Jazz in Motion

Lesson Overview

Grade: 9
Subject: Dance
Duration: 60 minutes
Class Size: 22 students
Standards: California Visual and Performing Arts Content Standards, Dance: Artistic Perception, Creative Expression, Historical and Cultural Context, Aesthetic Valuing

Objectives

• Students will analyze the role of dance in community building and cultural expression.
• Students will explore the history and social justice implications inherent in jazz dance.
• Students will create original dance movements inspired by the film "Uprooted," demonstrating understanding of dance elements.
• Students will reflect on the cultural and historical significance of jazz and its impact on communities.

Materials

• Chart papers and markers
• Space for group movement work
• Whiteboard and markers
• Appendix with elements of dance and action words
• Film summary or clips (optional)

Lesson Phases

1. Minds On (10 minutes)

Discussion Prompt

• Begin with a class discussion: "Can there be such a thing as a community without dance?"
• Explore how communities globally express themselves through dance and movement.
• Discuss the concept of representation and its importance within the context of the film "Uprooted."
• Questions to guide:
  • “What did you learn about the people who created, maintained, and inhabited the culture of jazz?”

Class Activity

• Have students share thoughts from their charts completed during the film viewing to engage with different perspectives.

2. Braindance - Using Rhythm (10 minutes)

• Introduce "Braindance" as a warm-up activity focused on rhythm and syncopation.
• Use musical accompaniment or clapping, and guide students through a series of rhythmic movements incorporating elements such as body awareness, space, time, energy, and relationship.
• Emphasize coordination and the interaction of rhythmic patterns with movement.

3. Bodystorming - Action (30 minutes)

Group Activity

• Organize students into groups of 3 to 5.
• Each group selects keywords or phrases from the chart they filled out in response to the film Uprooted. Consider people, jazz styles, quotations, content, title elaboration, specific eras, personal connections, or social justice topics.
• Task: Create 8 movements matching their words or phrases using at least two elements of dance (body, space, time, energy, relationship) and one action word.

Creative Twist

• Encourage groups to envisage these movements in a poetic format, with lines starting with "Jazz is…," inspired by the film’s narrative.

Performing and Observing

• Have each group perform their movement phrase to the class. Encourage students to observe and provide constructive feedback focused on how well movements reflect the chosen words and themes.

4. Consolidation (10 minutes)

Reflective Discussion

• Lead a discussion addressing:
  • "Is jazz still authentic if we do not know its history?"
  • "What is lost by not knowing and honouring the history and the people who made jazz?"
  • Discuss jazz dance as an outlet of survivance and celebration for oppressed communities.
  • Explore the role of art, culture, and their daily impacts on personal and community lives.

Exit Ticket

• Ask students to write down one insight they gained about the historical and cultural significance of jazz dance and its influence on personal or global communities.

Assessment

• Participation in group discussion and bodystorming activity.
• Movement creation that reflects understanding of chosen themes and elements of dance.
• Reflection on written exit tickets.

This lesson plan offers a detailed approach not only to understand the artistic and socio-cultural facets of jazz dance but also fosters creative expression and critical thinking regarding its historical and community impact.