Cultures of Dance: Swedish Folk Dance
We looked at integrating dance with Social Studies. This lesson links with Grade 2 expectations in Changing Families and Community Traditions
A3.6 identify some ways in which heritage
is passed on through various community
celebrations and eventsand Dance Exploring Forms and Cultural Context
A3.1 describe, with teacher guidance, a variety of dances from communities around the world that they have seen in the media, at live performances and social gatherings, or in the classroom
In small groups we looked at First Nations story telling through dance. We created movement phrases that tell a story. We used the elements of time and energy.
Video Made by Zak Dekker
Lesson:
Watch "A Story Before Time" by Kaha:wi Dance Theatre Ask students to identify basic movements of Aboriginal Dance thinking in terms of the 5 elements and what they are familiar with.
Prompt: What
body shapes did you see in the video? What level was used most often? Was the tempo fast or slow? Was the dancing heavy or light, smooth or sharp?(fast and
heavy). Did any of these movements tell a story?
Students get into groups and choose 3-4 movements seen in the video or use their own movements to create a movement phrase. Use elements of time and energy and the form of narrative to tell a story with the movements.
The first performance is in unison. Afterwards we present in canon form.
This lesson is important to me because it is one that would benefit a student with ADHD. In class we discussed how students with ADHD might benefit from the form Canon because of the order of the dance sequence, it would be easy to have a prompt in order to know which dance movement to perform. It is also beneficial because students are up and moving in short time
frames. This lesson is also important because it relates to Bloom's Taxonomy; where creation is the highest form of thinking. Students use creation more in this lesson by stringing movements together to create narratives.
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