Minds On

Today’s vocabulary

Using the body as an instrument to create different sounds and effects (e.g., clapping hands, snapping, fingers, patting the thighs, etc.).

Part of a larger dance piece. Dancers connect movements to form a sequence. A dance sequence is longer than a phrase but shorter than a section. It may be performed by itself or be part of a larger dance piece. It has a beginning, middle, and end.

Let’s get started!

Explore the following video from TVOKids. In this video, we’ll meet a spoken word artist named Mahlikah Awe:ri.

After exploring the video, consider the following questions:

  • What were some of the key ideas shared in Mahlikah’s poem?
  • What did this poem make you think of?
  • What were some of the ways in which Mahlikah expressed her ideas and emotions?

Respond to the questions using a method of your choice.

Action

Get ready, get set…

Task 1: Brainstorming

Let’s revisit the poem shared in the video in the Minds On section.

Did You Know?

Did you know?

Two teachers having a conversation. Teacher A says: Did you know what Mahlikah uses she/they as pronouns? Teacher B responds: Thanks for letting me know, Teacher A! Using the pronouns a person has asked you to use can make them feel welcome and comfortable.

If you are unsure of someone’s pronouns, try asking: “Can you remind me which pronouns you use?”

You can also use their name in place of any pronoun. For example:

“I really enjoyed Mahlikah’s performance. Malikah is a talented performer!”

Let’s think about Mahlikah’s poem.

Answer the following questions using a method of your choice. When you’re ready, you can press the ‘Answer’ buttons to reveal sample responses to each question.

  • What were some of the key ideas shared in Mahlikah’s poem?

Press the ‘Answer’ button to reveal a sample answer to this question.

Mahlikah’s poem expresses their connection to the land and to their people. The poem connects Mahlikah’s identity to their ancestors. For example, they repeated “I am my people’s stories” and connected to the Earth and the natural world in between these statements.

This poem could also connect the past, present, and future. They discuss “pictographs” and the “prophesy” with being “resilient” and an “indomitable force.” This could mean that Indigenous people are not just from the past, but that they are still here.

  • What did this poem make you think of?

Press the ‘Answer’ button to reveal a sample answer to this question.

It made me think of nature and animals.

  • What emotions were conveyed in this poem?

Press the ‘Answer’ button to reveal a sample answer to this question.

Pride, love, and hope

Here are some sample themes, words, and emotions inspired by Mahlikah’s poem. Which ones resonate with you? Are there any additional ones you would add?

resilience

land/nature

family/ancestry

land

identity

culture

love

journey

music/rhythm

strength

pride

history/her story

Take note of the words that resonate with you (or any additional words that you would add)!

Go!

Task 2: Responding through movement

A dancer in a wheelchair raises their arms above their head while a second dancer lunges forward, responding to a poem through movement.

Revisit the brainstorming you did about Mahlikah’s poem. Select three words that resonate with you. How might you respond to some of these through movement?

Use the following example to help guide you.

Ideas or themes from the poem

How might this be translated into movement?

Journey

Walk forwards in a curved pathway at a high level.

Love

Crouched down in a kneeling position and wrap arms around self in a closed shape position.

Land

Lay down on the ground with back as a body base. Spread arms and legs out to the side connecting all parts of the body to the ground.

Here is an example of the second movement for the word ‘Love.’

A dancer kneels on one knee, their eyes closed and their arms wrapped around themselves, demonstrating the movement for the word “love”.

Use the following fillable and printable Responding with Movement graphic organizer to brainstorm how each word could be translated into movement. You can also record your ideas in a notebook or using another method of your choice.

When thinking about the movements that could be created, consider the elements of dance (e.g., levels, body bases, tempo, etc.).

Press the ‘Elements of Dance’ button to reveal the elements of dance chart.

Body

What is your body doing?

Consider the following questions:

  • What different body bases could you use to create a shape with your body?
  • What different body parts could you move?
  • How many different locomotor and non-locomotor movement could you create?
  • Could you create symmetry in your body?
  • What about asymmetry?
  • What kinds of angular shapes could you make?
  • What kind of curved shapes could you make?

Space

Where is your body moving?

Consider the following questions:

  • How could you move at a high, middle, or low level?
  • What different pathways could you travel (in a straight line, in a zigzag, backwards)?
  • If you are dancing with someone else, how is it different when you dance close together vs. far apart?

Time

When is the body moving? (in relation to time)

Consider the following questions:

  • How could you move at various speeds (e.g., fast, medium, slow)?
  • How it is different dancing to music vs. dancing without music?
  • Could you add a pause or a moment of stillness into your movements?

Energy

How is the body moving?

Consider the following questions:

  • How could you move lightly (e.g., as if you are a balloon floating through the sky, as if you are an astronaut in outer space?
  • How could you move as if your body was heavy (e.g., as if you were pushing a big piece of furniture across the floor, as if you were moving through thick mud)?
  • What is an example of a sudden movement?
  • What is an example of a sustained movement?

Relationship

Who or what is the body moving with?

Consider the following questions:

  • How might dancers meet or part in a dance piece?
  • How could emotions or facial expressions be added to movements?
  • How could you move around, under, or over a prop?
Responding with Movement

Press the Activity button to access the Responding with Movement.

Activity (Open PDF in a new tab)

Portfolio

Portfolio

Consider adding your Responding with Movement graphic organizer to your portfolio.

Task 3: Creating dance sequences

Close-up view of a young person thinking, with their right hand resting under their chin, looking straight ahead.

Consider the three movements you imagined in the last section. Refer to the Responding with Movement graphic organizer. How might these be sequenced together to create a short dance piece?

Record your answers using movements, pictures, or as a detailed written or audio description.

If possible, share the dance sequence with someone!

Be sure to do a safety check before you try your dance sequence.

Safety

Before you begin, consider these safety precautions:

Portfolio

Portfolio

Consider adding your dance sequence to your portfolio.

Consolidation

Putting it all together

A student sits at a table in front of a wall of bookshelves, writing in a notebook with a pencil, with a laptop open in front of them.

Portfolio

Review your learning

Use the following questions to reflect on your learning.

  • Is dance an effective way to communicate ideas from texts, such as Mahlika’s poem? Why or why not?
  • How did you use the elements of dance to communicate your ideas?
  • If you were to create this piece again, would you change anything?
  • What are your strengths as a dance creator?
  • Where would you like to continue to develop your understanding?

Record your responses using a method of your choice. Consider adding your work to your portfolio.

Reflection

As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence.

I feel...

Now, record your ideas using a voice recorder, speech-to-text, or writing tool.