ACTIVITY 1: Introducing Body Vox

Objectives:

• Introduction of the video “Body Vox” for discussion.
  
• Introduce students to element of dance, lighting and music in video.

Estimated Time Needed for Activity:

45 minutes

Notes:

• Be prepared to lead a discussion on the artistic elements seen in the video. This will include focus on the elements of the video seen in rehearsal shots as well as the performance aspect.
• Watch the video and think about the artistic elements that you see in the way the artists are moving. Put together a list of words that could describe the movement and the elements of the performance. What are the differences and or similarities between the rehearsal and performance?

Addressing Cultural Diversity in the Learning Environment:

• Think about the students in your class and the way in which movement plays a role in their culture. What forms of dance are exemplified by the students in your room and how can you weave this into a discussion of movement in general?
  

Materials Needed for this Activity:

• VCR and monitor
  
• Paper and pencil

Additional Resources:

• For more on the director/choreographers go to http://www.dancespirit.com/backissues/del 01/modernart.shtml
  
  

Procedure:

1. Ask students what they know about dance, what experiences they have had with dance, if there are any specific dances from their culture or family that they can talk about.
2. Ask students how many have ever seen a professional dance company.
3. Tell students they will see the video of the Portland-based dance troupe “Body Vox.”
4. Show tapes.
5. Ask students what they noticed about the way the artists were moving in the video, what got their attention.
   
6. Direct students to get into groups of five.
7. In the small groups each student is given the opportunity to share their impression with the other members, a recorder writes down the ideas and interpretations of the group. The group chooses a reporter to present to their ideas to the class.
8. Teacher asks students to return to their seats.
9. The reporter from each group presents the group’s impressions of the rehearsal and performance segments of the video.
10. Teacher directs students to use descriptive writing to write a short piece for a newspaper-style piece on the troupe Body Vox.

Assessment

• Use the Group Collaboration Scoring Guide to assess this activity.

Extensions and Adaptations

• This activity could extend to creating a glossary of words to describe movement not just of Body Vox but of other types of dance.

ACTIVITY 2: The Role of Collaboration in Creating A Work of Art

Objectives:

• Introduce the concept of collaboration.
• Brainstorm with the class what an appropriate collaborative piece should be.
• Students who have similar interest will join up in groups of 4-5.
• Each student will choose to design and present either a large drawing (pencil and a piece of butcher paper only) or a “living sculpture” piece that is appropriate for the classroom.

Estimated Time Needed for Activity:

This lesson should take no more than a 45-minute period. Teacher should monitor the collaborative process by watching how well the group members interact.

Notes:

• This activity and the next are designed to help the students redefine for themselves the elements of collaboration and improvisation.
• Teacher must have prior idea of how the space will be arranged for students’ work. Students who will take part in the living sculpture piece need a defined space in which to work. They are to experiment with gesture and movement. Students should be reminded that they only have that period to come up with their piece.

Addressing Cultural Diversity in the Learning Environment:

• Body Vox is one troupe of dancers engaged in redefining the notion of artistic movement. Brainstorm with your students dance groups that come from specific cultural traditions: African American dance troops, Latino dance troupes etc.
  

Materials Needed for this Activity:

• Arrange space in the classroom for students to draw or rehearse their “living sculpture.”
  
• Several large pieces of white butcher paper.

Additional Resources:

• Images of dancers from a variety of cultures and ethnic backgrounds.

Procedure:

1. Show the video again, this time emphasizing for students the concept of how Body Vox collaborates together.
2. Students are given a choice of joining a group of 4 to make a large scale pencil drawing, or work with a group using gesture and movement to develop “living sculpture.”
3. Students working on movement piece should be encouraged to use repetitive movement and gesture.

Assessment

Extensions and Adaptations

• Videotape the “living sculpture” pieces and create a gallery to display the group drawings.

ACTIVITY 3: It’s All in the Presentation

Objectives:

• Students will present their collaborative work before the class.
• Students will sit with their group and answer questions posed by class members.
• Teacher should introduce topics, such as: how did the process to create the piece begin, what did everyone contribute, how can that be seen in the piece, what was the hardest part, what was the easiest?
• Each student writes a reflective piece on the experience.

Estimated Time Needed for Activity:

One 60-minute session

Notes:

The process of asking questions and clarifying each other's ideas is just as important as the creation of the piece.

Addressing Cultural Diversity in the Learning Environment:

• Each person goes through life and develops an aesthetic about color, dress, art, music, the taste that we each develop is influenced by our family, friends, society and culture.
  
• What are the cultural influences on your tastes and how do they manifest themselves in the way you look and in the art you create?
  
• The teacher could lead a discussion about this before the class question-and-answer session about how each piece was created.
  

Materials Needed for this Activity:

• Drawing materials

Procedure:

1. Tell students that this activity is about presentation and reflection.
2. Seats are moved to accommodate presenters using movement.
3. Students who chose to draw will come in front of class. They will talk about their contribution to the project.
4. After all presentations are completed, students sit with their groups.
5. Remaining members of the class question the presenters as to choice; what they contributed; how decisions were made; what was difficult; what was easy; were the ideas unified?
6. Students return to seats and entire group writes reflection on their experience.

Assessment

• Use the Presentation Scoring Guide to assess this activity.

Extensions and Adaptations

• Additional class periods may be necessary for elementary students to complete this process.