scenes with David Parsons. First Run Features, 1982. (Choreographer David Parsons shows the relationship between dance and everyday movements.)
- Cooper, Elisha. Dance. New York: Greenwillow Books, 2001.
- Friedman, Lise. Break a Leg! The Kids' Guide to Acting & Stagecraft.
New York: Workman Publishing, 2002.
- Glover, Savion, and Bruce Weber. Savion: My Life in Tap. New York: Morrow
Junior, 2000.
- Igus, Toyomi and Michele Wood. I See the Rhythm. San Francisco: Children's
Book Press, 1998.
- Isadora, Rachel. Max. New York: MacMillan Publishing Co., Inc.,1976.
- Jones, Bill T. and Kuklian, Susan. Dance. New York: Hyperion Books
for Children, 1998.
- Krementz, Jill. A Very Young Dancer. New York: Alfred A. Knopf, 1976.
- Tobey, Cheryl. Modern Dance. New York: Children's Press, 2001.
Media:
- Ardolino, Emile, dir. He Makes Me Feel Like Dancin’. Winstar Home Entertainment, 1982.
- Kinberg, Judy, dir. Who's Dancin' Now. Winstar Home Entertainment, 1999.
- Lee, Ang, dir. Sense and Sensibility. Columbia/Tri Star Studios, 1995. (Contains scenes featuring social dances from 18th Century England)
- Ross, Herbert. The Turning Point. Twentieth Century Fox, 1977. (The end of the film includes a series of ballet styles.)
- Wise, Robert and Jerome Robbins, dirs. West Side Story. MGM/UA Studios, 1961. (The film contains scenes of social dance and formal dance types.)
Authors:
-
Mary Beth Bauernschub, Teacher
Kingsford Elementary School
Mitchellville, MD
