“An aspect of this project
that has been most rewarding is the building of historical content.
Often dancers learn repertory but merely dabble on where it comes
from, what it stands for or even why it was explored. By doing research,
reading books, looking at pictures and brainstorming each of us
are given the chance to understand a time in history. - Lonna Lee,
ASU
Brief Description of the Lesson:
Students learn about Yvonne Rainer’s Trio A, which was considered
a dance of the people. Students then continue working on their struggle
dances (began in the previous lesson). Struggle dances are based
on prevalent issues from the 1960s (i.e. Feminism, Vietnam, and
Civil Rights). To help develop their dances, students conduct research
on the issues and employ their choice from the choreographic structures
investigated in previous lessons. The purpose of this lesson is
to empower students to express their concerns about real world issues
within their own choreography.
Learning Outcomes:
Upon the completion of the lesson, students will be able to:
- identify the main factors of 1960’s issues such as: Feminism,
Vietnam, and Civil Rights
- demonstrate their ability to revise and add on to a dance originating
from the analyses of struggle
- demonstrate their ability to create movement studies collaboratively
- share their dances with the class and observe and assess their
peers in discussion
The Lesson:
Introduction
a.) The instructor reminds the students about
the political and social events, activist groups and peaceful protests
that occurred in the 1960’s. The instructor describes how
the Judson Dance Theater choreographers used their art as a method
of activism. An example of this was Yvonne Rainer’s Trio
A where the minimalist nature of the work, and its conflict
in dynamics, signified it as the dance of the people. Trio A
was once performed with the dancers wearing only the American Flag
around their neck in opposition to the Vietnam War.
Movement Exploration #1: Issue Dances
a.) In their groups, the students review their
dances from the previous lesson.
b.) The groups conduct additional research on
their topics using books and articles on the 1960’s. Students
organize their research by creating a concept web map with the main
issue in the center of the page and related research stemming out
from the main issue.
Using the concept web map the students revise and add on to their
dance investigations. The students expand upon the original guidelines,
but now they must incorporate ideas, images, and text found in their
research. The final dance should be an issue dance that makes a
clear, strong, statement that provokes the audience to consider
all the elements of the issue. Student dances must include:
- a conflict that develops
- elements of opposition
- shapes and abstract movement that represents struggle
- an ending, either a resolution or confrontation
- use of text, images, and ideas that identify the specific issue
- The students may use any of the choreographic strategies investigated
in this unit
c.) Once the groups have completed their issue
based movement study, the three pieces are combined (facilitated
by the instructor) to create a class dance encompassing all three
issues.
d.) Issue dances are then shared with another
class.
Closure: Discuss
a.) Students reflect on this approach to choreography
as opposed to other methods and discuss how dance can be used as
a means of expression.
b.) Student Reflection #6: Students reflect on
the lesson and answer the following question, “How did this
method of choreography empower you as a choreographer and activists?”
Assessment Strategies:
- Did the students use their research on issues of Feminism, Civil
Rights, and Vietnam to create their dance?
- Did the students’ issue dances project a strong clear
protest statement about their issue?
- Were the students’ reflections thoughtful and address
how dance can be used as a powerful means of expression to make
a statement about political/social issues?
Preparation for this Lesson:
- Reading Assignment #6: Students review the
history timeline on the Interactive Gateway Website.
- Students participate in the previous lesson on Twister as a
metaphor for struggle.
Homework:
- Reading Assignment #7: For Lesson #7, students
read the article on Happenings.
- Homework Assignment 7: Choose an issue that
that is relevant in today’s society and that you are passionate
about and describe a choreographic structure that could be used
to make your statement for your issue.
References:
Interactive Gateway Website: Historic TimeLine and Scrapbook
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