Minds On

Today’s vocabulary

Press the following tabs to access definitions of the learning concepts we will explore in this learning activity.

In dance, a performance piece that combines different forms of media or content such as text, images, light, audio, animations, projections of film, or video.

A person who plans and creates dance pieces.

(pronounced hip-lay) A fusion dance style that combines Ballet-style movement, Hip hop, and a variety of other dance styles.

A type of shoe with a strengthened toe, used for dancing on pointe, or on the tips of the toes.

Let’s get started!

Let’s begin by thinking about how additional tools, such as technology, costuming, or props, can enhance the message of a dance piece.

Access this video trailer from the Lighthouse Immersive show called Touch.

This is a trailer for the immersive dance show Touch in Toronto. It features several short clips from the performance. This performance is done in a large warehouse, not a traditional theatre. The audience sits “in the round” around the performance space and the dancers dance in the centre of the room, occasionally moving between the audiences’ chairs, around and even behind the audience.

In the first clip, the female dancer stands in a neutral position facing the audience. Only the top half of her body is visible. Behind her, an image of her face is projected on the wall.

In the second clip, the female dancer stands in the centre of the room. The male dancer crosses from the right side of the screen to the left passing behind her. The room is dark and projected on the floor and wall is a series of line lines. On the floor, the lines swirl around in a circle formation.

In the third clip, the female dancer stands with her back to the audience. Her arms are raised, elbows pointing to the ceiling, hands behind her back, and crossed at the wrists. On the wall in front of her is a projection of her body, showing an up-close image of her hands.

Pause and Reflect

Pause and reflect

  • What did you notice?
  • What additional tools did the dancers use to enhance their message?
  • Was this helpful to you as an audience member? Explain your thinking.

Record your ideas using a method of your choice.

Action

Get ready, get set…

Enhancing dance pieces

Let’s revisit the video from the Minds On section.

Did you notice how this dance piece used additional tools such as lights and multimedia to enhance the piece?

For example, in the first clip, a multimedia projection of the female dancer appears in the background.

In the first clip, the female dancer stands in a neutral position facing the audience. Only the top half of her body is visible. Behind her, an image of her face is projected on the wall.

In the second clip, the room is dark and light projections illuminate the dancers.

In the second clip, the female dancer stands in the centre of the room. The male dancer crosses from the right side of the screen to the left passing behind her. The room is dark and projected on the floor and wall is a series of line lines. On the floor, the lines swirl around in a circle formation.

In the final clip, a multimedia projection of the female dancer again appears in the background.

In the third clip, the female dancer stands with her back to the audience. Her arms are raised, elbows pointing to the ceiling, hands behind her back, and crossed at the wrists. On the wall in front of her is a projection of her body, showing an up-close image of her hands.

Go!

Use the following graphic organizer to explore how these additional tools enhanced the dance piece, Touch.

One student character with a speech bubble. The text in the bubble is: “TIP: You can use this later as an example to guide you through creating your own plan for incorporating technology into a dance piece.”

Explore the following analysis of the dance piece, Touch, and then analyze a dance piece of your choice.

Analysis of Touch

Dance Piece I Chose: Touch

Theme or Message of the Piece: Touch is about the importance of touch between two people and explores the emotions they have towards one another

Additional tools:

Where/How these were included in the dance piece:

How it added to the theme or message of the piece:

Lighting

In clip 2, the light projections swirled in a circle around the female dancer.

This highlighted how she was separated from the male dancer. When he moved, he kept his movements around the periphery of her circle of light.

Costumes

In clips 1 and 3, the female dancer is wearing a dance top that leaves her arms bare.

The exposed skin highlights the need for skin-to-skin contact (i.e., the importance of touch).

Sound effects and/or Music

Instrumental music.

Music without lyrics helps keep the focus on the visual components.

Multimedia such as backdrop projections, videos, etc.

In clips 1 and 3 multimedia projections of the female dancer were used.

In clip 3, the projection helped to focus the audience’s attention on the skin-to-skin contact of her hands brushing across her back.

Press the ‘Activity’ button to access Analysis of Touch. 

Activity(Open PDF in a new window)

Option 1: Revisit a dance piece you have created in a previous lesson. Consider how the addition of tools such as music, technology, and costumes might enhance the message of your piece.

Using the following graphic organizer or a method of your choice, map out how you might add these tools to your piece.

Complete the Analysis of Dance Piece 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.

Dance Piece I Chose:

Theme or Message of the Piece:

Additional tools:

Where/How I would include these in my piece:

How it would add to the theme or message of the piece:

Lighting

Costumes

Sound effects and/or Music

Multimedia such as backdrop projections, videos, etc.

Press the ‘Activity’ button to access Analysis of Dance Piece. 

Activity(Open PDF in a new window)

Option 2: Explore the following clip of dancers Camryn Taylor and Nia Lyons dancing Hiplet (a combination of Ballet and Hip hop). Consider how the addition of tools such as lighting, multimedia technology, and costumes might enhance the message of the piece.

Two dancers are in a dance studio. Dancer A is wearing a black unitard, Dancer B is wearing beige tights and a white shirt. Both dancers are wearing pointe shoes. Dancers A and B take two steps on pointe in unison towards the back of the studio away from the audience, so they are visible only from behind. The camera then focuses on Dancer B. She is visible only from the front. She faces the audience and brings her left arm, bent at the elbow, forward in a circular motion, and then the right arm. The camera then switches to Dancer A, who turns clockwise away from the camera.

The view then pans out so both dancers are fully visible. They both step in unison onto their left foot, on pointe, bringing their right foot up to their left knee and turning slightly counterclockwise so their bodies are now facing diagonally to the side. Their left hand is on their left hip and their right arm comes up over their head to help propel their turn.

They then step down on their right foot. [The camera cuts to a close-up of Dancer B’s feet]. She steps down on their left and pushes off to bring herself back up on pointe on her right foot and turns counterclockwise to face the wall on their left. The camera cuts to Dancer A. Only her upper body is visible. She brings both arms over her head in a circular motion.

Using the following graphic organizer or a method of your choice, map out how you might add these tools to this dance piece.

Two teachers having a conversation. In speech bubbles: Teacher A: You might intentionally choose not to add one of these tools. Teacher B: You can describe how the absence of this tool adds to the message.

Complete the Modifying A 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 portfolio.

Theme or Message of the Piece:
Additional tools: Where/How I would include these in the piece: How it would add to the theme or message of the piece:
Lighting
Costumes
Sound effects and/or Music
Multimedia such as backdrop projections, videos, etc.

Press the ‘Activity’ button to access Modifying A Dance. 

Activity(Open PDF in a new window)

Consolidation

Putting it all together

Portfolio

Review your learning

Use the following questions to reflect on your learning. Consider adding your answers to the reflection questions to your portfolio.

  • How might technology, or additional tools such as sound and/or costumes, enhance a dance piece?
  • How might technology, or additional tools such as sound and/or costumes, detract from a dance piece?
  • How have you stretched your thinking as a dance creator by adding these additional tools to your choreography?

Record your responses using a method of your choice.

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.