7dance Africanandhiphop Unitplan Print

1
Grade 7 Dance
African and Hip Hop
Unit Overview
Context: Summary:
This unit provides students with the opportunity to explore two In this unit, students will have the opportunity to view, explore
global dance forms (African dance and Hip Hop) and explore and create African and Hip Hop Dance. The class will reflect on
their similarities and differences. Students will also examine the how African dance may have influenced Hip Hop dance and
ways in which African dance may have influenced Hip Hop examine the origins, as well as the similarities and differences
dance. Because this unit draws upon students' knowledge of the between the two dance forms. Students will then use this
elements of dance and choreographic forms, it would be learning to create a group choreography, using rondo form.
beneficial to do this unit towards the end of the year, when Throughout the unit, there will be multiple opportunities for
students have had a chance to develop their skills in dance. students to give and receive peer feedback and use this
feedback to revise their dance pieces before the final
presentation.
Overall Expectations Unit Guiding Questions

A1. Creating and Presenting: apply the creative process to the How are African and Hip Hop dance the same? How are they
composition of a variety of dance pieces, using the elements of different? In what ways might African dance have influenced Hip
dance to communicate feelings and ideas Hop? How can we use the movement vocabularies from these
A2. Reflecting, Responding and Analysing: apply the critical two styles of dance to create our own compositions?
analysis process to communicate their feelings, ideas, and
understandings in response to a variety of dance pieces and Lesson Guiding Questions
experiences
A3. Exploring Forms and Cultural Contexts: demonstrate an Lesson 1: Exploring African
understanding of a variety of dance forms, traditions, and styles How are the elements of dance used in African dance?
from the past and present, and their sociocultural and historical
contexts Lesson 2: Exploring Hip Hop
How are the elements of dance used in Hip Hop dance?
How is this different from how they are used in African dance?
Lesson 3: Choreography
What are the similarities in Hip Hop and African dance?
In what way can Hip Hop be considered the evolution of African
dance?
Lesson 4: Sharing Works in Progress

Why is feedback an important part of the creative process?
What does good feedback look like?
What makes a good audience member?
Lesson 5: Final Performance

How are the elements of dance used in African dance?
How are the used in hip hop?
How can these two styles be combined to create one dance
piece?
Assessment and Evaluation: How will students demonstrate their learning?

Assessment Culminating Performance Task
of learning Students will create a group choreography, using rondo form, that uses the movement vocabulary from both African
and Hip Hop dance. This will be evaluated using a rubric.
Assessment Checkpoint/Lesson #1
for Learning Teacher observation
Side coaching
Reflection
Checkpoint/Lesson #2
Teacher observation
Side coaching
© Council of Ontario Drama and Dance Educators

Created with funding provided by the Ontario Ministry of Education.
2
Teacher observation
Side coaching
Self-assessment
Teacher observation
Side coaching
Peer feedback
Approx.
Duration 1
Unit Lessons: How will assessment and instruction be organized for class= 60
learning? minutes
Lesson 1 Exploring African 1 class
In this lesson, students will analyze videos of African dance and use this as a stimulus to create their
own movement phrases.
Lesson 2 Exploring Hip Hop 1 class
In this lesson, students will analyze photos of Hip Hop dancers and use this as the stimulus to create
their own movement phrases.
Lesson 3 Choreography 1.5 classes
Students will work in small groups to create a dance that uses the movement vocabularies from both
African and Hip Hop dance. They will each be responsible for creating a segment of the
choreography. Students will use rondo form to help them organize their choreography.
Lesson 4 Sharing Works in Progress 1 class
In this lesson, students will have the opportunity to share their works in progress and receive peer
feedback. They will be responsible for planning how to use this feedback to revise their dance
pieces.
Lesson 5 Final Performance 1-2 classes
Students will use the peer feedback given to them in lesson 4 to revise and refine their dance pieces
and then present them for evaluation.

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African and Hip Hop Grade 7 Dance
Lesson 1: Exploring African

Critical Learning Guiding Questions
The elements of dance are the building blocks of movement. How are the elements of dance used in African
The elements are dance are used and combined in different ways to create dance?
different genres of dance
Curriculum Expectations Learning Goals

A1. Creating and Presenting: apply the creative process to the composition Learning Goals
of a variety of dance pieces, using the elements of dance to communicate (Unpacked Expectations)
feelings and ideas By the end of this unit, students will be able to:
A1.4 use the elements of dance and choreographic forms to communicate a • examine how the elements of dance are
variety of themes and moods used in African dance
• create a short dance phrase using videos of
A2. Reflecting, Responding, and Analysing: apply the critical analysis African dance as a stimulus
process to communicate their feelings, ideas, and understandings in
response to a variety of dance pieces and experiences
A2.2 analyse, using dance vocabulary, their own and others' dance pieces to
identify the elements of dance and the choreographic forms used in them and
explain how they help to communicate meaning
Instructional Components
Readiness Materials
Students should have some previous experience with the elements of dance. Video clips of dance
Pre-cut slips of paper
Terminology Map of Africa
Shapes Exit card
Levels Music (optional)
Energy
Sustained
Solo
Formation
Locomotor/non-locomotor
African Dance
Elements of dance
Dance sequence/Movement sequence

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Lesson 1: Exploring African

Minds On Approximately 20 minutes Pause and Ponder
Whole Class > Analyzing Video Assessment for Learning (AfL)
Show students a clip of African dance. (See hyperlinks). After students have watched the Check for understanding: it is
video lead a class discussion about what they saw. important that students can identify
Key Questions for Discussion: the elements of dance and how they
What shapes do you see? were used in the dance pieces
Are different levels being used or is one level favoured over the others? viewed. If students are unable to do
What kind of energy is being used? e.g. Is it slow and sustained or fast and sharp? this, they may need further review of
Is it mostly solo dancing or group dancing? the elements of dance prior to moving
What formations are being used? forward with the lesson.
Are the movements mostly locomotor or non-locomotor?
What kind of music are they dancing to? Differentiation (DI)
What do you think the purpose of this type of dance is (ritual, celebration, During the 'cover the table' activity
entertainment etc?) some groups may prefer to work on
Can you discuss the environment? Where are they dancing? the floor away from other groups. In
What kind of costumes (if any) are the dancers wearing? this case, give them a set area that
Who is dancing? (gender-age) they are to cover in place of the table.
As a class, identify on a map of Africa, where each dance style originated from. Discuss
with the students the diversity of African dance, because it has come from such a large Students who are comfortable with
geographical area. movement may create a longer
movement sequence, whereas
Small Group > Cover the Table students who are not comfortable
Give each group multiple slips of paper (e.g. sticky notes, pre-cut scrap paper etc). Pose moving may create frozen shapes.
the question "How are the elements of dance used in the African dance we just watched?"
Students have 5 minutes to write as many ideas as they can think of, putting one idea per Quick Tip
slip of paper. Each slip of paper is placed on the table and students attempt to 'cover the You may want to play music while the
table' (no slips should overlap). For a complete description of the 'cover the table' strategy students are moving. (suggestion:
see "Kagan Cooperative Learning" by Dr Spencer Kagan and Miguel Kagan. Geoff Bennett's "Next of Skin"
Each group shares a few key ideas with the class. After each group has shared, ask "Umoja" the musical soundtrack)
groups to discuss: "What is unique about this style of dance compared to other dance
styles you have seen (in your own cultural celebrations, at school on TV etc)?" Hyperlinks
Clips of African dance:
Action! Approximately 30 minutes
http://artsalive.ca/en/dan/
Individual > Shapes mediatheque/
Ask students to spread out in the room so that each student has enough space to move videos/
freely. Give students 30 seconds to create one shape that reflects the style they just saw in videosDetails.asp?mediaID=499
the video. They do not need to copy a movement or dance sequence they saw, but rather
create a shape/movement sequence of their own that is reflective of the style. This will be http://www.youtube.com/
move #1. Next ask them to create a second shape/movement sequence. Coach them to watch?v=UH6yC7GjqZk
try something at a different level, or facing a different direction etc. This will be move #2.
Ask students to create one last shape/movement sequence, again, try and coach them to http://www.youtube.com/watch?v=-
make it different from their first two moves. This will be move #3. Say to students that you bboJsFVa58
will now be calling out numbers 1-3 and they should respond with the corresponding
movement. Begin by calling them slowly, in order, then gradually increase the speed with
which you call the numbers and begin calling them out of order. Repeat this until students
are comfortable with all 3 movements.
Pairs > Creating Transitions

Partner students up. Have students teach their partner their 3 movements, so now each
set of partners has 6 moves. Tell them they must decide which order they want to put the
movements in and create a transition between each movement (e.g. are they going to
melt, spin, grow slide etc from one move to the next?)
Consolidation Approximately 10 minutes
Pairs > Sharing with the Class

Have half the class freeze, while the other half presents. Then switch roles. This provides a
low risk performance opportunities for students.
Individual > Reflection

Have students reflect on their experiences either orally or in writing.
Key Questions for Discussion:
How did your shapes/movements compare to the movements you saw in the minds on?

5
How did they change or evolve? Why do you think this change occurred? What was your
intent in creating the dance? What were you trying to accomplish? How does it contrast
from the intent of the dancers in the video?

6
Lesson 2: Exploring Hip Hop

The elements of dance are the building blocks of movement. How are the elements of dance used in Hip hop
The elements are dance are used and combined in different ways to create dance?
different genres/styles of dance. How is this different from how they are used in
African dance?

feelings and ideas At the end of this lesson, students will be able to:
A1.4 use the elements of dance and choreographic forms to communicate a • Identify how the elements of dance are used
variety of themes and moods in hip hop
• create a short dance phrase using pictures
A2. Reflecting, Responding, and Analysing: apply the critical analysis of Hip Hop dance as a stimulus
process to communicate their feelings, ideas, and understandings in • Identify the similarities and differences
response to a variety of dance pieces and experiences between Hip Hop and African dance
A2.2 analyse, using dance vocabulary, their own and others' dance pieces to
identify the elements of dance and the choreographic forms used in them and
explain how they help to communicate meaning
Readiness Materials
Students should be comfortable working in small groups to create Music for dance (suggestions: Next of Skin by
choreography. Geoff Bennett, Umoja Soundtrack)
Music player (Mp3, CD player etc)
Terminology
Hip Hop

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Lesson 2: Exploring Hip Hop

Whole Class > Discussion Assessment for Learning
Lead the class through a brief discussion about where Hip Hop originated from. (For more Venn Diagrams will help you
information see hyperlinks for suggested resources). Identify on the map where Hip Hop determine who has understood the
originated from. difference between the two dance
styles and whether or not the class is
Whole Class > Analyzing Images ready to proceed to the culminating
Have images of various hip hop moves (see hyperlinks for suggestions on where to find task.
sample images online) spread out in a circle around the room. Group students around
each image (2-3 students per image). Ask students to interpret the image through Assessment as Learning (AaL)
movement. Remind them that it does not have to be an exact replica, but rather an Venn diagram comparing and
interpretation of what they see. After students have had 2-3 minutes to create their contrasting the dance styles.
movement, have them rotate clockwise to the next image. Repeat the process until
students have 3 shapes/movements. Differentiation (DI)
Students who are less comfortable
with movement may want to directly
replicate the photo while students who
Pairs > Creating a Movement Sequence are more comfortable with movement
Partner students up and direct them to teach their three movements to their partner. Each can create an interpretation of what is
pair now has 6 movements. Instruct students to decide on which order they want to put the in the photo.
movements in and to create transitions between each movement. Give students time to
rehearse. Prompt: How will you go from one movement to the next? Are you going to Quick Tip
slide? spin? Will you change levels? Are you doing it in unison? While students are working, play a
variety of music. Some suggestions:
Pairs > Sharing with the Class no music to begin with, just
Keep students in the space they are working in and, one group at a time, have partners percussion, African music, hip hop
share with the class. music
Whole Class > Debrief Link and Layer

Lead a class discussion about the similarities and differences between the African dance Compare the use of the elements of
from lesson one and Hip Hop. dance in African and Hip Hop dance
Key Questions for Discussion:
How were the elements of dance used in the same ways? How were they used differently? Hyperlinks in the Lesson
How is energy used in both styles of dance? Information on the history of Hip Hop:
What levels are used in African and Hip Hop? http://en.wikipedia.org/wiki/Hip-
hop_dance

http://www.hip-hop-dance.net/history-
Pairs > Venn Diagram Comparison of-hip-hop-dance.html
Ask students to work together in partners to complete a Venn Diagram comparing the use
of the elements of dance in African dance and Hip Hop dance. Ensure that once students http://www.centralhome.com/hip-hop-
have completed their Venn Diagram, they write a summary statement at the bottom of the dance-history.htm
page to synthesize their learning. Post Venn Diagrams around the room so students can
reference them while they are working. Images of Hip Hop:
http://www.triplethreatstudio.com/
Dancing
_Classes/hip_hop_classes.php
http://www.gabiesboutique.com/
index.php/id/177
http://www.gottadance.lu/GottaDance/
Public/HipHop.php

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Although different, Hip Hop and African dance share some fundamental What are the similarities in hip hop and African
similarities dance?
In what way can hip hop be considered the
evolution of African dance?

A1.4 use the elements of dance and choreographic forms to communicate a • compare and contrast African and Hip Hop
variety of themes and moods dance
• discuss the connection between the two and
A2. Reflecting, Responding, and Analysing: apply the critical analysis explore how African dance may have
process to communicate their feelings, ideas, and understandings in influenced hip hop
response to a variety of dance pieces and experiences • create a group choreography that uses
A2.2 analyse, using dance vocabulary, their own and others' dance pieces to African dance as a stimulus
identify the elements of dance and the choreographic forms used in them and • create an individual movement phrase that
explain how they help to communicate meaning uses hip hop as a stimulus
A2.3 identify and give examples of their strengths and areas for growth as • use rondo form to organize their
dance creators, interpreters, and audience members choreography
A3. Exploring Forms and Cultural Contexts: demonstrate an

understanding of a variety of dance forms, traditions, and styles from the past
and present, and their sociocultural and historical contexts
A3.1 describe the evolution of dance and performance as different groups of
people have responded to external factors such as migration, a new
environment, and/or contact with other groups or cultures
Readiness Materials
Students should be comfortable working in small groups and presenting in Music for African dance and hip hop
front of their peers. Presenting at the end of the class should be an Music player (Mp3 player, CD player)
established norm.
Terminology
Rondo (ABACADA)
Choreographic form
ABA form
Theme and Variation

9
Whole Class > Discussion Assessment for Learning (AfL)
Review some key ideas from the Venn Diagrams. Ensure students have an understanding You may want to have groups share
of how the two dance styles are the same and how they are different. Ask students to their initial 8 count movement
consider how the geography and culture may have influenced each dance style. Have sequence to ensure that all of the
students turn to an elbow partner and discuss how African dance may have influenced Hip groups are on the right track.
Hop. Share ideas with the class.
Key Questions for Discussion: Assessment as Learning (AaL)
How did African dance come to North America? Exit card
How might that have impacted the evolution of Hip Hop?
How does African dance and Hip Hop use the elements of dance in similar ways? Differentiation (DI)
Groups have a few options on how
they want to present their final dance
Small Group > Choreography piece. For students who are newer to
Put students in groups of 4 and ask them to create a dance piece that uses Rondo as a movement, you may want them to
choreographic form, based on the African and Hip Hop movements studied earlier. As a create a shorter movement sequence
group, students create an 8 count movement sequence based on African dance. (ABA). For students who are more
Encourage them to draw on movements they have already created in lesson 1. (This is the comfortable with movement you may
A phrase) They must rehearse it until all members of the group are comfortable with the 8 want to have them try a more
counts. challenging choreographic form, such
Each member is then responsible for individually creating one 8 count Hip Hop phrase. as theme and variation, where the
These individual movement phrases can draw on the Hip Hop movements already studied theme is the African dance and the
or students can create new movements. (These will become the B, C and D phrases). variations are hip hop (A, A1, A2, A3)
Explain to students that they will be responsible for teaching their individual phrases to
their group members, rehearsing the phrases and deciding on the order of the phrases to Quick Tip
create a dance piece that follows the Rondo form (ABACADA). Circulate and side coach Instead of exit cards, students could
students as necessary. write an entry in their dance journal,
or share their answers orally with a
partner.
Whole Class > Dress Rehearsal
Ask groups to remain in the area that they have been working in. Give students a count
down from 5 and all groups begin rehearsing together. When each group has finished, they Hyperlinks in the Lesson
freeze in their final position. Clips of choreographic forms:
http://artsalive.ca/en/dan/make/
Individual > Exit Card toolbox
Individually, students answer the following questions: /formstructure.asp
What were some challenges your group faced? How did you solve them?
Which did you prefer, creating your choreography individually or as a group. Why?
What did we do well in our performance today?
What still needs to be worked on before the final performance?

10

Sharing works in progress is an important part of the creative process, as it Why is feedback an important part of the creative
allows students a chance to rework their dance piece before being evaluated. process?
What does good feedback look like?
What makes a good audience member?

A2. Reflecting, Responding, and Analysing: apply the critical analysis Learning Goals
process to communicate their feelings, ideas, and understandings in (Unpacked Expectations)
response to a variety of dance pieces and experiences At the end of this lesson, students will be able to:
A2.2 analyse, using dance vocabulary, their own and others' dance pieces to • establish criteria for giving good feedback
identify the elements of dance and the choreographic forms used in them and • share their work in progress with the class
explain how they help to communicate meaning • give and receive peer feedback
A2.3 identify and give examples of their strengths and areas for growth as
dance creators, interpreters, and audience members
Readiness Materials
Students should be comfortable presenting work in front of the class. Chart paper and marker
Rubric
Terminology
Creative process BLMs
BLM #1 Rubric

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Individual/Group > Reflection Assessment for Learning (AfL)
Have students identify which elements of their dance were inspired by elements from Check for Understanding: Students
African and/or Hip Hop and which ones evolved over the course of the unit, why do you should be able to identify the
think some of the movements evolved? (necessity, aesthetics etc). Answers should be elements of dance and how they are
discussed as a group and recorded in students' dance journals. used in their own and others'
Action! Approximately 40 minutes choreography.
Whole Class > Establishing Criteria Assessment as Learning (AaL)

Discuss with students the importance of receiving feedback during the creative process Student action plan
(e.g. it helps us refine our piece, it helps to clarify the message being conveyed to the
audience etc). Write student answer on chart paper or the board so they may refer to it Quick Tip
during the lesson. It may be beneficial to have groups
present in the same space they were
Small Group > Brainstorming working in as it may be disorienting
Ask students to brainstorm, in groups, what good feedback is. Some sample answers for some students to more spaces.
might include:
• it needs to be specific Link and Layer
• it should be related to the criteria for assessment Ensure that when students are
• it needs to be said respectfully sharing their works, the African and
Have each group share their ideas with the class. Record student answers on chart paper hip hop sections are distinct.
and post for future reference.
Hyperlinks in the Lesson
Whole Class > Discussion Tips for teaching metacognition:
As a class, discuss what a good audience member looks like. Write down students ideas http://www.edugains.ca/resources
on the board, or on chart paper and leave them visible for the remainder of the unit. LIT/CoreResources/MetaGuide-
June4%202009.pdf
Whole Class > Sharing Works in Progress
Go over the rubric (See BLM #1), give students copies so they have something to refer to
when watching their peers' dance pieces. Each group shares their work. After each group
has presented, facilitate the peer feedback, referring to the rubric.
Small Group > Create the Action Plan

Ask groups to create an action plan based on the feedback they received. Each group
should outline:
1. What is working in the dance piece and why it is working
2. 2-3 things they need to improve on
3. What they are going to change/how they are going to change those things

12

The elements of dance can be used in a variety of ways to created dance How are the elements of dance used in African
pieces. dance?
How are the used in Hip Hop?
How can these two styles be combined to create
one dance piece?

A2. Reflecting, Responding and Analysing: apply the critical analysis • revise their dance piece based on peer and
process to communicate their feelings, ideas, and understandings in teacher feedback
response to a variety of dance pieces and experiences • present their dance pieces for evaluation
A3. Exploring Forms and Cultural Contexts: demonstrate an • reflect on their experiences
understanding of a variety of dance forms, traditions, and styles from the past
and present, and their sociocultural and historical contexts
Readiness Materials
Students should be comfortable presenting in front of the class. Music and music player (optional)
Students should have experience with self and peer assessment.
Terminology
Dance style
Creative Process
Dance sequence

13

Pairs > Share Ideas Assessment for Learning (AfL)
Ask students to think about their action plan from last day. Have them turn to an elbow Circulate and side coach students as
partner and share one idea they have for revising their dance pieces. Review the rubric necessary as they work to revise their
and expectations for the final performance. dance pieces based on the feedback
received in the previous lesson.

Assessment as Learning (AaL)
Small Group > Choreography Rehearsal Student reflections.
Have students work in groups to incorporate feedback from last days' session and polish
their dance pieces. Observe and side coach groups as necessary. If students are Assessment of Learning (AoL)
struggling, have them slow down and coach them as they are moving. It may be helpful to Final performance will be evaluated
have them chunk the dance piece into the A section, B section, C section and D section to using a rubric.
focus on what needs to be worked on in each section and then they can put the sections
back together in rondo form. Differentiation (DI)
Students could share their reflection
Whole Class > Dress Rehearsal responses orally with the teacher.
Have groups stay in the same place they have been working. Lead them through a dress
rehearsal, all groups moving at the same time. Start them at the same moment (count Quick Tip
down from 5). Direct students to freeze when they have finished and hold the final pose If students are going to be presenting
until all groups are done. This approach provides a low-risk performance opportunity prior to music, ensure that they have time
to their final performance. to practice to the music.
Whole Class > Performance and Reflection

Ask students to sit facing the performance space. Review audience etiquette with the
class.
One at a time, groups share their dance pieces.
Individual > Reflection

In their dance journals, have students answer the following questions:
How did their dance pieces change as a result of the feedback they received?
What would they do differently next time
What did they learn about each dance style?
How was the creative process used?
What was the aim of you dance sequence and how did you communicate it?
What did you learn about what hip hop tries to communicate?
What did you learn about what African dance communicates to the viewer?
How did this influence you in creating your dance?


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1

Overall Expectations Unit Guiding Questions

Lesson 4: Sharing Works in Progress

Lesson 5: Final Performance

Assessment and Evaluation: How will students demonstrate their learning?

© Council of Ontario Drama and Dance Educators

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 1: Exploring African

Curriculum Expectations Learning Goals

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 1: Exploring African

Pairs > Creating Transitions

Consolidation Approximately 10 minutes

Pairs > Sharing with the Class

Individual > Reflection

© Council of Ontario Drama and Dance Educators

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 2: Exploring Hip Hop

Curriculum Expectations Learning Goals

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 2: Exploring Hip Hop

Whole Class > Debrief Link and Layer

Consolidation Approximately 20 minutes

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Curriculum Expectations Learning Goals

A3. Exploring Forms and Cultural Contexts: demonstrate an

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 4: Sharing Works in Progress

Curriculum Expectations Learning Goals

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 4: Sharing Works in Progress

Action! Approximately 40 minutes choreography.

Whole Class > Establishing Criteria Assessment as Learning (AaL)

Consolidation Approximately 10 minutes

Small Group > Create the Action Plan

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 5: Final Performance

Curriculum Expectations Learning Goals

© Council of Ontario Drama and Dance Educators

African and Hip Hop Grade 7 Dance

Lesson 5: Final Performance

Action! Approximately 50 minutes

Consolidation Approximately 30 minutes

Whole Class > Performance and Reflection

Individual > Reflection

© Council of Ontario Drama and Dance Educators

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