Lesson Overview:

In this lesson, students learn about Ancient Egyptian rituals and attitudes about death and the afterlife. Students will learn about the mythological 12-hour journey of the sun god Re, and will explore an online Smithsonian Museum exhibit on the subject. The students will physically review locomotor and non-locomotor movements, and the different qualities of movement. Working individually and in groups, the students will choreograph a movement that represents one of the hours in Re's journey.

This lesson deals with the questions: "How do human beings attempt to understand the unknown?" and "How can one convey an idea or theme through abstract movement?"

Length of Lesson:

Six 45-minute periods

Instructional Objectives:

Students will:

• select a phrase, a sequence of events or a perceived theme about one of the 12 hours of the Ancient Egyptian journey through the afterlife and share it with their small group.
• create a dance with a small group, depicting one of the selected phrases, sequence of events, or perceived themes from their assigned hour.
• present the dance representing the assigned hour to the class.
• describe locomotor and non-locomotor movements, and the qualities of movement used in the dance.
• identify the locomotor and non-locomotor movements, and qualities of movement used in each of the other dance presentations for the other 11 hours.

Supplies:

• VCR or DVD Player
• Sound System
• VHS or DVD: The Quest for Immortality in Ancient Egypt
• Audio: Atmospheric Music (suggested listening selection) Oxygene.

Instructional Plan:

Warm Up

Tell students that many civilizations and cultures have shared ideas about what happens in the afterlife. For ancient Egyptians, death was perceived as the beginning of a journey to immortality. Tell the students that the sun god, Re, was thought to perish each night as the sun set. Sunrise was not a guaranteed occurrence. The sun god had to go through a perilous 12-hour journey in order to be reborn at dawn. Similarly, Egyptian kings were thought to be united with the sun god upon their deaths, and they went through this circle of death and rebirth with Re.

If possible, show the students the video, The Quest for Immortality in Ancient Egypt. If you do not have access to this video, you may view an excerpt of it online at the National Gallery of Art site (Click on the "View the exhibition film" link; you will need RealPlayer to view the excerpt.)

Have the students read about each hour of the 12-hour journey of the sun god Re at the Smithsonian Institution's Online Exhibition.

Guided Practice

Explain to the class that they will be creating a dance to reflect the 12-hour journey of Re. Distribute the Vocabulary Handout and review the terms with the students. Students should demonstrate the different non-locomotor and locomotor movements and the qualities of movement.

Divide the class into 12 groups and assign each one of the groups an hour of the 12-hour journey of Re. Have the students review the description of what takes place during that hour of the Tomb. Tell the students to select a phrase, a sequence of events, or a perceived theme that occurs during their assigned hour. Explain that they are to represent that selection through movement.

To ensure that each group member contributes, you may wish to have each individual in the group first review the source materials alone and come up with ideas independently. Students should then share their ideas and select which phrase, sequence, or theme that they wish to represent through dance.

Sample responses for Hour One include:

• Phrase: "dying sun slips beneath the horizon"
• Sequence of events: Pharoah boards the boat and is greeted by gods, goddesses, baboons, and fire-breathing serpents
• Perceived theme: the King's descent to the netherworld

Note: The students should focus on only one phrase, sequence of events, or theme.

Before the students begin to choreograph their piece, remind them that they should focus on creating a dance rather than gestures or pantomime.

Tell the students that they should select at least one locomotor, one non-locomotor, and one quality of movement in choreographing their representation of the phrase, events or theme.

Independent Activity

Give the students time to choreograph and practice their movement pieces. While they are working, play the music selection that will accompany their dance.

Have each group perform their dance for the class. The performances should take place in sequence, starting with Hour One and ending with Hour Twelve. Prior to each performance, pass out the Peer Assessment Rubric. After each group presents their piece, the class should identify the locomotor movement, non-locomotor movement, and movement quality used in the dance. The group members should discuss their reasons for choosing to incorporate those movements.

Assessment:

Use the Assessment Rubric to evaluate students. Distribute the Peer Assessment Rubric and allow students to complete them. Collect the completed Peer Rubrics, and use them to help evaluate the students' level of comprehension.

Extensions:

Have each group choreograph an eight-count transitional movement that connects their hour to the next hour.

Videotape the 12 hours and present them as a complete dance.

Sources:

Media:

• Oxygene. Jarre, Jean Michel. Oxygene. Dreyfus Records, 1993. ASIN: B000001ZS3.
• The Quest for Immortality in Ancient Egypt. National Gallery of Art, United Exhibits Group, Home Vision Entertainment: 2002. ASIN: B000066780.

Authors:

• Lillian Hasko, Dance Teacher
  Montgomery County Public Schools
  Silver Spring, MD United States