Minds On
Today’s vocabulary
Press the following tabs to access today’s vocabulary.
Let’s get started!
In this learning activity, you will create a dance piece based on a piece of procedural writing. Procedural writing is the step-by-step instruction of a task, in written form. Consider situations when a person must follow written directions: for example, when cooking a recipe, or during the process of assembling furniture. This form of writing is mean to be direct and easy to follow, similar to following the steps of a dance piece!
Check out the following video tutorial entitled “What’s in Bannock?” to observe the directions for making this recipe. Record the steps that are given for how to make a bannock to use as your piece of procedural writing. You may also use a different example of procedural writing of your choice.
Using the video instructions as a guide, record the steps on how to make bannock or “scone” in a table or list. Complete the Steps on How to Make a Bannock activity in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
| Step | Description |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 |
Press the ‘Activity’ button to access Steps on How to Make a Bannock activity.
Action
Get ready, get set…
Task: Verb chains
Verb chains are a strategy to interpret action words into dance.
Consider the procedural writing you did in the Minds On section.
Press ‘Table’ to access the steps that you might have written in the Minds On section.
| Step | Description |
|---|---|
| 1 | First, you need to gather the ingredients. |
| 2 | Second, mix them together on the counter. |
| 3 | Next, knead the dough. |
| 4 | Then, fry the bread in a frying pan. |
| 5 | Let it sizzle. |
| 6 | Finally, flip it over and cook the other side. |
Portfolio
Portfolio
Consider adding this document to your portfolio.
Highlight or underline the verbs from your procedural writing. List them in the left column of the following graphic organizer. Complete the Communicating Writing Through Dance activity in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts.
| Verbs from procedural writing | Elements of dance that could be used… |
|---|---|
| Gather | |
| Mix | |
| Knead | |
| Fry | |
| Sizzle | |
| Flip |
| Verbs from procedural writing | How they might be translated into movement… |
|---|---|
| Gather | |
| Mix | |
| Knead | |
| Fry | |
| Sizzle | |
| Flip |
Press the ‘Activity’ button to access Communicating Writing Through Dance activity.
Go!
Now consider how these ideas could be translated into movement. Draw on your understanding of the elements of dance to help guide inform your choices.
Press ‘Chart’ to access Elements of Dance.
Use the following prompts to create an anchor chart. See a sample.
| Elements of Dance | |
|---|---|
| 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 movements 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, backward)? 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 is it 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? |
Portfolio
Portfolio
Fill in the middle and right columns on your organizer. Complete the Communicating Writing Through Dance in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts. Consider adding your work to your dance portfolio.
| Verbs from procedural writing | Elements of dance that could be used… |
|---|---|
| Gather | |
| Mix | |
| Knead | |
| Fry | |
| Sizzle | |
| Flip |
| Verbs from procedural writing | How they might be translated into movement… |
|---|---|
| Gather | |
| Mix | |
| Knead | |
| Fry | |
| Sizzle | |
| Flip |
Press the ‘Activity’ button to access the Communicating Writing Through Dance.
Tip: The focus is not to copy or mime the movements as one might do in drama but abstracting them into dance. When abstracting movements, a dancer captures the essence of an idea but does not present it literally. For example, in Drama, “grab” might be mimed with just one hand, whereas in Dance, a dancer might use their whole body to show the concept of grab.
Press ‘Sample’ to access an example to help guide you as you fill in the middle and right columns on your organizer.
| Verb from procedural writing | Elements of dance that could be used… | How the verb could be translated into movement… |
|---|---|---|
|
Mix |
Body: twisted shapes Space: different levels |
Twist body from side to side and slowly move up and down from high to medium level and back up again |
|
Sizzle |
Body: back ad body base Energy: free flowing Time: quick movements |
Still lying down, flail the arms and legs in the air |
If possible, rehearse your dance piece and share it with a partner.
Always be sure to do your safety checks before you do an activity.
Safety
Before you begin, consider these safety precautions:
Consolidation
Putting it all together
Portfolio
Review your learning
Use the following questions to reflect on your learning.
- Why might it be easier to translate verbs into movements than other words or ideas?
- How is abstracting (movements) different than miming in drama?
- Where else might you use verb chains to help you explore ideas from other subject areas?
Record your ideas using a method of your choice. Consider adding your work to your portfolio.
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel…
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.