Lesson plan of Elements and Places of Dance

Objectives (5 - 7 minutes)

1. Understanding the Elements of Dance: Students should be able to identify and describe the essential elements of dance, including time, space, and energy. They should understand how these elements interact to create movement and expression in dance.

2. Identifying Dance Sites: Students should learn about different places where dance can be performed, such as stages, studios, streets, and natural spaces. They should understand the unique characteristics of each site and how these characteristics can influence the dance that takes place there.

3. Analyzing the Relationship between Dance Elements and Sites: Finally, students should be able to analyze how the elements of dance relate to the sites in which it is performed. They should be able to discuss how the use of time, space, and energy can be adapted depending on the dance site, and how the choice of site can affect the expression and meaning of the movement.

Secondary Objectives:

1. Developing Critical Thinking: By analyzing the relationship between dance elements and dance sites, students should also develop their critical thinking and analytical skills.

2. Fostering Creativity: By learning about different dance sites, students should also be encouraged to think about how they could use these sites in creative ways to create their own dance performances.

Introduction (10 - 12 minutes)

1. Review of previous content: The teacher should begin the lesson by reviewing the basic dance concepts that have been learned in previous classes. This could include a discussion of different dance styles, the importance of movement and expression in dance, and the relevance of dance as an art form. This review can be done through directed questions to students to encourage active participation and engagement. (2 - 3 minutes)

2. Problem situations: The teacher can then present students with two hypothetical situations that involve the relationship between dance elements and dance sites. For example, they could ask: "How do you think dance would be different if it were performed on a small theater stage as opposed to a large outdoor space?" or "How do you think dance would change if it were performed in a busy urban space compared to a quiet, serene garden?". These questions serve to pique students' interest in the topic and to prepare them for the content that will be presented. (3 - 4 minutes)

3. Contextualizing the importance of the subject: Next, the teacher should briefly discuss the importance of understanding the relationship between dance elements and dance sites. They can explain how this understanding is essential for choreographers and dancers when planning their performances, and how it can affect the way that dance is perceived and appreciated by audiences. Additionally, the teacher can discuss how this understanding can help students develop a deeper, more critical appreciation of dance as an art form. (2 - 3 minutes)

4. Introducing the topic: Finally, the teacher should formally introduce the topic of the lesson - "Elements and Sites in Dance". They can do this by sharing some trivia or interesting facts about the subject. For example, they could mention how some famous choreographers have used dance elements and dance sites in innovative ways to create memorable performances. Or, they could talk about how dance can be used to tell stories and express emotions in unique ways, and how the choice of dance elements and site can affect this storytelling or expression. (1 - 2 minutes)

Development (20 - 25 minutes)

1. Theory - Elements of Dance (8 - 10 minutes):

   1.1. Time: The teacher should explain that time in dance refers to the speed at which the movements are performed. They can use examples of different dance styles to illustrate how time can vary, for example, between a slow contemporary dance and a fast ballroom dance. In addition, the teacher should emphasize that time in dance not only refers to speed, but also to the duration and rhythm of the movements.

   1.2. Space: Next, the teacher should discuss space in dance, which refers to the dancer's use of physical space. They can discuss how different dance styles use space in different ways, for example, with contemporary dances that often use all of the available space, while ballroom dances tend to be more focused and use less space. Additionally, the teacher should emphasize that space in dance is not limited to physical space, but also includes the emotional and symbolic space that is created by the dancer.

   1.3. Energy: Finally, the teacher should explain that energy in dance refers to the quality and intensity of the movements. They can use examples of different dance styles to illustrate how energy can vary, for example, between a soft classical dance and an energetic hip-hop dance. In addition, the teacher should emphasize that energy in dance not only refers to the force of the movements, but also to the intention and meaning behind the movements.

2. Theory - Dance Sites (5 - 7 minutes):

   2.1. Stages and Studios: The teacher should discuss the characteristics of stages and studios, explaining how these sites are designed to facilitate dance. They can talk about the importance of the flooring, lighting, and acoustics, and how these elements can affect dance. Additionally, the teacher should discuss the controlled nature of these sites and how this can allow dancers to experiment and perform movements in safe and consistent ways.

   2.2. Streets and Natural Spaces: Next, the teacher should discuss the characteristics of streets and natural spaces, explaining how these sites can offer unique challenges and opportunities for dance. They can talk about how the public nature of these sites can affect dance, and how the use of the natural or urban environment can add an additional layer of meaning and expression to dance.

3. Practical Activity - Analyzing Dance Videos (7 - 8 minutes):

   3.1. Preparation: The teacher should prepare in advance some short videos of different dance styles being performed in different locations. These videos should be varied and represent a wide range of dance styles and locations.

   3.2. Presentation: The teacher should present one video at a time, pausing after each one to discuss with students how the elements of dance (time, space, energy) are being used and how the dance site is affecting the choreography and expression. The teacher should ask guided questions to encourage discussion and critical thinking, for example: "How is the dancer using time in this performance?" or "How is the space of the dance site affecting the energy of the movements?".

4. Practical Activity - Creating a Dance Performance (5 - 7 minutes):

   4.1. Task: The teacher should divide the class into small groups and assign each group a dance style and a location. The groups should then work together to create a short dance performance that incorporates the assigned style and location.

   4.2. Presentation: Each group should present their performance to the class, and the teacher should guide a discussion after each presentation, highlighting how the elements of dance were used and how the site affected the performance. The teacher should encourage students to offer constructive feedback and to analyze the performances of other groups.

Feedback (8 - 10 minutes)

1. Summary and Review (3 - 4 minutes):

   1.1. The teacher should begin this stage by summarizing the key points that were covered in the lesson. They should reiterate the definition and importance of the elements of dance (time, space, and energy) and briefly discuss how these elements relate to different dance sites. The teacher can also review some of the examples and discussions that came up during the lesson, emphasizing the most crucial concepts.

   1.2. The teacher should then ask students to share what they feel were the most significant moments or insights that they gained during the lesson. This can be done through a brief group discussion or a quick writing exercise, where students are asked to jot down and share their thoughts.

2. Connection to Theory and Practice (2 - 3 minutes):

   2.1. The teacher should discuss how the lesson connected theory (the elements of dance and different dance sites) with practice (analyzing dance videos and creating a dance performance). They should explain that understanding the theory is essential for deepening the appreciation and analysis of dance, while the practical activities help to apply and internalize these concepts.

   2.2. The teacher should also reinforce that the ability to analyze and think critically about dance is a valuable skill that can be applied to other areas of life and study. They can give examples of how the ability to analyze and think critically can be useful in other subjects, such as literature, history, science, and mathematics.

3. Reflection on Learning (2 - 3 minutes):

   3.1. The teacher should then ask students to reflect on what they have learned. They can do this by asking questions such as: "What was the most important concept that you learned today?" and "What questions still remain unanswered?". These questions are designed to encourage students to think about what they have learned, to identify any areas that may need further study or practice, and to recognize the value of what they have learned.

   3.2. The teacher should allow a moment of silence so that students can reflect and process their answers. They can then invite students to share their reflections with the class, if they feel comfortable doing so. The teacher should listen attentively to students' responses and respond in an encouraging and respectful manner, valuing all contributions and helping to clarify any misunderstandings.

4. Feedback and Closure (1 minute):

   4.1. Finally, the teacher should thank students for their participation and effort during the lesson. They can also take this opportunity to provide general feedback on the class's performance and to highlight any areas that may need review or additional practice. The teacher should encourage students to continue to explore and apply what they have learned, and to ask questions or seek help if they have any difficulties.

Conclusion (5 - 7 minutes)

1. Review of Content (2 - 3 minutes): 1.1. The teacher should begin the Conclusion of the lesson by recapping the main points that were covered. They should summarize the definition and importance of the elements of dance (time, space, and energy) and how they relate to different dance sites. 1.2. Additionally, the teacher should highlight the skills that were practiced during the lesson, such as the critical analysis of dance performances and the creation of a performance based on a specific style and site.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): 2.1. The teacher should explain how the lesson connected theory (elements of dance and dance sites) with practice (analyzing dance videos and creating a performance) and how these skills can be applied in real-world situations. 2.2. They can give examples of how the ability to analyze and think critically about dance can be useful not only for dancers and choreographers, but also for dance audiences, who can better appreciate and understand the performances they see.

3. Supplementary Materials (1 - 2 minutes): 3.1. The teacher should suggest some supplementary materials for students who want to further their understanding of the topic. This could include books, articles, documentaries, websites, and online videos that discuss and demonstrate the relationship between the elements of dance and dance sites. 3.2. They can also suggest some additional activities that students can do at home to reinforce what they learned in class, such as watching dance performances and analyzing how the elements of dance are used and how the dance site affects the performance.

4. Relevance of the Topic (1 minute): 4.1. Finally, the teacher should highlight the relevance of the lesson topic to students' daily lives. They can explain how dance, as an art form, can help us to understand and express ideas and emotions in unique ways. 4.2. Additionally, the teacher can discuss how the skills that were developed during the lesson, such as the ability to analyze and think critically, are valuable not only for dance, but also for many other areas of life and study.