Teacher(s) Grade 11 teachers Subject Group and Discipline Dance

Unit Title Dance and Storytelling MYP Year 5 Unit Duration(hrs) 20 hrs

Inquiry: Establishing the purpose of the unitKey Concept Related Concept(s) Global Context

Aesthetic Interpretation Personal and cultural expression: artistry, craft, creation, beauty

Statement of InquiryPersonal and cultural identity is expressed through storiesInquiry QuestionsFactual : How do the artists tell stories Does culture defines aesthetics?Conceptual: Can artist shape the world through storytelling? How does culture influence the interpretation of the story?Debatable: Does culture determines aesthetic preference and understanding of the story?Objectives Summative Assessment: What tasks will allow students the opportunity to respond to the statement

of inquiry?The student produces an ePortfolio which includes Outline of summative assessment task(s) including Relationship between summative assessment

responses to the four summative assessment tasks under the supervision of their teacher.A: Knowledge and Understanding

i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology.

ii. demonstrate an understanding of the role of the art form in original or displaced contexts.

iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

B: Developing Skillsi. demonstrate the acquisition and

development of the skills and techniques of the art form studied.

ii. demonstrate the application of skills and techniques to create, perform and/or present art.

assessment criteria

Task 1 – Presentation (Criteria A and D)

From IB:An individual presentation of research using concepts and subject-specific terminology of the:

·       Work of a master artist(s) / theorist(s) / practitioner(s) and the way they tell a story through art.

·       Critical analysis (compare and contrast) of two works from different artists.

·       Relationship between the artworks and their context (Context: facts or circumstances that surround an event or situation.)

Student task: Individual (3 A4 paper)

Students will research two different choreographers, groups or dancers. The students needs to know their dance

task(s) and statement of inquiry:

The presentation will demonstrate the student’s:·       Understanding of storytelling in the arts, how

cultural traditions are preserved, and how artists’ ideas and feelings are perceived through stories. (Ai, Aii)

·       Exploration of the ways in which artists have told their stories and, in doing so, revealed their identity and conveyed meaning. (Diii)

The proposal will enable students to:·       Demonstrate purposeful exploration leading to a

feasible, clear, imaginative and coherent artistic intention. (Ci)

·       Demonstrate a range of creative-thinking behaviours related to the statement of inquiry. (Please note. For the purposes of the proposal, creative-thinking behaviours involve students exploring the unfamiliar and experimenting in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal

C: Creative Thinkingi. develop a feasible, clear, imaginative and

coherent artistic intention.ii. demonstrate a range and depth of creative-

thinking behaviours.iii. demonstrate the exploration of ideas to

shape artistic intention through to a point of realization.

D: Respondingi. construct meaning and transfer learning to

new settings.ii. create an artistic response that intends to

reflect or impact on the world around them.

iii. critique the artwork of self and others.

backgrounds, works, what are their style in creating dance choreography and how they tell stories through dance. After the research the students will compare the two artist based on their styles and works.

Students will be required to research and compare two dance performances made by a famous choreographer or dance group. Using the 6 thinking hats, the students will research and analyse the performance content, concepts, music, and all the elements included in each dance.

Then, using an intensive Venn Diagram, the students will need to compare, analyse and explain the similarities and differences of the choreographer in telling a story through dance.

signature and realize their artistic identity.)  (Cii)

The process and product evidence will:·       Demonstrate the development of student skills

and techniques to realize their artistic intention. (Bi)

EEExplore artistic ideas to realize their artistic intention. (Ciii)

Demonstrate the student’s ability to create, perform and / or present their own story through art (Visual arts, Media, Music, Dance, Drama, Integrated visual arts or Integrated Performing Arts).  (Bii)

The commentary will enable students to:·       Use acquired knowledge to purposefully inform

their artistic decisions. (Aiii)·       Observe, reflect and comment upon the role that

arts have played to convey stories in different

Task 2 – Proposal (Criterion C)

From IB:A selection of process journal extracts including:

·     -The development of the student’s artistic intention which should be in line with the statement of inquiry and the global context.

-Demonstration of a range of creative-thinking behaviours related to the statement of inquiry.

Students task: Individual (5 A4 paper)

Using PDCA cycle, the students will need to plan and create a feasible solo dance performance that would show a story.

They students will need to record their plan, ideas and using the SMART Goals, they will need to explain what will be the outcome of their performance. They will need to explain their artistic intention and

settings. (Di)·       Develop a deeper understanding and appreciation

of creative expression as they tell a story of their own and its impact on others. (Dii)

expound the its relation/link to the statement of inquiry and to the Global context.

The students will need to record the process of practice, dance step, music, changes and adjustments made all throughout the planning,

Task 3 – Process and Product (Criteria B and C)

From IB:A demonstration of individual student skills and techniques evidenced through:

·       A minimum of three recorded examples of skills acquired, developed and applied (including one at

the beginning, one near the middle, and one at the end of the unit) to show the acquisition of skills and progression of work.

·       Exploration of artistic ideas·       The product created / performed or presented.

Students task: Individual (A total of 3 minutes video recording divided into 3 parts to show the progress in the beginning, middle and end of the unit.) PDCA cycle.

Dance performance: The students will be required to plan, practice and perform a total of 3 minutes solo dance performance.

The theme of their dance will be about cultures. The performance should possess a dance movements, music, emotion and character that shows a story.

The students will progress throughout the unit by using formative assessments and summative assessments. They will be recorded 3 times, using two formative

assessment and 1 summative assessment. Students will show tell a story by dancing with means of emotion, character, space, props and costume.

1 st recording: (Formative assessment) 30 sec.

Dance character – The students will develop and recorded under their chosen character in their dance piece. They need to practice facial expression, body movements and rhythm.

2 nd recording: (Formative assessment) 30sec

Space and props: The students will develop and recorded with exploration of using the space as a solo dancer and by using a chosen a props.

3 rd recording (Summative assessment) 2mins.

Dance story: The students will perform a dance performance that would show story about culture.. They will be recorded with their props, costume and music.

Task 4 – Commentary (Criteria A and D)

From IBA commentary (audio / visual or written) that includes:

·       Understandings gained about storytelling through art

·       Evidence of the use of acquired knowledge to inform the development of student’s own artwork

·       Impact of the student’s artistic response on the world around them and their ability to convey their identity and creative expression through their artistic story.

·       A critique of their own work including reflection on the statement on inquiry/inquiry questions.

Students task: (4 pages A4 paper)

The students will be required to do a

commentary that would describe and evaluate their experiences from researching, planning, creating and performance.

Using Kolb’s Experiential Learning Cycle, the students need to demonstrate evidences of the things that they have learned by reflecting on the things that went well and thing that they need to improve on.

They need to formulate an idea and concepts on how dance can convey story, to show their culture, identity and how it can impact the world.

Approaches to Learning (ATL)IB ATL Category MYP ATL Cluster Specific ATL Cluster ATL Skill Model

1. Self Management2. Thinking3. Self-management

Organisation SkillsCritical ThinkingReflective Skills

PDCA cycle6 Thinking hatKolb’s Experiential Learning Cycle

4. Self-management Organisation Skills SMART Goals

Action: Teaching and Learning through inquiry Content Learning Process

Week 1● Introduction of the unit● Understanding the concept of telling a story through dance by watching a

video.● The elements of dance focus for storytelling.● Choose a story

Week 2● Dance emotions● Dance posture and style.● Literal and non-literal movements● Dance practice● Start of research for task 1.

Week 3● 1st recording. Formative assessment

Week 1● Students are briefed about the unit.● Students discuss about stories which they have seen from mediums other

than from books.● Students view video of dances with elements of drama/narrative.● Students interpret the story from the dance.● Students discuss about using dance as a story telling.● Students learn basics of movements in communicating character and

actions

Week 2● Students observe postures in different characters and emotions in a dance.● Students warm up and practice movements and developments within a

movement in communicating an emotion/character.● Students discuss characters and styles of movements used to communicate

characters in a dance.● Using PDCA cycle, the students brainstorm about characters and stories

they would like to adopt in their dance.

● To finish task 1

Week 4● Exploring space● Dance movements to travel● Choosing the appropriate props.● Students practice complex travelling movements.● Students apply body part movements that express characters in travelling.

Week 5● Practicing dance● Choreographing

Week 6● 2nd recording. Formative assessment.● To start task 4.

Week 7● Enhancing dance performance● Movements, props, music and space.

Week 8

● Using Toulmin Model, the students will analyze the dance style and works of two artists and compare them.

Week 3● 1st recording● Dance in character: The students will be recorded based on their character

on their chosen story about them or their culture.● Peer-assessment using four As (Assess, Ask, Advise and Appreciate)

Week 4● Students practice basic movements, applying them to various timing and

music in expressing different emotions and characters.● Students learn about choreographic structures through observation and

analysis of video.● Students practice complex travelling movements.● Students apply body part movements that express characters in travelling.● Students discuss about using lighting and props in communicating a theme

in a dance.

Week 5● Practicing dance●Dance development● Choreographing

● 3rd recording. Summative assessmentWeek 6● 2nd recording (Formative assessment)● The students will perform and recorded. They need to explore on props

and space based on their chosen story about them or their culture.● Peer-assessment using four As (Assess, Ask, Advise and Appreciate)● To start task 4.

Week 7● Dance enhancement● Developing dance steps and ideas.● Students practice● Students reflect and evaluate on their own dance last session.● Students observe and compare the use of nuances in movements.● Students practice their dance with spatial awareness and intent use of

expression

Week 8● 3rd recording. Summative assessment● The students will perform a solo performance based on a story about

themselves or about their culture.● Peer-assessment using four As (Assess, Ask, Advise and Appreciate)

● The students will complete all tasks.● Submit all the requirements. Research, Process journal and

commentary.

Formative Assessment

1st recording: (Formative assessment) 30 sec. Dance character – The students will develop and recorded under their chosen character in their dance piece. They need to practice facial expression, body movements and rhythm.

2nd recording: (Formative assessment) 30sec Space and props: The students will develop and recorded with exploration of using the space as a solo dancer and by using a chosen a props.

Differentiation

Describe how you will differentiate teaching and learning for this unit?

● Students are allowed to use their mother tongue language in command term and translate to English.

● Students with low language A skills ability will be working with the partner from same language background.

● Different roles within a group● Mixed ability groups● Different ways of presenting the information.

Resources

Suggested professional set studies for students to conduct a study on:

Christopher Bruce’s Swansong Rafael Bonachella’s And Who Shall Go To The Ball? – Memet’s Solo Essence by a former Alvin Ailey dancer – Essenceis a tour-de-force for a female soloist, who explores a spectrum of emotions in this deeply moving

portrait of self-discovery. (https://www.alvinailey.org/about/company/ailey-ii/repertory/essence ) Among Us (Private Spaces: Public Places) – Characters from all walks of life come together in Judith Jamison’s new collection of vignettes

examining the joys and complications of human relationships. Original jazz compositions by the musical iconoclast ELEW and costumes by the award-winning designer Paul Tazewell are inspired by a series of Jamison’s own drawings that depict these characters’ ordinary and sometimes extraordinary lives.

Cry – Alvin Ailey choreographed his signature solo Cry as a birthday present for his dignified mother, and created the dance on his stunning muse, Judith Jamison. Mrs. Cooper (Alvin Ailey’s mother), Ms. Jamison and Carmen de Lavallade could be considered the archetypal Ailey woman – a role that has been passed on to all the women in the Ailey ranks to whom Ms. Jamison has taught this solo.In her autobiography Dancing Spirit, Ms.

Jamison wrote: “Exactly where the woman is going through the ballet’s three sections was never explained to me by Alvin. In my interpretation, she represented those women before her who came from the hardships of slavery, through the pain of losing loved ones, through overcoming extraordinary depressions and tribulations. Coming out of a world of pain and trouble, she has found her way-and triumphed.”

Akram Khan Dance Company’s Zero Degrees or Sacred Monsters – resources are available at http://www.akramkhancompany.net/html/akram_khan_resources.php

Bird Song – www.siobhandavies.com Dance Tek Warriors – www.uniondance.co.uk Still life at the Penguin Café – www.brb.org.uk - https://www.brb.org.uk/post/still-life-at-the-penguin-caf%C3%A9-kangaroo-rat-rehearsal Perfect – www.motionhouse.co.uk - http://www.motionhouse.co.uk/productions/past-performances/perfect.shtm Faultline – www.shobanajeyasingh.co.uk - http://www.shobanajeyasingh.co.uk/works/faultline/

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the Unit During teaching After teaching the unit