Dance Lesson Plan Grades 6-12 Materials DANCING LA CLAVE Length Concept/Objectives Activities Toolkit Resources 1-3 sessions Students will learn how to make the body move rhythmically. Students create dance phrases, and eventually dances, that incorporate original shapes and movements with the rhythm of the clave. On The African Root DVD: 1: Understanding the Clave Rhythm Pattern Length of Segment: 00:07:33 Optional: pair of claves (instrument) white board/markers movement cards/posters shape cards/posters Afro-Cuban music CDs (see Support) Students will create original dances/dance phrases. 3: Moving to the Clave Rhythm Pattern Length of Segment: 00:02:09 Optional: World of Dance and Music CD-ROM Materials TV/DVD player computer with CD-ROM drive Vocabulary ABA form call and response choreographic structure compositional forms locomotor movements nonlocomotor movements phrase rondo form Specialized vocabulary: clave Instructional Strategies and Activities Overview On day one, students learn the rhythm of the clave either from the video or the teacher. Once the rhythm has been learned, students explore concepts of call and response and movements. Hopefully, the end of Day 1 is group work, where students create short dance phrases to the rhythm; this may take two days. On Day 2 (or 3), the short phrases are built upon to create ABA dances that are then performed and critiqued. Day 1 Introducing the concept: Discuss Latin dances students may be familiar with and ask what characteristics seem to define these dances. Students may suggest such characteristics as the music, rhythm, instruments, etc. Tell students you will be learning about a specific rhythm and instrument—the clave. Have students watch the first and third segments of Afro-Cuban Dance on The African Root DVD (Understanding the Clave Rhythm Pattern and Moving to the Clave Rhythm Pattern). The clave is a rhythm that is understood, or felt, in Afro-Cuban music. Have students discuss the clave rhythm: What African tradition is built into the rhythm? (call and response) Optional: Extend the discussion by exploring the African roots of the Arts Toolkit Dance • Lesson Plans • 277 music/dance and its cultural context in Latin America. Visit Latin American countries such as Cuba on the Toolkit World of Music and Dance CD-ROM for more information. About the Clave Pattern Uniting Afro-Cuban music and dance is a rhythmic pattern called clave, meaning “key.” The word clave not only refers to this characteristic rhythm, but also to a Cuban percussion instrument consisting of two round polished sticks that are struck together. The clave pattern may be played on other percussion instruments as well. Even when clave is not explicitly present, Afro-Cuban musicians feel its pattern, and dancers move to its rhythm. The clave pattern appears in every form of salsa, and dancers must understand the relationship between the pulse and the clave rhythm to dance the salsa with authenticity. Kentucky Academic Content Big Idea: Structure in the Arts Academic Expectations 1.15 2.23 Program of Studies Understandings AH-6/7/8/HS-SA-U-1 AH-6/7/8/HS-SA-U-3 Skills and Concepts Exploring the concept: Under your direction, have students explore the clave rhythm with their bodies. During all of the following exploration, it would be helpful for you to provide the rhythm with a pair of claves or rhythm sticks in order to keep the rhythm steady for the class. AH-6/7/8/HS-SA-S-Da1 AH-6/7/8/HS-SA-S-Da2 AH-6/7/8-SA-S-Da3 Core Content AH-(06)(07)(08)(HS)-1.2.1 Starting with the concept of call and response, divide students in half. One half will be the “callers” and one half will be the “responders.” With the groups facing each other, Group One will clap the three beginning sounds of the clave and Group Two will respond with the last two sounds of the clave. An example of clapping toward each other in a call and response action is in Understanding the Clave Rhythm Pattern segment. To add a bit of energy to the exercise, make a competition out of it: which group can be the loudest AND most accurate rhythmically? Have students switch parts. Try again. Have students brainstorm locomotor movements and list them on the board (or provide movement posters/cards). With both groups standing at opposite ends of the room, have the “callers” locomote with three movements and the “responders” locomote with two movements that they have chosen from their list of locomotor movements. For example, Group 1: Hop, hop, hop; Group 2: Run, run. Again, making this a competition to see who gets to the middle of the room first really gets the students traveling (and dancing)! Try different locomotor movements; switch parts. Developing skills: Have students brainstorm nonlocomotor movements and list them on the board (or provide movement posters/cards). Using both locomotor and nonlocomotor movements, have the class create a dance phrase that all the students will try individually. Write it on the board. For example, Reach, reach, reach, Leap, leap. This dance phrase uses nonlocomotor movements for the three sounds, and locomotor movements for the two sounds. See if the students can perform two clave patterns in a row; for example, Reach, reach, reach, Leap, leap, Reach, reach, reach, Leap, leap. Create a second dance phrase as a class that now switches the use of non- and locomotor movement. For example, Skip, skip, skip, Bend, bend. After trying this pattern several times, have students put the dance phrases together. They will now perform an AB “dance.” Big Idea: Humanity in the Arts Academic Expectations 2.25 Program of Studies Understandings AH-6//7/8/HS-HA-U-1 Skills and Concepts AH-6/7/8-HA-S-Da1 AH-6/7/8/HS-HA-S-Da3 Core Content AH-(06)(07)(08)(HS)-2.2.1 Big Idea: Purposes for Creating the Arts Academic Expectations 1.15 2.22 Program of Studies Understandings For example: Part A Reach, reach, reach, Leap, leap, Reach, reach, reach, Leap, leap, Part B Skip, skip, skip, Bend, bend, Skip, skip, skip, Bend, bend. 278 • Arts Toolkit Dance • Lesson Plans AH-6/7/8/HS-PCA-U-1 AH-6/7/8/HS-PCA-U-2 Skills and Concepts AH-6/7/8/HS-PCA-S-Da2 Core Content AH-(06)(07)(08)(HS)-3.2.1 Big Idea: Processes in the Arts Academic Expectations 1.15 2.22 Program of Studies Understandings AH-6/7/8/HS-PA-U-1 Creating: Divide students into groups of about 5-6 students each. Once in small groups, have each group create a short dance phrase based on the clave pattern. (It is simpler for the students to use the movement patterns, A and B, which have been danced during class.) The assignment is: • The dance must be in ABA form. • The dance phrase must be interesting to watch (note rubric in the Performance Assessment); therefore, the group decides how to uniquely perform the (non)locomotor movements, what formations the group will form, and how they will use space, time, and force. Skills and Concepts AH-6/7/8/HS-PA-S-Da1 AH-HS-PA-S-Da2 AH-6/7/8/HS-PA-S-Da3 AH-6/7/8/HS-PA-S-Da4 AH-6/7/8/HS-PA-S-Da5 AH-6/7/8-PA-S-Da6 Core Content AH-(06)(07)(08)(HS)-4.2.1 AH-HS-4.2.3 Big Idea: Interrelationships Among the Art Academic Expectations 1.14 1.15 2.22 Program of Studies Performing: Students perform their dances, one group at a time, for the class. The class/audience is looking for creative use of the movements and interesting spatial patterns. After each performance, students discuss the questions: What did you like about the dance? Do you have any suggestions? Why would you suggest that? Have students assess the dance according to the rubric and its questions, and performers take notes on the audience’s comments. It may be helpful to discuss appropriate and supportive audience behavior and how to offer constructive criticism. The lesson can end after Day 1. Day 2/Day 3 (Optional) “Editing”/creating: Have students take peer comments from Day 1 and apply them to their ABA dances in order to improve their dances. (Performing again could occur after this is completed.) After this, the students begin to add on to their dance phrases, creating a new part C and a new part D. Staying with the same rhythmic pattern, have students continue to use locomotor and nonlocomotor movements in order to make their part C. They may use more than one movement per section of the clave. For example, instead of Run, run, run, Twist, twist, the students can create a phrase that goes Spin, Kick, Drop, Scoot, scoot. Understandings AH-6/7/8/HS-IAA-U-3 Skills and Concepts AH-6/7/8/HS-IAA-S-1 The assignment is: • The dance must be in ABACADA form, which is a rondo form. • The dance phrase must be interesting to watch (note rubric); therefore, the group decides how to uniquely perform the (non)locomotor movements, what formations the group will form, and how they will use space, time, and force. Cross-Disciplinary Connections Performing: Refer to above for directions on performing. Clave rhythm pattern in music Tips & Suggestions: For reference for the students, hang up posters/cards with (non)locomotor movements printed on them to encourage innovative use of movement. Feel free to do as much or as little as this plan outlines. Do not feel you cannot do this lesson if you have only one day to commit to this project. Pick what you can do in one day or two days. Keep students on task during group-creating work. Make sure they do not spend too much time on one aspect. Also, make sure students move as they create, not just share ideas and talk about it. Individually ask groups how they are doing; if they begin to tell you what they are going to do, say, “No, don’t tell me…show me what you have so far.” Arts Toolkit Dance • Lesson Plans • 279 Support/Connections/Resources Teacher Tip See the Afro-Cuban Dance guide in the Dance and Culture section of the Dance Toolkit binder for more information. With all students trying this at once, students are required to be very aware of their surroundings and classmates; make consequences for those who do not control their bodies. When performing these dance phrases, encourage students to try new, unique ways of moving by using the elements of dance. Have them try dancing at different levels, in different directions, with different sized movements, with different energies. Have them try different body parts—instead of just reaching their arms, have them reach their heads, hips, elbows, knees, for example. Visit Latin American countries on the World of Dance and Music CD-ROM for information about various countries that move to the clave rhythm pattern, such as Cuba and Venezuela, and see the Dances of the Americas DVD for a salsa performance. Visit Rhythm Web, a web site of world rhythms at www.rhythmweb.com/shed/clave.htm. If you have the Music Toolkit, check out Latin rhythms in these performances on the Music Around the World DVD: Venezuela: Salsa and Cuba: The Latin Beat. Search YouTube for examples of people performing to the clave rhythm pattern. Music/Video Suggestions: • Buena Vista Social Club • Juan de Marcos and the Afro Cuban All Stars • Putumayo World Music: Cuba • Poncho Sanchez • When My Heart Finds Christmas CD by Harry Connick, Jr. (Includes the song, It Must’ve Been Ol’ Santa Claus, that has what jazz musicians call the Big 4, but is similar to the clave.) • Harry for the Holidays DVD (This TV special has a segment where Harry Connick, Jr., sings with Marc Anthony and they perform Auld Lang Syne using the clave.) Writing for the Lesson Describe the experience of creating a dance, answering these questions: What was it like to work in a group? How were decisions made in the group? What was it like to create your own dance? What was it like to perform in front of your peers? Explain the process of creating a dance and then “fixing” or “editing” it to make a better finished product. Compare and contrast your group’s dance to another group’s. Applications Across the Curriculum Language Arts Incorporate an activity that focuses on body parts (nouns) that do the locomotor and nonlocomotor movements (verbs). Using Writing a Dance Critique from the Responding section of the binder, have students write a critique for one of the group’s clave performances. 280 • Arts Toolkit Dance • Lesson Plans Adaptations for Diverse Learners Research and compare different forms of the clave—son clave versus rhumba clave. What is the history of the clave? Create a “TV broadcast” about dance which includes stories about clave’s history, video examples of people clapping the clave, video segments of dances created using the clave, etc. Include a dance critique section where a “dance critic” delivers his/her criticism of the “latest” clave performance. Science Go to the web site www.pulsethemovie.com and click on the icon Explore the Sound Lab, which leads you to the physics of sound. Social Studies Study the history of clave and its contribution to society, particularly Cuban music. Use the World of Dance and Music CD-ROM in the Dance Toolkit to begin this study. Vocational Studies Identify the careers associated with dance, particularly choreographers (since this is what the students just did). Study the skills required for these occupations. Visit Kentuckians in Dance www.ket.org/artstoolkit/dance/careers to meet choreographers and others involved in dance occupations. Open Response Assessment Prompt: In order to create today’s dance, an Afro-Cuban rhythm, locomotor and nonlocomotor movements and the elements of dance were used. Directions: A. Name the rhythm used for your group’s creative dance. B. Using the elements of dance, describe how two locomotor and two nonlocomotor movements were performed in the dance. ELEMENTS OF DANCE CHART Space Size (big, medium, small) Level (high, middle, low) Direction (forward, backward, right, left, up, down) Pathway (Straight, curved, zigzag) Focus (single, multiple) Shape (group, individual, straight, curved, angular, twisted) Time Speed/Tempo (fast, medium, slow) Rhythm (pattern, even/uneven) Duration (long, short) Accent Force Energy (sharp, smooth) Weight (strong, light) Flow (bound, stiff, free, loose) Arts Toolkit Dance • Lesson Plans • 281 OPEN RESPONSE SCORING GUIDE 4 • Student identifies the clave as the rhythm used. • Student describes, in great detail, the use of space, time, and force, with two examples of locomotor movement and two examples of nonlocomotor movement. (Refer to the elements of dance chart above.) 3 • Student identifies the clave as the rhythm used. • Student describes, in some detail, the use of space, time, and force, with two examples of locomotor movement and two examples of nonlocomotor movement. (Refer to the elements of dance chart above.) 2 • Student identifies the clave as the rhythm used. • Student describes the use of space, time, and force, but fails to offer two examples for both locomotor movement and nonlocomotor movement. (Refer to the elements of dance chart above.) 1 • Student identifies the clave as the rhythm used. • Student fails to describe adequately the use of space, time, and force, and fails to offer two examples for both locomotor movement and nonlocomotor movement. (Refer to the elements of dance chart above.) 0 • No answer or irrelevant response. Performance Assessment Prompt: Students create an original dance using the clave rhythm in ABA (or ABACADA) form. Directions: A. The dance must be in ABA form or ABACADA (rondo) form. B. The dance phrase must be interesting to watch (rubric below); therefore, the group decides how to uniquely perform the (non)locomotor movements, what formations the group will form, and how they will use space, time, and force. Rubric: • Was the dance interesting to watch? Why? • Was it well rehearsed? • Did the dance flow from one movement/concept to the next (e.g., from A to B and back to A)? • Did the dancers use the elements of dance in a variety of ways? (direction, path way, size, level, rhythm, energy, weight, etc.) 282 • Arts Toolkit Dance • Lesson Plans Answer Key for Multiple Choice Questions 1. B 2. D 3. A PERFORMANCE SCORING GUIDE 4 3 2 1 • The dance followed all directions. • The dance was interesting to watch and captivated the audience. • The dance was well-rehearsed and flowed smoothly from one part to the next. • The dancers performed the dance well and with confidence. • The dance had many innovative uses of space, time, and force. • The dance followed all directions. •The dance was interesting to watch. • The dance was well-rehearsed and flowed smoothly from one part to the next. • The dancers performed the dance well and with confidence. • The dance had some innovative uses of space, time, and force. • The dance followed all directions. • The dance was interesting to watch. • The dance needed more rehearsal time. • The dancers performed the dance well, but needed more confidence. • The dance had uses of space, time, and force. • The dance failed to follow all directions. • The dance was somewhat interesting, but hard to watch. • The dance needed more rehearsal time. • The dancers performed the dance, but needed more confidence. • The dance had few uses of space, time, and force. 0 • Non-participation Multiple Choice Questions Author: Kacey Frazier Copyright 2008 KET Reviewed by the Kentucky Department of Education This lesson plan is part of the Dance Arts Toolkit. To order the entire toolkit or for more information about the Arts Toolkit project, visit www.ket.org/artstoolkit or call (859) 258-7294. 1. The clave is a rhythm found in most A. African music. B. Afro-Cuban music. C. African-American music. D. flamenco music. 2. If A is Run, run, run and B is Twist, Shake, then a dance in ABA form would be A. Run, run, run, Twist, Shake B. Twist, Shake, Run, run, run, Twist, Shake C. Twist, Shake, Run, run, run D. Run, run, run, Twist, Shake, Run, run, run 3. A traditional African form of music found in the clave rhythm is A. call and response. B. ABA. C. response and call. D. ABACADA. Arts Toolkit Dance • Lesson Plans • 283 _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 284 • Arts Toolkit Dance • Lesson Plans