Can You Develop Your DANCE PASSION Into A CAREER?
The teacher will introduce this unit as a chance to learn the "inside story" of a dance professional's life...whether primarily a dancer, or a choreographer. After an entry activity and discussion, students will TAKE NOTES on videos offered. After viewing several videos, each student will journal on facts they learned from the videos, i.e. surprising revelations, predictable information, and feelings about the living situations/degree of compensation vs. hrs. of practice & rehearsal, and if the dancer must add to their income with part-time work. This JOURNALING on each video viewed will be created/compiled/saved on the 1:1 device, to be printed later as a mini-research project. The research project will be part of a PORTFOLIO containing a resume of arts activities [in school and/or community], awards if applicable, a list of ARTS APPRENTICESHIPS that are offered in S.C. or neighboring states, a list of ARTS FESTIVALS that relate to the student's interest, and a visual/audio/video collection of the student's work so far, no matter how much or how little. It's important for the student to begin HONORING WORK ATTEMPTED & PRODUCED, and middle or high school is the time to begin!
Lesson Created By: katherine bradley
Essential Question
What are the avenues to creating a viable carer in a performing arts setting, specifically DANCE ? After "interviewing" several artists, students will have some concrete facts about the rewards and challenges in pursuing a career in the arts.
Grade(s):
- 9
Subject(s):
Recommended Technology:
Teacher will have computer/smartboard to view several videos WITH the entire class, in order to have group discussions, before the students do their own research with their devices.
Students will have chromebook, a spiral notebook, & pen/pencil... that will be used for any other writing, notes they wish to take while watching dancer/choreographer videos.
Other Instructional Materials or Notes:
*dance posters
*dance books from the Media Center
*old artifacts of student dancers that can be loaned for a "table display" [shoes, choreography notes, costumes, pictures from childhood recitals, etc.
* A sample of a traditional, non-digital portfolio, which can be used as a repository for clippings of dancers, articles /posters about dance events,etc....to demonstrate that students may want to purchase a portfolio or some kind of "satchel" in which to safely keep items that INSPIRE THEM, CHALLENGE THEM, & help them REMEMBER THE PAST STEPS which have brought them to a rewarding experience in the dance career, whether it will be as an AMATEUR in the future, or as a PROFESSIONAL.
TEACHERS: This DANCE CAREER lesson is labeled as paced over 3-4 days, but can successfully be returned to throughout a semester, or the entire school year. The quantity of EXCELLENT VIDEOS on PBS.org , & also POV.org, are staggering, and an occasional but regular viewing of different artists discussing their dance careers, can be a beautiful addition to the classroom experience.
Lesson Progression
1. PURSUING DREAMS activity & discussion:[NOTEBOOK & PEN READY/ EACH STUDENT]
* [teacher leading group discussion] We all have dreams, even adults, even OLD adults have new aspirations, or ones they never accomplished in their previous years! Have you ever heard your family members talk about dreams they wished they'd pursued? [nothing super personal...Let's think career, travel, schooling, person betterment, etc.]
*List 3 dreams/goals you have....no matter how big or small, personal/professional/......on LEFT SIDE OF YOUR PAPER.... in a column, leaving lots of space between them, top to bottom.
*Beside each goal/"dream"on right side of paper, list 3 specific steps you can take that could possibly help bring these "dreams" to fruition.
ONCE FINISHED, PAIR UP WITH ANOTHER STUDENT, SITTING APART FROM OTHER GROUPS.
STUDENTS WILL TAKE TURNS BEING THE "Reader of Goals" & the other person being "The Sounding Board."
[There is NO ROOM for being dismissive/rude/sarcastic about someone's goal. Respect ALL COMMENTS from the "DREAMS/GOALS" speaker, no matter how unusual goals & steps may seem to the SOUNDING BOARD.]
**One partner will read ONE dream/goal.....The SOUNDING BOARD will listen, & then thoughtfully offer 1 or 2 suggestions about steps to take to achieve the goal. Let the GOALS/DREAMER write it down if he/she didn't have it before. Feel free to have a quick "brainstorming" conversation about other possibilities if that happens easily.
**Now, switch "roles". The dream/goal speaker will now become the SOUNDING BOARD....repeat process.
**SHARE THE OTHER 2 GOALS OF EACH PARTNER with the same process
2. Not all dancers want a dance career....fortunately, it's an activity that can be enjoyed at almost any age. BUT - since we are dancers in this class, and some dancers in here MAY HAVE WONDERED about what types of career opportunities for dance are "out there," CAREERS IN DANCE is a good subject for us to investigate in class together.
* We're going to watch several videos of different dancers. Keep your notebooks ready to take JUST A FEW notes if the dancer says something that you think is notable, important, inspiring, or even disappointing!!
* After each video, we'll share our thoughts about that particular presentation.
Teacher Notes
If the teacher would like to "model" how to pursue ACTIVITY 1, being the DREAM/GOALS speaker, and letting the class be the "SOUNDING BOARD", this might be helpful to demonstrate appropriate responses & attitudes toward someone describing a long-held "dream".
Dance For Me: Partners on the Dance Floor
Two teenagers are living away from home as members of a Danish competitive dance team. The film shows the difficulties of homesickness, long hours of practice, moodiness....but also the triumphal feeling of working toward a common goal and performing to the top of one's ability.
View ResourceANNIE ON BROADWAY: What does a choreographer do?
This is a conversation with a choreographer of ANNIE, and visuals of him improvising dance movements in an empty studio, as he's inspired by the music. He mentions in the video, "A lot of my work has to do with me paying attention to my imagination."
View ResourceSmall Tap Dancing "Jam"...High School
This video shows a 'jam' style /small class, where the class performs as a group on learned moves, but then each performer takes a turn "stepping out" and improvising a little riff.
View ResourceCleansing Dance , performed by Bi-Okoto Drum and Dance Theatre
Sohu is a ritual cleansing dance of the Togo tribe. This dance is beautifully narrated, & the symbolism explained, by one of the group's leaders/founders, Jeaunita Olowe.
View ResourceShort 1 minute interview : the importance of dance [Adebola Olowe]
Adebola Olowe, one of the founders of the Bi-Okoto Drum and Dance Theatre, shares a beautiful description about the importance of dance, as it cuts across gender, race, and every spectrum of life, helping to connect us.
View ResourceJacques d' Ambrose: A Life in Dance/ Dance Arts Toolkit
An interview of how d'Ambrose "accidentally" became enchanted with learning ballet as a small boy...and his life dramatically changed by the fact that his sister had been enrolled in a ballet class, & had to sit "quietly" and watch.
View ResourceChoreographing Large Groups/Broadway or Bust
Watch a successful choreographer work with a fairly young group, as she challenges, motivates, and demands the BEST they've got..."it's got to be from your soul."
View ResourceDanceSense: Ballet/Dance Arts Toolkit
Excellent 14 minute video covering :
* a brief history of ballet
*short interviews of several ballet performers
*a peek into the careers that can evolve from ballet
* compare/contrast ballet to other live art forms
About the Barathanatyam/Dance Arts Toolkit
A dancer traces her journey from WANTING to be a professional dancer in India, but having to wait until she came to the U.S., earning money in another job, and then being able to pursue the traditional dances of India as her life's work.
View ResourceStandards
Assessments
Each student will compile a PORTFOLIO, whether digital or physical, of:
*pictures of the STUDENT during rehearsals or during performance,
*a paper program from any actual performance in which the student has been a performer,
*articles on dance careers, photos of admired dancers, dance costuming
* dance warm-up exercise routines, written or video
* a listing of local centers of performing arts and/or those in DISTANT CITIES , listing performances the student would like to attend
* a resume of the student's arts activities, any volunteer service in the arts or otherwise
* And dance video clips that are inspirational, etc.
* Any recorded music that inspires the student to choreograph a dance.