Lesson Overview:

Charles Dickens' A Christmas Carol is a popular, required text in many middle school curriculums. This lesson brings to life one part of the book, Chapter (Stave) 2, where the author fondly remembers the country dance, the Roger de Coverly.

This lesson focuses on the interdisciplinary process that relates dance to literature, music, culture, and history. Students work together to learn the "Roger de Coverly," as described by the author. The teacher may choreograph a documented dance or inspire the students to create their own version based on the author's description.

Length of Lesson:

Three 45-minute class periods

Notes:

This lesson can be adapted for grades 9-12.

Instructional Objectives:

Students will:

• read and discuss "Chapter (Stave) 2: The First of the Three Spirits" in Dickens' A Christmas Carol, as well as analyze the historical background.
• analyze the story, identify the mood of the scene and the movements of the Roger de Coverly dance described in the story.
• outline the steps described by Dickens.
• draw an outline or script of the dance and any other part of the chapter that will be incorporated.
• choose and discuss music to be adapted for the dance.
• choreograph a dance similar to the Roger de Coverly.
• memorize and practice the dance.
• analyze dances on video that reflect similar dances of the time.

Supplies:

• A Christmas Carol text (see Sources)
• Chalkboard and chalk
• CD(s) with appropriate country-dance music (i.e., "Irish Washerwoman" or other recommended music metered in 6/8 time (see Sources))
• Comfortable shoes i.e., ballet slippers or low-heeled dress shoes for girls, ballet slippers, boots, or low-heeled shoes for boys, are the best option. (Note: It is dangerous to dance only in socks.)
• Paper, pencils, white drawing or watercolor paper and watercolors, brushes, jars of water, and paper towels to draw out a set or costume designs
• Paper and pencils or pens for writing an outline for the dance and any theatrical parts from the chapter leading to the dance
• Copy of John Leech's drawing of Mr. and Mrs. Fezziwig dancing at the ball, as illustrated in the book
• Step-by-step written description of choreography
• Sheet music (see Sources-John Playford)
• Important: When the students dance, the space should be open and clear for safety

If the dance is set like a play or dance performance, students will need the following for staging:

• A violin or "pretend" violin for the fiddler
• Costumes reflecting the period (including a wig for Mr. Fezziwig)
• Food, like mince pie, served at the Fezziwig's party (for a reception)
• Desks and other items that reflect Fezziwig's office
• Lively music, live or recorded (6/8 meter, fast country dance music)

Instructional Plan:

Note: Students should have previously read the book A Christmas Carol by Charles Dickens.

Session One: Warm-Up

Begin class by reading the chapter with the dance segment and discussing the various characters and action. Have students help you read the chapter, assigning them parts to read as you are reading along. (Note: This way they do not skip ahead to view the part they would be assigned to read.) When you have completed reading the Chapter, begin a discussion with the students asking the questions below. Students share their responses and record them on the board or in a notebook.

• What is happening in the beginning of the chapter and how does the author lead the reader to the Fezziwig ball? How does the tone change?
• When does the action take place in relation to Scrooge's life?
• List the main characters. How are they different from each other?
• Why is Scrooge so happy to see Mr. Fezziwig?
• What time of year is this? What does the scene look like? Where does the scene take place?
• Who attends the ball? How are the characters dressed?
• Is food being served at the ball? What kinds of foods are mentioned in the story?

Ask students to imagine what it would be like to have lived at this time. Consider the following:

• If you were Scrooge, what would be your profession?
• Fezziwig invites all kinds of people, from his daughters to his servants. Was this unusual for Dickens' time?
What was generally the "norm" between the classes in England in the 1800's?
• How is Fezziwig a generous man?
• Why has the First Spirit taken Ebenezer Scrooge to relive this scene?
• What is the origin of the name "Roger de Coverly?"
• Identify the best and worst about living during this time.
• How does the dance express the feelings of the people who are at the ball?
• How would you dress?

Give the students about three minutes to jot down quick thoughts and images.

Guided Practice

When students learn a dance described in a book, they need to understand the how and why of the author's intent, the characters' perspective and the time of which the tale takes place. In Chapter (Stave) 2 of A Christmas Carol, author Charles Dickens leads the readers to a delightful ball where the characters dance the Roger de Coverly, a lively English country-dance.

John Playford notated the Roger of Coverly in his The English Dancing Master (p. 167) in 1692. Michael Patrick Hearn notes, "'Sir Roger de Coverly' was the most raucous and best known of country-dances in the nineteenth century and traditionally the last one performed on a night of merry-making. It was a bit out of fashion at the time of the story, but Dickens may have brought it back in style (p.70)."

Identifying the main characters, the students discuss how the author engages the readers into the high-spirited atmosphere of the Christmas ball hosted by the jovial Mr. and Mrs. Fezziwig. They explore possible movement phrases and sounds used in this energetic "country dance" and ways that these phrases and sounds reflect the Fezziwig's party. Students should also:

• study the drawing by John Leech of guests dancing at Mr. Fezziwig's ball found in the original text.
• listen to Roger de Coverly style of music, lively country-dance music. (see Sources)
• view a DVD of people performing this style of dance. (see Sources)
• define the dance phrases mentioned in the story (see Vocabulary worksheet).

Discuss with the students how dance relates to a particular character. For instance, does the way Mr. Fezziwig dances indicate a happy or a sad man? What is the character of Mr. Fezziwig as compared to Scrooge? Ask the students to imagine what the characters may be thinking, feeling, and doing. Continue the discussion by asking students to evaluate what this dance tells us about the characters and reflects the times. For instance, is Mr. Fezziwig dancing in a hip-hop style? Is there a moral or symbolism in this chapter? What do "moral" and "symbolism" mean? Have the children look up the meaning of thiese words, if they do not know them. Ask the students what the dance might symbolize?

Session Two: Movement Activity

The teacher may want to begin by discussing the steps described by Dickens for Roger de Coverly. (Refer again to the vocabulary worksheet.)

Dickens described the steps the following way in the book:

1. Top Couple (Mr. & Mrs. Fezziwig)
2. Three or four and twenty pair of partners walking
3. Advance and retire (walking towards the partner, bowing and curtseying, returning to place)
4. Hold hands with a partner
5. Bow and curtsey
6. Corkscrew
7. Thread-the-Needle
8. Return back again to your beginning place. Continue repeating the basic steps above for the Roger de Coverly.

Distribute the worksheet with the basic steps for the Roger de Coverly, also known as the "Virginia Reel." Distribute the Dance Directions worksheet to the students to follow. It might also help to have the steps written in large form on the board or chart paper that is posted on the board. This way the children have a base and can then do their own choreography.

• Two lines, boys on one side and girls on the other. There must be a lead or "top" couple, which will be Mr. and Mrs. Fezziwig. Facing each other with space through the center, both lines walk toward each, curtsey or bow, and walk backward to their original places (Repeat).
• Partners walk to the center, join right hands, walk around each other, then return to their places. As this is repeated, the "thread-the-needle" may be performed (see Vocabulary worksheet).
• Partners "Do-Si-Do" around each other (left then right), return to places. Repeat by using an allemande or hold both hands, turning, return to places.
• "Corkscrew." The top couple joins hands and turns. The lead girl does the same step with the boy in the couple next to her. At the same time, the lead boy does the same step with the girl in the couple next to him. The top couple repeats the step together, and does the same step with the next couple, until all have performed this pattern. The top couple (now at the bottom of the line) holds hands, sliding (as in a chassé) through the center until the couple is in the original "top" spot. This is a good time for the lead boy to perform his "cut" step (see Vocabulary worksheet).
• The top couple splits away in the "Cast-Off" or "Follow-the-Leader." Girls follow the lead girl; the boys follow the lead boy. The girls and boys walk in a circle away from the center until they are back in their original places. The individual couples join hands up in the air, like an arch, as the top or "lead" couple again holds hands, sliding under the arch, until they reach the bottom. The original top couple is now the end or bottom couple.

Note: These steps may be varied or the students may choreograph their own dance based on Dickens' description.

Have the students review their performance at the end of the lesson. Students can write a short story based on a character they played. They can include in this story a portion based on the dance and discuss how words define the dance steps. Encourage the students to use active verbs and colorful phrases in their original story.

Examine how and why the dance became the "Virginia Reel" in the United States. Why was the name changed?

Assessment:

Use the Assessment Rubric to evaluate students' work.

Extensions:

Invite the students to choreograph solos, duets, etc. of other dances that reflect the time. A student may sing an old English song like a nursery rhyme or Christmas carol to be performed at the Fezziwig party. Encourage the student to compose his or her own song.

Sources:

Print:

• Bennett, John Price, et. al. Rhythm Activities and Dance. Human Kinetics, 1995.
• Campbell, Calvin, et. al. Dancing for Busy People. Calvin Campbell. Castle Rock, CO. 2003.
• Gilbert, Anne Green. Brain-Compatible Dance Education. Reston, VA: National Dance Association/AAHPERD, 2006.
• Harris, Jane A., et. al. Dance A While: Handbook for Folk, Square, Contra, and Social Dance (Eighth Edition). Allyn & Bacon, Needham Heights, MA. 2000.
• Hearn, Michael Patrick. Annotated Christmas Carol, A Christmas Carol in Prose. Edited with an Introduction, Notes, and Bibliography by Michael Patrick Hearn. Illustrated by John Leech. NY: W.W. Norton & Company. 2004.
• Lane, Christy, et. al. Multicultural Folk Dance, Vol. 1. Human Kinetics, Champaign, IL. 1998.
• Playford, John, The Dancing Master, 1651-1728, An Illustrated Compendium (Robert M. Keller).

Media:

• Campbell, Calvin, et. al. Dancing for Busy People (CD). Calvin Campbell. Castle Rock, CO. 2003.
• Chappelle, Eric. Contrast & Continuum: Music for Creative Dance, Vols. 1-4 (CD). Ravenna Venture, Inc., Seattle, WA. 2003.
• Harris, Jane A., et. al. Dance A While: Handbook for Folk, Square, Contra, and Social Dance (Eighth Edition). Allyn & Bacon, Needham Heights, MA. 2000.
• Lane, Christy, et. al. Multicultural Folk Dance, Vol. 1. Human Kinetics, Champaign, IL. 1998.
• Portman, Rachel. Emma. (Miramax Film Corp.) Hollywood Records, 1996.
• Teten, Carol. How to Dance Through Time, Vol. 1. (DVD), DanceTime Publications, Kentfield, CA. 2003.
• Twentieth-Century Fox Film Corporation. A Christmas Carol (DVD/Video), with George C. Scott. Twentieth-Century Fox Home Entertainment, Inc., Beverly Hills, CA.1998.
• Victorian Dance Ensemble (VDE). Civil War Dance Instruction...with Social Graces of the Era Explained (DVD). VDE, Camp Hill, PA.2001.

Authors:

• Colleen Dean
  National Dance Association
  Reston, VA