Lesson Plan Focus: GTK (Image gap, Exposing Body Image, Prejudice Gender Stereotypes)
Class: Dance 2 Grade: 9-12 Co-Curricular: Health, Critical Media Literacy
Time Allotment: 1 class period
VPA Dance Standards:
1.0 ARTISTIC PERCEPTION
Development of Motor Skills and Technical Expertise
1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.
1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).
Comprehension and Analysis of Dance Elements
1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.
Development of Dance Vocabulary
1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy).
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.
Creation/Invention of Dance Movements
2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.
Application of Choreographic Principles and Processes to Creating Dance
2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.
2.3 Design a dance that utilizes an established dance style or genre.
Communication of Meaning in Dance
2.4 Perform original works that employ personal artistic intent and communicate effectively.
2.5 Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
Development of Partner and Group Skills
2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connections and Applications Across Disciplines
5.1 Demonstrate effective use of technology for recording, analyzing, and creating dances.
Development of Life Skills and Career Competencies
5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
5.4 Explain how participation in dance develops creative skills for lifelong learning and well-being that are interpersonal and intrapersonal.
Common Core State Standards:
SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
RST.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Day 3 Extension: On the Board: DO NOW: Have Tech out
Objective: The objective of this lesson is to encourage students to develop their own critical intelligence with regard to culturally inherited stereotypes, and to the images presented in the media, film, television, social media, and magazines. In this lesson students take a look at their own assumptions about what it means to be a man or woman. The brainstorming and discussion sessions are meant to encourage them to ask gender-specific questions as a step in the self-reflective process.
Anticipatory Set: (1 min.) “Today we’re going to examine what acting like a man and being lady like means in our society. What are the gender stereotypes and how do these stereotypes affect our relationship with others?”
Discussion: (10 min.) Ask students and write words and themes as they speak on the white board:
- Who would you define “stereotype”?
- What are some typical examples? (a group of teens shoplifting, dumb blonde, men don’t cry, all Asians are smart and good students, etc.)
Activity: (small groups) (10 min.)“Act like a man/Act like a woman”
- What does it mean to act like a man? What words or expectations come to mind?
- Create a list.
- What names or put downs are boys/girls called when don’t fit into the box?
- How does this feel to be called these names?
- What do you think of the person who is using these put downs is feeling?
In partners (35 min): You will create a short movement phrase using the words to describe the male and female stereo type. You will then flip that to create an “unstereotype.” This will be recorded for your website. You will end the performance with the following phrase:
“WE DO NOT HAVE TO ACCEPT THE LIMITS OF STEREOTYPES. WE HAVE THE POWER TO DECIDE WHAT MAKES SENSE FOR US.”
Collaboration: Working with small group and partner cooperatively.
Evidence of Learning: Teacher observation walking around and watching what students are creating and doing. Tech notes.
Assessment Plan: Students will be assessed on participation, collaboration with partner/group, and final product with performance of written and movement assessment. Twitter reflection.