CREATIVE PROCESS CARDS - EduGAINs · CREATIVE PROCESS CARDS Differentiated Instruction Teaching and Learning Examples 2010 ... † Use at least two elements of dance to clearly convey

CREATIVE PROCESS CARDS

Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch

Copy and cut out three or four sets of cards, each in a different colour, depending on the number of groups of eight needed for the class size.

Challenging

and

Inspiring

Imagining

and

Generating

Planning

and

Focusing

Exploring

and

Experimenting

Producing

Preliminary

Work

Revising

and

Refi ning

Presenting,

Performing

and

Sharing

Refl ecting

and

Evaluating

1.

4TTAPPENDIX A Communicating through Dance Grades 7 or 8 Arts: Dance

Complete this chart by placing the terms below into the correct phase box.

Word Bank: Challenging and Inspiring Planning and Focusing Refl ecting and Evaluating Presenting, Performing and Sharing Revising and Refi ning Imagining and Generating Producing Preliminary Work Exploring and Experimenting

CREATIVE PROCESS GRAPHIC ORGANIZER Name: ____________________________________________________________________

Differentiated Instruction Teaching and Learning Examples 2010 Ontario Ministry of Education—Student Success/Learning to 18 Implementation, Training and Evaluation Branch 2.

APPENDIX B Communicating through Dance Grades 7 or 8 Arts: Dance

Phase Eight: Phase One:

Phase Five: Phase Four:

Phase Six:

Phase Seven:

Phase Three:

Phase Two:

Task: Create a dance composition that conveys an environmental message or idea.

Non-negotiable TaskYour group must:• Use at least one movement from each group member• Sequence movements to effectively convey the selected environmental message or idea• Use transitions that effectively convey the selected environmental message or idea• Use at least two elements of dance to clearly convey your message about the environment• Log your use of the Creative Process (each student is responsible for his/her own log)• Revise choreography based on the feedback of others• Be able to explain why you chose to use the movements you did

Negotiable TaskGroup ChoicesYour group may choose: • The environmental stimulus you use • The environmental message or idea that you want your dance to convey • The length of your piece

Individual ChoiceYou may choose:• The verbs you would like to demonstrate through dance

Optional TaskYour group may wish to:• Have a distinct beginning and ending (e.g., are you going to start on stage or off-stage, do you want to freeze at the beginning or ending,

do you want to dim the lights, start or end with your backs to the audience)• Use props (fabric, sticks, ribbons, etc.)

DANCE COMPOSITION LEARNING CONTRACT


APPENDIX C Communicating through Dance Grades 7 or 8 Arts: Dance

The environmental message that we want our dance to convey is: ____________________________________________________________________________________________________

In Our Dance: Peer and Teacher Comments/SuggestionsSequencing

We have tried a variety of ways to sequence our movements. We have selected the way that best communicates our message.

We chose to do it this way because:

TransitionsWe have explored a variety of ways to transition from one movement to the next. We have a variety of transitions in our dance. The transitions we have chosen help to convey our message.

We chose these transitions because:

Elements of DanceWe have explored at least two of the elements of dance:

Body Space Time Energy Relationship

We have explored a variety of ways to use these elements. We have selected the way that best conveys our message.

We chose these elements because:

DANCE COMPOSITION CHECKLISTNames: ___________________________________________________


APPENDIX D Communicating through Dance Grades 7 or 8 Arts: Dance

Categories/Criteria Level 1 Level 2 Level 3 Level 4

Thinking The student:

• Follows the steps of the creative process to develop a dance composition

Documents the creative process with information that has limited relevance to the specifi c steps

Documents the creative process with information that has some relevance to the specifi c steps

Documents the creative process with information that has considerable relevance to the specifi c steps

Documents the creative process with information that has a high degree of relevance to the specifi c steps

Communication The student:

Organization of ideas in dance• Sequences movements to

communicate the intended message

• Uses transitions between movements to communicate the intended message

Sequences movements with limited effectiveness

Uses transitions with limited effectiveness

Sequences movements with some effectiveness

Uses transitions with some effectiveness

Sequences movements with considerable effectiveness

Uses transitions with considerable effectiveness

Sequences movements with a high degree of effectiveness

Uses transitions with a high degree of effectiveness

Expression of ideas in dance• Uses at least two elements of

dance to express the intended message

Body Space Time Energy Relationship

Uses elements of dance with limited effectiveness

Uses elements of dance with some effectiveness

Uses elements of dance with considerable effectiveness

Uses elements of dance with a high degree of effectiveness

A rubric is an assessment tool used in assessment for and of learning. Before beginning to work on a task, students should be engaged in co-constructing the criteria to ensure that they know what success “looks like.” The rubric can be used to guide assessment for learning throughout the process. When the purpose is assessment oflearning (evaluation), the rubric provides the basis for decision making about the student’s level of achievement using the agreed-upon criteria.

DANCE COMPOSITION RUBRIC


APPENDIX E Communicating through Dance Grades 7 or 8 Arts: Dance

Phase of the Creative Process and What You Do

Examples from Your Work

Challenging and Inspiring• Choose a stimulus

Which image did you choose? _______________________________________________________________________________________________________

Why did you choose it? You liked the image The image refl ected how you feel about the environment The image remind you of __________________________________________________________________________________________________________

Other: __________________________________________________________________________________________________________________________________

Imagining and Generating• Use ideas inspired by the

stimulus

What were some of the key words from your brainstorming?1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

What is the message of your dance piece?________________________________________________________________________________________

Which word did you choose?_________________________________________________________________________________________________________

What movement(s) did you create to represent that word (think in terms of the elements: How did you use body, space, time, energy, and relationship?):

Body Locomotor movement Non-locomotor Curved shape Angular shape

Are you using: The whole body One part or parts of the body

What is your body base: Feet Knees Hands and knees Side Back Other: __________________________________________________________________________________________________________________________________

CREATIVE PROCESS LOG A (page 1 of 5)

Name: ____________________________________________________________________


APPENDIX F1 Communicating through Dance Grades 7 or 8 Arts: Dance

Imagining and Generating• Use ideas inspired by the

stimulus

Space Low level Medium level High level

Are you facing the: Front Back Side Corner

Are you travelling: Forward Backward Sideways Diagonally I am not travelling Other: ____________________

The size of my movement(s) is/are: Small Large Narrow Wide

TimeAre you moving: Quickly Slowly

Do you: Speed up Slow down

Is your rhythm: Even Uneven

Do you pause or freeze: Yes No Other components of time used: _________________________________

EnergyThe quality of your movement(s) is/are:

Exploding Bouncing Shaking Smooth Delicate Erratic Cautious Other: __________________________________________________________________________________________________________________________________

The force of your movement(s) is/are: Light Heavy Bound Free fl owing Sharp Smooth Tense Relaxed

The effort behind your movement(s) is/are: Pressing Gliding Falling Twitching Slumping Flicking Folding Shivering Other: __________________________________________________________________________________________________________________________________

Relationship will be discussed when you come together with your group and start to sequence your choreography.


Name: ____________________________________________________________________



Planning and Focusing• Discuss with others and

decide how the elements will be used

Are the groups’ movements similar? Yes. How are they similar? _________________________________________________________________________________________________________

No. How are they different? _______________________________________________________________________________________________________

Which element(s) are you using the most? Body Space Time Energy Relationship I think we are using them all the same

If you are using one or two more than the others, why do you think that is? ______________________________________________

________________________________________________________________________________________________________________________________________________

Relationship How are you using Relationship in your dance piece?

Which groupings do you use in your dance piece? (Check all that apply.) Solo Duet Trio Whole group Other: ___________________________________________________________________

Are there facial expressions or emotions you are trying to convey? Yes NoIf yes, what are they? __________________________________________________________________________________________________________________

Exploring and Experimenting• Use the elements of dance

to respond to the stimulus• Take risks and try a variety

of ways

What did you have to change or modify to ensure the message is clear? ___________________________________________________

________________________________________________________________________________________________________

Did you try sequencing the movements in a different way? Yes NoIf yes, how was the dance different when you did it in a different order? __________________________________________________

______________________________________________________________________________________________________________________________________________

Did you try repeating movements? Yes NoIf yes, what were you trying to show through repetition? _____________________________________________________________________


Name: ____________________________________________________________________



Producing Preliminary Work• Commit to your choices and

work to make the meaning clear for the audience

• Create your work. Be ready to share your work-in-progress by (date): _______________________

What movements did you do to help convey your message? (choose your top three)1.

2.

3.

Is there anything else you included to help the audience understand what you are trying to communicate?

Music Entrances/exits Repetition Lighting Other: _____________________________________

Revising and Refi ning• Share your work in

progress with peers to get feedback

• Rework the piece, incorporating feedback

What feedback was given to you by the class? (Pick two to three comments on which to focus.)1.

2.

3.

What did you do to incorporate the above feedback into your dance piece?1.

2.

3.


Name: ____________________________________________________________________



Presenting, Performing and Sharing• Prepare a space for

sharing your work• Be ready to share your

polished piece by (date): _______________________

Where in the room will you perform? ____________________________________________

Which way are you facing? ____________________________________________________

Where is the audience? In front of the performers On either side of the performers All around the performers (theatre in the round) Other: __________________________

Refl ecting and Evaluating• Refl ect on the process

and how successful the piece was in communicating the idea

• Refl ect on the work of others, identifying similarities and differences between your work and theirs

What do you think you did really well?

What would you change next time?

Which part of the dance do you think was the most successful in contributing to the message of the dance?


Name: ____________________________________________________________________



Differences

YOUR DANCE PIECE

Differences

ANOTHER DANCE PIECESimilarities

11.

Phases—Creative Process

What You Do Examples from Your Work

Challenging and Inspiring

Choose a stimulus:• Which image did you choose?• Why did you choose it?

Imagining and Generating

Use ideas inspired by the stimulus: • What were some key words from your brainstorming?• What is the key message of your dance piece?• Which word did you choose?• What movement(s) did you create to represent that

word (think in terms of the elements: Body, Space, Time, Energy, and Relationship)?

Planning and Focusing

Discuss: • How did you decide to sequence the movements?

Start to make choices about the elements (how they will be used):• Are the groups’ movements similar? Are they different?• Are you using one element more than the others? If

so, why do you think that is?

Exploring and Experimenting

Use the elements of dance to respond to the stimulus:• What, if anything, did you have to change to ensure

the message is clear?

Take risks and try a variety of ways to respond to the stimulus:• Did you try sequencing the movements in a different

way? What was the effect?• Did you try repeating movements?• Which way did you decide to do it in the end and why?

CREATIVE PROCESS LOG B (page 1 of 3)

Name: ____________________________________________________________________





Producing Preliminary Work

Commit to artistic choices and work to make the meaning clear for the audience:• What movements did you do to help convey your

message?• Is there anything else you included to help the

audience understand what you are trying to communicate (music, entrances/exits, repetition, lighting, etc.)?

Create the work:• You should be ready to share your work-in-progress

by (date): _______________________

Revising and Refi ning

Share the preliminary work with peers to get feedback:• What feedback was given to you by the class (pick

two to three things you want to focus on)?

Rework the piece, incorporating self/peer/teacher feedback:• How did you change your dance piece to refl ect this

feedback?


Name: ____________________________________________________________________





Presenting, Performing and Sharing

Prepare space for sharing work:• Where will you perform?• Which way are you facing? • Where is the audience?

Finalize the production:• You should be ready to share your polished piece by

(date):_______________________

Refl ecting and Evaluating

Refl ect on the process and how successful the piece was in communicating the idea:• What do you think you did really well?• What would you change next time?• Which part of the dance do you think was the most

successful in contributing to the message?

Refl ect on the works of others:• Compare your dance to another dance in the class.

What was the same? What was different? (You may use a Venn diagram.)


Name: ____________________________________________________________________



SIDE COACHING TIPS (Teacher Reference)


The following tips will help you coach students’ movements while they are working in groups:

• Have the students “chunk” their dance into steps. This will allow you to help them break down exactly what isn’t working so they can rework one piece as opposed to reworking the whole dance. This also helps to determine if students are struggling with the movements or the transitions.

• Have students step out one at a time and give feedback to their group members as to how the dance looks and whether or not they are effectively communicating the message they decided on in their Imagining and Generating phase.

• If there is one particular part that is unclear, ask the students to identify what elements they are using in that section to convey the meaning and ask why they have chosen those elements.

If students are stuck on a particular move, but it is not working for the piece, they can:

• Make it bigger/smaller

• Change levels (low, medium, high)

• Change the direction in which they are travelling (backward, forward, sideways, diagonally,

zigzag, curvy, etc.)

• Change a locomotor movement to a non-locomotor, or vice versa

• Slow it down/speed it up

• Exaggerate the movement (make it slower and bigger)

• Change the direction they are facing (facing away from the audience conveys a very

different message than facing the audience and often creates an interesting visual effect)

14.

APPENDIX G Communicating through Dance Grades 7 or 8 Arts: Dance

GIVING EFFECTIVE FEEDBACK


When you provide feedback to your peers, you:• Help them to shape their work• Ensure that everyone is on the right track• Ensure the audience understands the idea(s) or feeling(s) the dancers are trying to communicate

When you are providing feedback, make sure it is:• Specifi c: Talk not about the dance as a whole, but about specifi c movements, transitions, actions, shapes, etc.

• Positive: First, comment about the positives. Say what worked and why it worked. For example, “I really liked how you used fl owing, organic shapes when you moved to music that had the sound of running water. It really made me understand that you feel connected to the natural world.”

• Constructive: Then, comment about what didn’t work as well, and how you would suggest improving it. For example, “Your ending didn’t work for me because I couldn’t tell that you were fi nished. Maybe you could freeze or turn your back to the audience when you are done to make it clear.”

When you are providing feedback:• Offer suggestions for next steps

15.

APPENDIX H Communicating through Dance Grades 7 or 8 Arts: Dance