Lesson Outline # 1

Candidate: Helen Snelgrove Field Supervisor: Ruth Clark

Date: September 26, 2017 Grade 10, 11 & 12 Mentor: Marci Moriarty

Lesson Part Activity Description/Teacher Does Student Does

Pre-assessment/ Pre-assessments for this learning sequence 1. Power point

Diagnostic include: a power point illustrating choreographic 2. Diagnostic
assessment of tools demonstrating an array of choreographic Pre-
students prior structures and their definitions as well as a assessment
understanding worksheet of pictures of the choreographic worksheet
(sequence start) structures to assess prior knowledge. Teacher 3. Group
will then ask the students to work in small discussion of
groups with practicing a cannon using an across worksheet
the floor phrase the students have already 4. Practice of
learnt. using cannon
to phrase
work

Title: Lesson 1: Tools for Choreography

State Standard: NJCCS 1.1.12.A.1: Creating master works in
dance requires ability to comprehend, articulate,
and manipulate time, space, and energy across
and within a broad spectrum of choreographic
structures and through the use of many
choreographic devices

1.1.12.A.2: Acute kinesthetic awareness and

mastery of composition are essential for
creating and interpreting master works of art

1.1.12.A.4: Artistry in dance performance is

accomplished through complete integration of
anatomical principles and clear direction of
intent and purpose.

Central Focus Students will examine and apply how

(CF) choreographic structures assist in creating
manipulations in small groups by learning and
inserting choreographic structures into a small
phrase then, performing the phrase for peer
feedback.
Learning Target Students will manipulate a phrase in small
(LF) groups using choreographic structures.

Students will examine and evaluate how the

choreographic structures influenced and
changed the original movement phrase.
 Students will practice and perform group
choreography for evaluation and peer feedback
of choreographic structures used.

Academic Examine, evaluate, choreographic structures,

Language choreography, performance, practice, create,
canon, climax, unison, gesture, levels,
dynamics, travel/locomotion, non-locomotor/still,
motif, balance, turn, point of view/focus, kick-
ball-change, chasse, pas de bourree
Instruction- Teacher welcomes the students to class and Students get
Do Now! instructs them to get changed and then find a changed (5 minutes)
spot on the dance floor.
Students complete
Routine Warm Up Once all students are changed teacher leads warm up (3 minutes)
the students in a set warm up that they already
know. Once teacher starts leading students the
teacher will walk around the classroom and give
tactile feedback focusing on body alignment.

Teacher will lead the students in a guided Students respond

discovery episode to see what the students and direct guided
Informal remember about choreographic structures and discovery as a class.
Assessment what they are/how they can help choreograph. (3-5 minutes)
While the students are responding the teacher
will write the names of choreographic structures
on the board for reference

The teacher will say…

What is the new idea that we are focusing on in
class?
What is something that can help us
choreograph?
What are some choreographic structures?

Choreographic structures are tools to help us

manipulate and enhance our movement
choices while choreographing.
 Teacher will then teach the class a short phrase Students will learn,
(1 count of 8)—two walks forward (1-2), chasse practice, and perform
Instruction and to the right side (3&4), Kick-ball-change (5&6), the choreography.
Inquiry Pas de bourree (7&8) Students will then
examine and
The teacher will then give the students time to manipulate the
practice phrase. Once the students have choreography while
embodied the phrase the teacher will break the adding a
students up into 5 small groups and have each choreographic
group add a choreographic device to the device. (10 minutes)
movement.
Teacher will call on each group of students to Students will perform
show their work two times in a row to the rest of for their classmates.
Informal the class. The teacher will provide a work sheet Students will
Assessment to the students so that each student can guess examine the other
what choreographic structure that each group groups movement
chose and decide
individually what
choreographic
structure was picked.
(10 minutes)
After all groups show and students have Students will
completed their worksheets the teacher will examine, evaluate,
Closure collect the worksheets. The teacher will then and explain what
Assessment call on students to ask for what some of their choreographic
favorite choreographic structures used were structures they liked
and why? How did it affect the movement? with what movement
best and why.
(3 minutes)
The teacher will explain to the students that
next class the students will start to choreograph Students get
their own small phrase using some of the changed (5 minutes)
movements we learnt in class but some of their
own movements as well. Teacher will dismiss
the students to get changed.
Appendix

CHOREOGRAPHY
WHAT CAN I USE TO HELP ME CHOREOGRAPH???

CHOREOGRAPHIC DEVICES!

• Canon • Travel/ Locomotion

• Climax • Still/Non-locomotion
• Unison • Balance
• Gesture • Motif
• Levels • Turn
• Dynamics • Point of View/Focus
CANON
•Movement is introduced by one dancer
and then repeated exactly the same by
succeeding dancers.

CLIMAX

•Most important or significant moment

in dance. This can also be the turning
point in a dance.
UNISON
•Movement being completed at the same
time. The movement does not have to
be the same.

GESTURE
•An expressive movement of the head,
arms, body, hand or face. Normally
expressing and idea, thought, or an
opinion.
LEVELS
•The height at which the dancer is
moving in or the movement is in. There
are three levels in dance: High, Medium,
and Low.

DYNAMICS
•The quality of which the movement is
performed. The type of effort that is
used with executing the movement.
TRAVEL/LOCOMOTOR
•A movement that moves from one point
to another.

STILL/NON-LOCOMOTOR
•A movement that is anchored or stays
in one place.
BALANCE
•Maintain center of gravity in position or
shape.

MOTIF
•A short movement or phrase that has
the potential to be developed into a
dance. Illustrates the essence of a dance
and is usually repeated throughout.
TURN
•Changing the facing, direction or position
of the movement. This can also be seen by
having a stationary movement performed
in a circular fashion.

POINT OF VIEW/FOCUS
The way in which the movement is seen
by the audience. This can also mean the
direction the dancer is looking at or
concentration/presence the dancer is
presenting.
DO YOU KNOW WHAT I AM?
Can you try and figure out what I am? Let’s
take a look at the worksheet that is being
handed out! Do you know what
choreographic devices I am? Please work by
yourself for this!
 Do You Know What I Am?
Name:
Date:
Period:

______________________________ ________________________________

________________________________ ______________________________

_______________________ ________________________________________
 ¿Sabes lo que soy?
Nombre:
Fecha:
Período:

______________________________ ________________________________

________________________________ ______________________________

_______________________ ________________________________________
 What Did You See?
Name:
Date:
Period:

After watching my classmates show the original phrase and then the phrase they added their
choreographic structure to I think that my classmates used….

1.

2.

3.

4.

5. _______________________________________
 ¿Qué viste?
Nombre:
Fecha:
Período:

Después de ver a mis compañeros de clase mostrar la frase original y luego la frase que agregó
su estructura coreográfica a Creo que mis compañeros de clase utilizado…

1.

2.

3.

4.

5. _______________________________________



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Student C