Abstract gestures and emotions for middle school

Copyright © 2002 by Arizona State University and the Arizona Board of Regents.

Pantomime vs. Abstract Gesture Middle School Lesson Plan Standard: Students will understand dance as a way to create and communicate meaning Indicator of Achievement: Students will effectively demonstrate the difference between pantomiming and abstracting a gesture Materials: Jose Limon's film "There Is a Time" music to accompany "mad, sad, glad" movements Preparation: Show the students the film, asking them to notice "a time for war," "a time to mourn," "a time for peace," and "a time to laugh." Discuss the feelings, body language, and abstraction from the pantomime. Activity: Have the students explore the words, "mad, sad, and glad," first in realistic body language, second in pantomime, and third in abstraction. For abstraction have them experiment by changing time (slow, fast, freeze frame, repetition and deceleration), space (large, small, high, low, upside down, turning, traveling, putting the gesture in a different body part). Have half of the group improvise abstract movements while the other half observes. Discuss the choices made. Next day, add music, preferably music the students bring in. Have students practice a solo for the abstracted emotions. Share (with the class and perhaps have the students perform for a school assembly) and discuss. Assessment: Videotape the solos. Have the students write a critique of their work, discussing their choices, as well as their goals for further work on dance skills. Include in student portfolios. Adapted from a draft of Delaware's "Visual and Performing Arts Curriculum Framework"